The English language is the lingua franca of education, trade, and employment. However, with such a global influence, the English language sometimes interferes with the native languages via subtractive bilingualism. The aim of this essay is to explain the negative effects of subtractive bilingualism on a global scale in general, elaborate on its negative effects on the Albanian language in particular, and propose solutions to the problem. To achieve such an aim, research related to the macroscopic model of determinants of additive and subtractive bilingualism (MMDASB) was consulted. Based on the research findings, I conclude that the school milieu should lead by example in using additive bilingualism to counter subtractive bilingualism. In doing so, the school milieu would counter subtractive bilingualism on the sociological, socio-psychological, and psychological levels as predicted in the MMDASB (Landry & Allard, 1993) model. Following the conclusion, concrete proposals for promoting additive bilingualism by the higher education in the school milieu are recommended.
This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimuli conditions in the classic experimental design. The data analysis involved a MANCOVA in SPSS and ANCOVA in R-WRS2 package (for DVs with non-homogenous variances) to control the covariates. The data from both null hypothesis significance testing and Bayesian factor design analysis showed that the data were in favor of outcomes which demonstrated that although IHCALM was funnier (p < .01) it was not another type of a seductive detail that harmed learning (p > 0.05). It was less interesting (p < .01), yet made the participants more aware of what they did not learn (p < 0.01). The practical and theoretical implications of teaching with IHCALM were also discussed.
Introduction The COVID-19 pandemic strained many aspects of daily life, and the propensity of the virus for spreading rapidly affected the world; bringing both stress and psychological health problems throughout the world. This study aims to investigate the level of psychological issues and problems among the population during the COVID-19 pandemic. MethodologyThis was a repeated cross-sectional study (N = 650) made of Pre-Pandemic (n = 338) and During-Pandemic Covid-19 (n = 312) samples conducted in Dardania (Kosovo) municipalities of Prishtina, Prizren, Ferizaj, Gjilan, Gjakova, Peja, Podujeva, Suhareka, Mitrovica, and Vushtrri. The study used both the Demographic Questionnaire and the General Health Questionnaire 28. ResultsThere was a significant difference between the two samples in psychological health problems in general (p = .001), as well as depression (p = .001), social dysfunction (p = .001), somatization (p = .001), anxiety and insomnia (p = .001) in particular. Furthermore, Chi-square analysis showed that there was a very large effect size for participant’ reported accidents, natural disasters, losing a loved one, chronic illnesses, displacement, Domestic violence, imprisonment, and especially divorce. ConclusionsThe COVID-19 pandemic increased psychological health problems and there is a need for the mobilization of psychological health experts to support and to decrease the level of risk in the population for future times.
While background music and interesting yet irrelevant to the topic adjuncts were found to harm learning (and were classified as seductive detail) in the Cognitive-Affective Theory of Learning with Media model (CATLM), emotionally appealing shapes and color were found to foster learning (and were classified as multimedia with emotional design). However, although humour is used in education during class and has both psychological and physiological benefits, there is no published research about instructional humour (IH) in CATLM to date. The purpose of the current research was to clarify whether IH in CATLM fosters learning, or if it is yet another type of seductive detail. Total of 96 young undergraduate student participants were randomly assigned to watch a stimuli depicting 3D animations of brain cells either with IH (named as IHCALM) or without it (named as NH). All student data regarding mirth duration were measured with cameras, while how funny they found the stimuli, as well as their cognitive load, emotions, motivation, knowledge, and metacognition were all measured with Open Sesame. To test if the IHCALM harms learning, similarity between conditions was analyzed with both Bayesian Factor analysis and null hypothesis testing, which jointly reveal 3 outcomes. Outcome results show that IHCALM does not harms learning, due to being similar with the non-humorous condition. Implications of these findings for education are considered.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.