جستجوی مقالات مرتبط با کلیدواژه "دانش پیشین" در نشریات گروه "علوم انسانی"

The ultimate goal of language processing while reading is the comprehension of written text, which requires the simultaneous interaction of cognitive and metacognitive strategies. Inference-making is a cognitive strategy that could be defined as using two or more parts of the text information to enable comprehension of implicit information in the text. The cognitive strategies are operational plans used to process the text through words' recognition, combining propositions to obtain the semantic structure of the text, and finally drawing a situation model of the affairs as presented in the text (Kintsch & Van Dijk, 1978). Inference-making is one of the cognitive strategies of reading comprehension, which could be defined as the ability to use two or more parts of the text information to get its implicates (Silagi, et.al. 2015, p. 8). An inference could be either simple like recognizing the reference of a pronoun, or so complex. In fact, it could be said that during the reading comprehension, the reader turns the sentences with a hidden and seemingly incoherent meaning into a coherent one using various inferences. Inference making is one of the main topics in psycholinguistic studies. From this perspective, it is a cognitive strategy through which the reader goes through the text to extract its implied meaning based on two sources of information, i.e., "the propositional content of the text" (the information explicitly stated) and the "prior knowledge." Most of the information extracted from the text is not directly comprehensible through reading but is possible through inference making and text comprehension at high levels. Therefore, inference making helps to create a coherent representation of text by creating a conceptual relation between its different parts (Chikalanga, 1992, p. 699). Considering the above explanations, it could be said that the cognitive strategies enable the reader to activate his/her prior knowledge based on the text and to create a mental representation that facilitates reading comprehension. This mental representation should be enriched enough to provide a deeper understanding of the apparent meaning of the text. Such enrichment could be done through strategies, such as inference making as well as using the text structure' knowledge. The main purpose of this study was to investigate the difference in the use of inference-making strategy (coherent and elaborative) in reading comprehension among the MA students with weak and strong reading comprehension abilities. Accordingly, in this research work, there was one main hypothesis and two sub-hypotheses.

The study was a quasi-experimental type. The independent variables of this study were the participants' level of reading comprehension (with both weak and strong levels) and the type of inference (with two levels of coherent and elaborative). The dependent variable was their score in the inference-making test.The research sample consisted of 100 MA Persian speaking students of the University of Guilan; they were selected by convenience sampling method. First, the researcher-made placement test was conducted to divide the participants into two groups with weak and strong reading comprehension. The test's validity and reliability have been confirmed in the previous study (Ghavami et al., 2020). In the next step, the researcher-made inference-making test was distributed among them. This test consists of 4 texts and 16 questions. Each text has 4 questions, two of which are related to coherence inference-making and two are related to elaborative one. Then, five experts checked the content validity of the test. Its test's reliability was computed using Cronbach’s alpha. The alpha coefficient of the test was 0.72, showing that the test has rather good reliability. Finally, data were analyzed using MANOVA and independent samples t-test.

The results showed a significant difference between MA students with weak and strong reading comprehension according to inference-making strategy, as the strong students use more inference-making strategies. More detailed analysis showed a significant difference between the graduate students with weak and strong reading comprehension regarding the coherent inference making and the elaborative one.

The significant difference between the students with strong and weak reading comprehension (in terms of using the inference making strategy) and outperformance of the strong group compared to the weak group were consistent with the findings of Cain et al. (2001) and Silagi et al., (2015). The findings of this study, theoretically, as one of the first works in using inference making strategy in reading comprehension among literate Persian-speaking adults, could somehow fill in the informational gap in the related literature in Iran. From the educational point of view, the results of this research could provide valuable information on Persian Graduate students' different inference-making strategies for those involved in higher education and planning, including instructors, educational psychologists, and curriculum developing experts.

This research considers the effect of entrepreneurial knowledge on entrepreneurial success with the mediating role of entrepreneurial alertness in fast food businesses in the city of Isfahan. This research is an applied research in respect to its purpose and correlational descriptive in respect to its methodology. The population of this study comprise of 1366 fast food businesses and by simple sampling and using Morgan table 297 businesses are selected. The instrument of data collection was the standard questionnaire that the reliability and validity of the questionnaire was approved and one questionnaire has been given to per business and it has been answered by the owner of business. For testing hypothesizes, the way of Partial Least Squares and SPSS software was used. The result of testing hypothesizes shows that entrepreneurial knowledge and all its dimensions have positive effect on entrepreneurial success. The mediating role of entrepreneurial alertness also is confirmed in effecting entrepreneurial knowledge on entrepreneurial success.

Comprehension is the process of getting information from reading and listening. It plays a fundamental role in language learning. Several factors are involved in comprehension such as: vocabulary knowledge and prior/ background knowledge.
The present article aims through a case study to investigate the effect of teaching vocabulary and activating prior knowledge on reading comprehension among Non Iranian Persian learners in the center of teaching Persian language at IKIU. Of all advanced learners in the center, 65 learners were selected randomly (21 male and 25 female). After making participants homogenous via a vocabulary level exam, they were decreased in 46. Then, they were divided into two groups (vocabulary knowledge and prior knowledge). A common pretest contains two texts of reading comprehension was held focusing on cultural background of Iran. The test reliability was. /71. And after teaching unfamiliar vocabularies for vocabulary group and activating the prior knowledge for prior knowledge group separately, a post test (the same texts) was administrated. The data of pretest and posttest was analyzed through statistical tests. The results show that the reading comprehension is affected by vocabulary knowledge significantly, but as for background knowledge, no positive significant effect was observed.

This article investigates the basis of entrepreneurial alertness using the theoretical approach of cognitive psychology and relates it to existing theories in the field of entrepreneurship. The purpose of the research was to identify the dimensions of entrepreneurial alertness and their relationship to the above construct in a model in order to better understand the concept of entrepreneurial alertness. In this research, by using a mixed method (interwined) first the previous results and findings were analyzed based on the qualitative meta-synthesis method and utilizing an open coding tool and the phenomenon of entrepreneurial alertness was classified into four dimensions of prior knowledge, successful intelligence, mindfulness and market analysis, and 24 components accordance with the seventh steps of the Sandelwski and Barroso methods. The statistical population of the study consisted of 262 entrepreneurs from Tehran and Alborz provinces. Using Cochran's formula, the volume of the sample was calculated as 157 people and the samples were selected by simple random sampling. Data were collected through the researcher made questionnaires which prepared by researchers of this study. Data analysis was performed using the structural equation modeling method through Amos24 software. The results of the research indicated the significant relationship between prior knowledge and market analysis; mindfulness on market analysis; mindfulness and entrepreneurial alertness; market analysis and entrepreneurial alertness; recognizing opportunity and entrepreneurial alertness. The results also show an insignificant relationship between successful intelligence and market analysis.

Abstract: Creating a contingency perspective on the role of entrepreneurial alertness in order to identify opportunities can improve the theoretical value of entrepreneurship and ability for analysis and advice to entrepreneurs as well. This paper investigates the basis of entrepreneurial alertness and relates it to existing theories of cognitive psychology. The purpose of this research is to create a conceptual framework by identifying main dimensions and components of entrepreneurial alertness in order to ease understanding the formation of entrepreneurial opportunities. In this study, we reviewed 159 articles from external and internal databases in a period of 1970 - 2016 and 1380-1395 respectively. Then, through (CASP)1 we selected 49 primary articles for analysis. A seven steps meta-synthesis approach was used by researchers to analyze the fore-mentioned study findings. The result show that the concept of entrepreneurial alertness can be categorized into five dimensions of; successful intelligence, attention, prior knowledge, mindfulness and market analysis, and 24 components. Then, the kappa coefficient method was used between two coders to ensure the study’s reliability. The paper is finalized with a discussion on entrepreneurial alertness model that include processes relating to human information processing at individual level.

The study of children´s mental processes is not possible except by studying its manifestations. The narration of a story – as an external manifestation- can be good evidence of a child’s prior (background) knowledge and language abilities. Experience shows that children exposed to adequate and appropriate interaction with their mothers have more mental abilities in comparison with those who are poorer in this area. Accordingly, assessing existence or lack of correlation between the interactive input from mothers with the richness of content schemas formed in a child´s mind and also with a child´s language abilities in narration, is the goal of this research. The research is descriptive (specifically correlational). Data collection has been made in the first academic semester of 2011 – 2012. Statistical samples of this investigation consists of one hundred (100) children of five (5) years of age, who live in Ilam city and have been shown a short three minute narrative cartoon, and have been asked to narrate it. Propositional content and some of the linguistic features of the children’s narrations are explored separately based on two criteria. From another standpoint, the interactive input is studied by using a structured interview which has been determined by comprehensive studies. The results of the study reveal that children exposed to adequate and satisfactory interaction with their mothers are more capable in terms of conceptual background knowledge and linguistic outputs.

Two main factors influencing the entrepreneurial opportunity recognition، i. e. prior knowledge and cognitive characteristics have been identified. In order to examine the effect of prior knowledge on opportunity recognition with mediating role of cognitive characteristics including entrepreneurial alertness and entrepreneurial learning، the conceptual model of research and the related hypotheses are developed. This study was conducted on a random sampling and the sample size was determined based on the Cochran formula، in which eventually 67 people were studied. The adequate data for the study were collected through questionnaires and analyzed through regression analysis and Structural Equation Modeling (SEM). The findings of this research show that prior knowledge has positive effects on opportunity recognition، entrepreneurial learning and entrepreneurial alertness. Also the positive impact of entrepreneurial alertness and entrepreneurial learning on opportunity recognition was confirmed. In addition، the mediating role of entrepreneurial alertness and learning in the relationship between prior knowledge and opportunity recognition was confirmed. The overall assessment of the conceptual model، moreover، indicates strong fit.

This article studies the role of L1 by L2-learning. The use of L1 is related to the history of L2-learning. This role was neglected for long time because of reactions to grammar-translation method and almost all critics supported only L2 for learning. But nowadays we witness positive change of attitudes concerning the use of L1 in the classroom. Because the mother tongue is the only language، that human learns independent from any other language. Mother tongue determines the feelings and thoughts of learners and so it is not to switch off from foreign language teaching. Besides it can be، especially in the first stages of learning، very useful. In the long run، it makes the foreign language information understandable for learners. One can see this influence mostly in the process of learning meaning and grammar.

Language textbooks are conventionally expected to develop the four language macro-skills, including listening, reading, writing and speaking in language learners. However, mastering the reading skill is of particular importance, since it enhances the comprehension of specialized texts in students. The objective of this research is to investigate the scientific aspect of Persian textbooks in teaching the reading skill. In this research at first, the significant studies and findings in the area of reading are reviewed. Afterwards, Neil Anderson's ACTIVE model, as one of the most systematic models introduced to this area, is entirely described. Following this, some selected sources of teaching Persian are analyzed based on this model. It is concluded from this analysis that these sources have hardly addressed the current findings in the area of language teaching, especially the Anderson's ACTIVE model. The cultivation of vocabulary, the principle common within all traditional methods of language instruction, is remarkably implemented throughout these books. Among other components of Anderson's ACTIVE model, the principle of verification of strategies has been considered more. The teach-for-comprehension component has been rarely applied too. Despite its tremendous significance, the activation of prior knowledge principle is disregarded in almost all books. Furthermore, the principles called increase reading rate and progress evaluation are neglected all through these sources.

Information seeking behavior and its various aspects had been the focus of attention by many researchers around the world. It has been tried and tested in many disciplines. Furthermore, its correlation with many variables such as gender, discipline, occupation, individual knowledge, personality, experience as well as specialization has been measured and had furnished useful results. The present investigation has tested and analyzed the correlation between information seeking behavior and prior knowledge among students enrolled in University of Tehran Graduate Program at both Masters and PhD level. Findings indicate that there exists a positive significance between these two variables. There had been, however, a negative correlation between time as a barrier with affirmation of prior knowledge. The findings are compatible with some prior investigations while incompatible with other s.

The present study was conducted to investigate the contribution of prior knowledge and reading motivation variables in predicting the non-Persian learners’ reading comprehension ability. A multiple-choice test and two questionnaires were developed to measure the forty-two non-Persian students’ reading comprehension, prior knowledge and reading motivation. The results of the data analysis indicated that
there were significant relationships between reading comprehension and prior knowledge and reading motivation, and prior knowledge was a better predictor for reading comprehension than reading motivation.