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C
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Hy
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On
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Sem
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T
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CC B
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C
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Ped
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d
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co
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1.
I
NT
RO
D
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O
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Place
n
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titu
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,
a
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d
cu
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a
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in
f
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[
1
]
.
W
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in
th
is
d
o
m
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h
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r
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m
s
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k
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wled
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s
tr
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[
2
]
,
[
3
]
.
I
n
ter
n
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s
ch
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s
h
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d
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n
v
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m
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tal
lin
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u
is
tics
s
h
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w
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at
s
u
ch
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am
es c
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s
tallize
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lo
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s
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ex
p
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ac
r
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s
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s
.
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I
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(
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kma
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697
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in
co
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m
with
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tatio
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[
4
]
,
[
5
]
.
I
n
ter
p
r
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g
h
y
d
r
o
n
y
m
s
th
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elate
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awa
r
en
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o
f
h
is
to
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ical
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[
6
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.
C
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ter
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tics
,
an
d
cu
ltu
r
al
s
tu
d
ies.
R
ec
en
t
in
ter
n
atio
n
al
r
esear
ch
r
ef
lects
a
g
r
o
win
g
in
te
r
d
is
cip
lin
ar
y
in
te
r
est
in
to
p
o
n
y
m
y
,
in
clu
d
in
g
s
tu
d
ies
o
n
co
g
n
itiv
e
m
ap
p
i
n
g
o
f
p
lace
n
am
es
[
7
]
,
s
p
atial
ca
teg
o
r
izatio
n
ac
r
o
s
s
cu
ltu
r
es
[
8
]
,
an
d
p
s
y
ch
o
lin
g
u
is
tic
p
r
o
ce
s
s
in
g
o
f
p
r
o
p
er
n
am
es
in
m
u
ltil
in
g
u
a
l
s
ettin
g
s
[
9
]
.
C
o
llectiv
ely
,
t
h
ese
s
tu
d
ies
co
n
f
ir
m
th
at
p
lace
n
am
es
ar
e
co
g
n
itiv
ely
m
ea
n
i
n
g
f
u
l
u
n
its
em
b
ed
d
ed
in
b
r
o
a
d
er
c
u
ltu
r
al
a
n
d
s
p
atial
s
y
s
tem
s
.
Ho
wev
er
,
m
u
ch
o
f
th
e
ex
is
tin
g
h
y
d
r
o
n
y
m
ic
r
esear
ch
r
em
ai
n
s
f
o
cu
s
ed
o
n
class
if
icatio
n
,
e
ty
m
o
lo
g
y
,
h
is
to
r
ical
d
ev
elo
p
m
e
n
t,
o
r
ca
r
to
g
r
ap
h
ic
r
ep
r
esen
tatio
n
.
As
a
r
esu
lt,
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ic
h
lear
n
er
s
in
ter
p
r
et
h
y
d
r
o
n
y
m
s
—
an
d
,
cr
u
cially
,
m
is
in
ter
p
r
et
th
em
—
r
em
ain
in
s
u
f
f
icien
tly
ex
am
i
n
e
d
,
p
ar
ticu
lar
ly
f
r
o
m
an
em
p
ir
ical
an
d
ed
u
ca
tio
n
al
p
er
s
p
ec
tiv
e.
T
h
e
m
u
ltil
in
g
u
al
r
eg
i
o
n
o
f
W
ester
n
Kaz
ak
h
s
tan
p
r
o
v
id
es
a
p
ar
ticu
lar
ly
r
elev
an
t
co
n
tex
t
f
o
r
ad
d
r
ess
in
g
th
is
lim
itatio
n
.
Hy
d
r
o
n
y
m
s
in
th
is
r
eg
i
o
n
r
ef
lect
lay
er
ed
lin
g
u
is
tic
h
is
to
r
ies
a
n
d
d
iv
er
s
e
c
u
ltu
r
al
tr
ad
itio
n
s
,
y
et
u
n
iv
er
s
ity
s
t
u
d
en
ts
o
f
te
n
ex
p
er
ien
ce
d
if
f
icu
lty
co
n
n
ec
tin
g
lin
g
u
is
tic
f
o
r
m
s
with
th
e
g
eo
g
r
a
p
h
ical,
h
is
to
r
ical,
o
r
cu
ltu
r
al
k
n
o
wled
g
e
r
eq
u
ir
ed
f
o
r
ac
cu
r
ate
in
ter
p
r
etatio
n
.
Pre
lim
in
ar
y
o
b
s
er
v
atio
n
s
s
u
g
g
est
th
at
lear
n
er
s
f
r
eq
u
en
tly
r
ely
o
n
s
u
r
f
ac
e
-
lev
el
cu
e
s
s
u
ch
as
p
h
o
n
etic
r
esem
b
lan
ce
,
wh
ile
d
ee
p
er
co
n
ce
p
tu
al
in
teg
r
atio
n
r
em
ai
n
s
wea
k
o
r
in
ac
ce
s
s
ib
le.
T
h
ese
ten
d
en
cies
p
o
in
t
to
th
e
n
ee
d
f
o
r
r
esear
c
h
th
at
co
m
b
in
es c
o
g
n
itiv
e
-
lin
g
u
is
tic
th
eo
r
y
with
s
y
s
tem
atic
em
p
ir
i
ca
l a
n
aly
s
is
o
f
lear
n
er
e
r
r
o
r
s
.
Pre
v
io
u
s
r
esear
ch
in
o
n
o
m
asti
cs
an
d
co
g
n
itiv
e
lin
g
u
is
tics
h
as
estab
lis
h
ed
th
at
p
lace
-
n
am
e
in
ter
p
r
etatio
n
is
a
co
g
n
itiv
ely
m
ed
iated
p
r
o
ce
s
s
in
v
o
lv
in
g
s
em
an
tic
f
r
am
es,
cu
ltu
r
al
s
ch
em
as,
an
d
s
p
atial
ca
teg
o
r
izatio
n
.
E
x
is
tin
g
s
tu
d
ies
h
av
e
ex
am
in
ed
h
y
d
r
o
n
y
m
s
f
r
o
m
h
is
to
r
ical,
ety
m
o
lo
g
ical,
cu
ltu
r
al,
an
d
ca
r
to
g
r
ap
h
ic
p
e
r
s
p
ec
tiv
es,
as
well
as
with
in
b
r
o
ad
er
in
v
esti
g
atio
n
s
o
f
p
lace
-
n
am
e
c
o
g
n
iti
o
n
,
s
p
atial
id
e
n
tity
,
an
d
m
u
ltil
in
g
u
al
to
p
o
n
y
m
ic
l
an
d
s
ca
p
es.
C
o
llectiv
ely
,
th
is
b
o
d
y
o
f
r
esear
ch
d
em
o
n
s
tr
at
es
th
at
h
y
d
r
o
n
y
m
s
en
co
d
e
la
y
er
ed
cu
ltu
r
al
an
d
en
v
ir
o
n
m
en
tal
k
n
o
wled
g
e
an
d
co
n
t
r
ib
u
te
to
s
h
ap
in
g
s
p
ati
al
p
er
ce
p
tio
n
an
d
id
en
tity
.
Ho
wev
er
,
e
x
is
tin
g
s
tu
d
ies
h
a
v
e
lar
g
ely
f
o
c
u
s
ed
o
n
t
h
e
o
r
ig
i
n
s
,
class
if
icatio
n
,
o
r
s
y
m
b
o
lic
m
ea
n
in
g
s
o
f
h
y
d
r
o
n
y
m
s
,
wh
ile
lim
ited
atten
tio
n
h
as
b
ee
n
g
iv
en
to
h
o
w
lear
n
er
s
co
g
n
itiv
ely
co
n
ce
p
tu
alize
h
y
d
r
o
n
y
m
s
an
d
wh
y
s
y
s
tem
atic
m
is
in
te
r
p
r
etatio
n
s
a
r
is
e
in
e
d
u
ca
tio
n
al
co
n
tex
ts
.
I
n
p
ar
ticu
lar
,
t
h
er
e
is
a
lack
o
f
em
p
ir
ically
v
alid
ate
d
m
o
d
els
th
at
class
if
y
s
tu
d
en
t
er
r
o
r
s
i
n
h
y
d
r
o
n
y
m
in
ter
p
r
etatio
n
an
d
l
in
k
th
ese
e
r
r
o
r
s
t
o
estab
lis
h
ed
co
g
n
itiv
e
-
lin
g
u
is
tic
m
ec
h
an
is
m
s
.
T
h
is
g
ap
is
esp
ec
ially
p
r
o
n
o
u
n
ce
d
in
m
u
ltil
in
g
u
al
co
n
tex
ts
,
wh
er
e
h
y
d
r
o
n
y
m
s
r
ef
lect
c
o
m
p
lex
lay
e
r
s
o
f
lin
g
u
is
tic
an
d
c
u
ltu
r
al
in
ter
ac
tio
n
,
y
et
lear
n
er
p
er
ce
p
tio
n
r
em
ai
n
s
u
n
d
er
e
x
p
lo
r
e
d
.
Fu
r
th
er
m
o
r
e,
t
h
is
s
tu
d
y
ad
d
r
ess
es
th
ese
lim
itatio
n
s
b
y
co
n
tr
ib
u
tin
g
in
th
r
ee
way
s
:
i
)
it
d
ev
elo
p
s
an
d
em
p
ir
ically
v
ali
d
ates
a
s
ev
en
-
ca
teg
o
r
y
ty
p
o
l
o
g
y
o
f
s
tu
d
e
n
t
er
r
o
r
s
in
h
y
d
r
o
n
y
m
in
ter
p
r
etatio
n
g
r
o
u
n
d
ed
in
co
g
n
itiv
e
-
lin
g
u
is
tic
th
eo
r
y
;
ii
)
it
d
e
m
o
n
s
tr
ates
t
h
at
co
g
n
itiv
e
e
r
r
o
r
s
p
r
e
d
o
m
in
ate
o
v
er
in
atten
tiv
e
an
d
in
ter
p
r
etativ
e
er
r
o
r
s
,
h
ig
h
l
ig
h
tin
g
th
e
ce
n
tr
al
r
o
le
o
f
c
o
n
ce
p
tu
al
f
r
am
e
ac
tiv
atio
n
in
h
y
d
r
o
n
y
m
p
e
r
ce
p
tio
n
;
an
d
iii
)
it
ex
ten
d
s
in
ter
n
atio
n
al
r
esear
ch
o
n
to
p
o
n
y
m
ic
co
g
n
itio
n
b
y
p
r
o
v
id
in
g
ev
id
en
ce
f
r
o
m
a
m
u
ltil
in
g
u
al
ed
u
ca
tio
n
al
co
n
te
x
t
in
W
este
r
n
Kaz
ak
h
s
tan
,
o
f
f
e
r
in
g
a
f
r
a
m
ewo
r
k
ap
p
licab
le
to
cr
o
s
s
-
r
eg
io
n
al
an
d
cr
o
s
s
-
lin
g
u
is
tic
s
tu
d
ies.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
tu
d
y
e
m
p
lo
y
ed
a
d
escr
ip
tiv
e
cr
o
s
s
-
s
ec
tio
n
al
q
u
a
n
titativ
e
d
esig
n
aim
ed
at
id
en
ti
f
y
in
g
a
n
d
class
if
y
in
g
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
u
n
d
er
l
y
in
g
s
tu
d
e
n
t
er
r
o
r
s
in
h
y
d
r
o
n
y
m
in
ter
p
r
etatio
n
.
T
h
is
d
esig
n
was
s
elec
ted
b
ec
au
s
e
it
allo
w
s
f
o
r
th
e
s
y
s
tem
atic
an
aly
s
is
o
f
er
r
o
r
d
is
tr
ib
u
tio
n
s
ac
r
o
s
s
a
d
ef
in
ed
co
h
o
r
t
at
a
s
in
g
le
p
o
in
t
i
n
tim
e
an
d
is
well
s
u
ited
f
o
r
ex
am
in
in
g
c
o
g
n
iti
v
e
p
atter
n
s
o
f
p
r
o
p
e
r
-
n
am
e
p
er
ce
p
tio
n
with
o
u
t
m
an
ip
u
latin
g
in
s
tr
u
ctio
n
al
v
ar
iab
les.
C
r
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
ar
e
wid
ely
u
s
ed
in
c
o
g
n
itiv
e
an
d
p
s
y
ch
o
lin
g
u
is
tic
r
esear
ch
o
n
p
lace
-
n
am
e
p
r
o
ce
s
s
in
g
an
d
c
o
n
ce
p
tu
al
ca
teg
o
r
izatio
n
[
1
0
]
.
T
h
e
p
ar
ticip
an
ts
wer
e
1
2
0
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
m
ajo
r
in
g
in
h
u
m
a
n
ities
an
d
p
h
i
lo
lo
g
y
at
u
n
iv
er
s
ities
in
W
ester
n
Kaz
ak
h
s
tan
.
A
p
u
r
p
o
s
ef
u
l
s
am
p
lin
g
s
tr
ateg
y
was
ap
p
lied
,
as
all
p
a
r
ticip
an
ts
h
ad
p
r
i
o
r
co
u
r
s
ewo
r
k
i
n
lin
g
u
is
tics
an
d
r
eg
io
n
al
g
eo
g
r
ap
h
y
.
T
h
is
en
s
u
r
ed
a
b
aselin
e
f
a
m
iliar
ity
with
h
y
d
r
o
n
y
m
s
an
d
m
ad
e
it
p
o
s
s
ib
le
to
attr
ib
u
te
o
b
s
er
v
ed
er
r
o
r
s
to
c
o
g
n
itiv
e
an
d
in
ter
p
r
etativ
e
m
ec
h
an
is
m
s
r
ath
er
th
a
n
to
a
co
m
p
lete
lack
o
f
s
u
b
ject
k
n
o
w
led
g
e.
Par
ticip
atio
n
was v
o
l
u
n
tar
y
.
Data
wer
e
co
llected
u
s
in
g
wr
itten
in
ter
p
r
etativ
e
task
s
r
eq
u
i
r
in
g
s
tu
d
en
ts
to
in
ter
p
r
et,
co
m
p
ar
e,
a
n
d
ca
teg
o
r
ize
h
y
d
r
o
n
y
m
s
f
r
o
m
t
h
e
r
eg
io
n
al
o
n
o
m
asti
c
lan
d
s
c
ap
e.
T
h
e
task
s
wer
e
d
esig
n
ed
to
elicit
d
if
f
er
en
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
696
-
704
698
d
im
en
s
io
n
s
o
f
h
y
d
r
o
n
y
m
p
er
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ep
tio
n
,
in
clu
d
in
g
p
h
o
n
o
lo
g
ica
l
r
ec
o
g
n
itio
n
,
c
o
n
tex
tu
al
in
te
r
p
r
etatio
n
,
s
em
an
tic
ass
o
ciatio
n
,
ety
m
o
lo
g
ical
r
ea
s
o
n
in
g
,
an
d
cu
ltu
r
al
-
h
is
to
r
ical
i
n
f
er
en
ce
.
W
r
itten
r
esp
o
n
s
es
w
er
e
u
s
ed
in
s
tead
o
f
m
u
ltip
le
-
ch
o
ice
f
o
r
m
ats in
o
r
d
er
to
ca
p
tu
r
e
s
tu
d
en
ts
’
u
n
d
er
ly
in
g
r
ea
s
o
n
in
g
p
r
o
ce
s
s
es m
o
r
e
ex
p
licitly
.
T
h
e
in
s
tr
u
m
en
t
was
th
eo
r
etica
lly
g
r
o
u
n
d
ed
i
n
f
r
am
e
s
em
an
tics
,
p
r
o
to
ty
p
e
th
eo
r
y
,
a
n
d
p
s
y
ch
o
lin
g
u
is
tic
m
o
d
els
o
f
p
r
o
p
er
-
n
am
e
p
r
o
ce
s
s
in
g
.
Fra
m
e
s
em
an
tics
p
r
o
v
id
es
a
b
asis
f
o
r
u
n
d
er
s
tan
d
in
g
h
o
w
h
y
d
r
o
n
y
m
s
ac
tiv
ate
s
tr
u
ctu
r
e
d
co
n
ce
p
tu
al
b
ac
k
g
r
o
u
n
d
s
r
elate
d
to
wate
r
b
o
d
ies
an
d
c
u
ltu
r
a
l
ass
o
ciatio
n
s
[
1
1
]
.
Pro
to
ty
p
e
t
h
eo
r
y
ac
co
u
n
ts
f
o
r
lear
n
er
s
’
r
elian
ce
o
n
id
ea
lize
d
r
ep
r
esen
tatio
n
s
wh
en
ca
teg
o
r
izin
g
h
y
d
r
o
n
y
m
s
[
1
2
]
,
w
h
ile
p
s
y
ch
o
lin
g
u
is
tic
r
esear
ch
ex
p
lain
s
th
e
i
n
f
lu
en
ce
o
f
p
h
o
n
o
lo
g
ical
s
im
ilar
ity
an
d
ass
o
ciativ
e
p
r
o
ce
s
s
in
g
in
n
am
e
in
ter
p
r
et
atio
n
[
1
3
]
.
T
o
g
eth
er
,
th
ese
f
r
am
ewo
r
k
s
s
u
p
p
o
r
t
th
e
c
o
n
s
tr
u
ct
v
alid
ity
o
f
th
e
task
s
.
A
co
d
in
g
s
ch
em
e
co
n
s
is
tin
g
o
f
s
ev
en
e
r
r
o
r
ca
teg
o
r
ies
(
GD1
–
GD7
)
was
d
e
v
elo
p
ed
to
class
if
y
s
tu
d
en
t
r
esp
o
n
s
es.
E
ac
h
ca
teg
o
r
y
c
o
r
r
esp
o
n
d
ed
t
o
a
s
p
ec
if
ic
m
ec
h
a
n
is
m
o
f
m
is
in
ter
p
r
etatio
n
,
in
c
lu
d
in
g
in
atten
ti
v
e,
co
g
n
itiv
e,
an
d
in
ter
p
r
etativ
e
er
r
o
r
s
.
W
h
ile
th
e
ca
teg
o
r
ies
wer
e
th
eo
r
etica
lly
m
o
tiv
ated
,
th
ey
wer
e
r
ef
in
ed
in
d
u
ctiv
ely
t
h
r
o
u
g
h
an
in
itia
l
r
ev
iew
o
f
s
tu
d
en
t
r
esp
o
n
s
e
s
to
en
s
u
r
e
e
m
p
ir
ical
r
ele
v
a
n
ce
.
T
h
is
b
ala
n
ce
b
etwe
en
th
eo
r
y
-
d
r
iv
en
an
d
d
a
ta
-
in
f
o
r
m
e
d
ca
teg
o
r
izatio
n
allo
wed
th
e
ty
p
o
l
o
g
y
to
ca
p
tu
r
e
r
ec
u
r
r
in
g
p
atter
n
s
with
o
u
t u
n
n
ec
ess
ar
y
f
r
ag
m
e
n
t
atio
n
.
I
n
s
tr
u
m
en
t
v
alid
ity
was
en
s
u
r
ed
th
r
o
u
g
h
alig
n
m
en
t
with
estab
lis
h
ed
co
g
n
itiv
e
-
lin
g
u
is
tic
th
eo
r
ies
o
f
co
n
ce
p
tu
aliza
tio
n
an
d
p
r
o
p
er
-
n
am
e
p
r
o
ce
s
s
in
g
.
T
o
ass
ess
r
eliab
ilit
y
,
two
tr
ain
ed
co
d
er
s
with
ex
p
er
tis
e
in
lin
g
u
is
tics
an
d
o
n
o
m
asti
cs
i
n
d
ep
en
d
en
tly
class
if
ied
all
r
esp
o
n
s
es.
I
n
ter
-
r
ater
r
eliab
ilit
y
,
ca
lcu
lated
u
s
in
g
C
o
h
en
’
s
k
ap
p
a
,
r
ea
ch
ed
κ=
0
.
8
7
,
i
n
d
icatin
g
a
h
ig
h
lev
el
o
f
ag
r
ee
m
en
t
an
d
d
em
o
n
s
tr
a
tin
g
th
at
t
h
e
er
r
o
r
ca
teg
o
r
ies
wer
e
clea
r
ly
d
ef
in
ed
an
d
co
n
s
is
ten
tly
ap
p
lied
.
Dis
ag
r
ee
m
en
ts
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
b
ased
o
n
th
e
o
r
etica
l a
n
d
em
p
ir
ical
cr
iter
ia,
f
o
llo
win
g
estab
lis
h
ed
p
r
ac
tices in
lin
g
u
is
tic
er
r
o
r
an
aly
s
is
[
1
4
]
.
T
h
e
an
al
y
s
is
f
o
cu
s
ed
o
n
ca
lc
u
latin
g
th
e
f
r
e
q
u
en
c
y
a
n
d
d
is
tr
ib
u
tio
n
o
f
ea
ch
er
r
o
r
t
y
p
e
ac
r
o
s
s
task
s
.
Descr
ip
tiv
e
q
u
an
titativ
e
a
n
aly
s
is
was
u
s
ed
to
id
en
tif
y
d
o
m
i
n
an
t
p
atter
n
s
an
d
to
co
m
p
a
r
e
th
e
p
r
ev
alen
ce
o
f
in
atten
tiv
e,
co
g
n
itiv
e,
a
n
d
in
te
r
p
r
etativ
e
er
r
o
r
s
.
T
h
e
r
esu
lts
wer
e
in
ter
p
r
eted
in
r
elatio
n
to
co
g
n
itiv
e
-
lin
g
u
is
tic
th
eo
r
y
a
n
d
i
n
ter
n
atio
n
al
r
esear
ch
o
n
p
lace
-
n
am
e
p
er
ce
p
tio
n
.
Alth
o
u
g
h
th
e
p
r
esen
t
s
tu
d
y
em
p
h
asizes
d
escr
ip
tiv
e
an
aly
s
is
,
th
e
d
ataset
s
tr
u
ctu
r
e
allo
ws
f
o
r
th
e
a
p
p
licatio
n
o
f
in
f
er
e
n
tial
s
tatis
ti
ca
l
tech
n
iq
u
es
s
u
ch
as
ch
i
-
s
q
u
ar
e
test
s
o
r
o
n
e
-
wa
y
an
aly
s
is
o
f
v
ar
ian
ce
o
r
AN
OVA
in
f
u
tu
r
e
r
esear
ch
.
T
h
ese
m
eth
o
d
s
c
o
u
ld
b
e
u
s
ed
to
ex
a
m
in
e
p
o
ten
tial
d
if
f
er
en
ce
s
in
er
r
o
r
d
is
tr
ib
u
tio
n
s
ac
r
o
s
s
task
ty
p
es
o
r
p
ar
ticip
an
t
g
r
o
u
p
s
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
n
atio
n
al
r
esear
ch
r
eg
u
l
atio
n
s
an
d
th
e
p
r
in
cip
les
o
f
t
h
e
Dec
lar
atio
n
o
f
Helsin
k
i.
I
n
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
a
n
ts
p
r
io
r
to
d
ata
co
llectio
n
,
a
n
d
eth
ical
ap
p
r
o
v
al
was g
r
an
ted
b
y
th
e
r
elev
a
n
t in
s
titu
tio
n
al
r
ev
iew
b
o
ar
d
.
3.
RE
SU
L
T
S
T
h
e
an
aly
s
is
r
ev
ea
led
clea
r
a
n
d
s
y
s
tem
atic
p
atter
n
s
in
th
e
way
s
s
tu
d
en
ts
in
ter
p
r
eted
h
y
d
r
o
n
y
m
s
.
R
ath
er
th
an
f
o
cu
s
in
g
o
n
in
d
iv
id
u
al
n
u
m
er
ical
v
alu
es,
th
e
r
esu
lts
s
ec
tio
n
h
ig
h
lig
h
ts
o
v
e
r
all
ten
d
en
cies
an
d
r
elatio
n
s
h
ip
s
b
etwe
en
er
r
o
r
t
y
p
es,
wh
ile
d
etailed
q
u
an
titativ
e
d
ata
ar
e
p
r
esen
ted
in
T
a
b
les 1
–
5
.
Acr
o
s
s
all
tas
k
ty
p
es,
co
g
n
itiv
e
er
r
o
r
s
co
n
s
is
ten
tly
p
r
ed
o
m
in
ated
,
in
d
ic
atin
g
th
at
s
tu
d
en
ts
’
d
if
f
icu
lt
ies
wer
e
p
r
im
ar
ily
co
n
ce
p
tu
al
r
ath
er
th
an
atten
tio
n
al
o
r
p
u
r
ely
i
n
ter
p
r
etativ
e
in
n
at
u
r
e.
T
h
is
p
atter
n
s
u
g
g
ests
th
at
lear
n
er
s
ex
p
er
ien
ce
d
c
h
allen
g
es
in
ac
tiv
atin
g
ap
p
r
o
p
r
iate
g
e
o
g
r
ap
h
ical,
cu
ltu
r
al,
an
d
h
is
to
r
ical
f
r
am
es
wh
en
in
ter
p
r
etin
g
h
y
d
r
o
n
y
m
s
.
T
h
e
class
if
icatio
n
p
r
o
ce
d
u
r
e
i
d
en
ti
f
ied
s
ev
en
d
is
tin
ct
er
r
o
r
ca
teg
o
r
ies
g
r
o
u
p
ed
in
to
in
atten
tiv
e,
co
g
n
itiv
e,
an
d
in
te
r
p
r
etativ
e
m
ec
h
an
is
m
s
,
as
in
T
ab
le
1
.
T
h
is
ty
p
o
lo
g
y
illu
s
tr
ates
th
at
m
o
s
t
er
r
o
r
s
wer
e
n
o
t
r
an
d
o
m
b
u
t
f
o
llo
wed
id
en
tifia
b
le
co
g
n
itiv
e
p
atter
n
s
lin
k
ed
to
f
r
am
e
ac
ti
v
atio
n
,
ass
o
ciativ
e
r
ea
s
o
n
in
g
,
a
n
d
s
em
an
tic
in
teg
r
atio
n
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
er
r
o
r
ty
p
es in
h
y
d
r
o
n
y
m
in
ter
p
r
etatio
n
Er
r
o
r
t
y
p
e
C
o
d
e
D
e
scri
p
t
i
o
n
Ex
a
m
p
l
e
I
n
a
t
t
e
n
t
i
v
e
e
r
r
o
r
GD1
P
h
o
n
e
t
i
c
s
i
mi
l
a
r
i
t
y
o
v
e
r
l
o
o
k
e
d
“
K
a
sp
i
y
”
a
n
d
“
Z
h
a
i
y
k
”
c
l
a
ss
i
f
i
e
d
a
s
u
n
r
e
l
a
t
e
d
GD2
Le
x
i
c
a
l
o
r
i
g
i
n
mi
sr
e
a
d
a
s
u
n
r
e
l
a
t
e
d
“
Te
n
g
i
z
”
a
n
d
“
Te
n
g
i
s”
t
r
e
a
t
e
d
a
s
u
n
r
e
l
a
t
e
d
C
o
g
n
i
t
i
v
e
e
r
r
o
r
GD3
G
e
o
g
r
a
p
h
i
c
a
l
r
e
l
a
t
i
o
n
s m
i
si
n
t
e
r
p
r
e
t
e
d
“
I
r
t
y
sh
”
a
n
d
“
S
h
a
g
a
l
a
l
y
”
se
e
n
a
s
u
n
r
e
l
a
t
e
d
GD4
H
i
st
o
r
i
c
a
l
o
r
c
u
l
t
u
r
a
l
l
i
n
k
d
i
sr
e
g
a
r
d
e
d
“
U
r
a
l
”
a
n
d
“
Z
h
a
i
y
k
”
i
n
t
e
r
p
r
e
t
e
d
a
s s
e
p
a
r
a
t
e
n
a
mes
I
n
t
e
r
p
r
e
t
a
t
i
v
e
e
r
r
o
r
GD5
Le
x
i
c
a
l
si
m
i
l
a
r
i
t
y
m
i
si
n
t
e
r
p
r
e
t
e
d
sem
a
n
t
i
c
a
l
l
y
“
K
a
r
a
sa
i
”
u
n
d
e
r
st
o
o
d
a
s r
e
l
a
t
e
d
t
o
“
K
a
r
a
g
a
i
”
GD6
C
u
l
t
u
r
a
l
c
o
n
t
e
x
t
m
i
si
n
t
e
r
p
r
e
t
e
d
“
A
r
k
a
l
y
k
”
a
ss
o
c
i
a
t
e
d
w
i
t
h
“
Ta
r
k
h
a
n
”
GD7
S
y
mb
o
l
i
c
o
r
e
t
y
m
o
l
o
g
i
c
a
l
r
o
o
t
mi
s
i
n
t
e
r
p
r
e
t
e
d
“
To
b
o
l
”
a
ss
o
c
i
a
t
e
d
w
i
t
h
“
Tu
r
a
n
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
s
tu
d
e
n
t e
r
r
o
r
s
in
h
yd
r
o
n
ym
p
ercep
tio
n
:
a
co
g
n
itive
–
p
ed
a
g
o
g
ica
l
…
(
A
kma
r
a
l D
a
u
tku
lo
va
)
699
3
.
1
.
E
rr
o
rs r
ela
t
ed
t
o
hy
dro
ny
m
i
c
s
im
ila
rit
y
T
ask
s
in
v
o
lv
in
g
s
im
ilar
-
s
o
u
n
d
in
g
h
y
d
r
o
n
y
m
s
r
ev
ea
led
a
clea
r
ten
d
en
cy
f
o
r
s
tu
d
en
ts
to
r
ely
o
n
f
o
r
m
al
p
h
o
n
o
lo
g
ical
r
esem
b
la
n
ce
r
ath
er
th
a
n
o
n
ety
m
o
l
o
g
ic
al
o
r
s
em
an
tic
r
elatio
n
s
h
ip
s
.
A
s
s
h
o
wn
in
T
ab
le
2
,
co
g
n
itiv
e
e
r
r
o
r
s
we
r
e
th
e
d
o
m
in
an
t
er
r
o
r
ty
p
e
in
th
ese
ta
s
k
s
.
T
h
is
in
d
icate
s
th
at
p
h
o
n
etic
s
im
ilar
ity
o
f
te
n
tr
ig
g
er
ed
i
n
co
r
r
ec
t c
o
n
ce
p
t
u
al
ass
o
ciatio
n
s
wh
en
d
ee
p
er
s
em
an
tic
k
n
o
wled
g
e
was n
o
t r
ea
d
ily
av
ailab
le.
T
ab
le
2
.
E
r
r
o
r
s
in
p
er
ce
iv
in
g
s
im
ilar
h
y
d
r
o
n
y
m
s
Er
r
o
r
t
y
p
e
P
e
r
c
e
n
t
a
g
e
(
%)
Ex
a
m
p
l
e
o
f
s
t
u
d
e
n
t
r
e
s
p
o
n
s
e
I
n
a
t
t
e
n
t
i
v
e
e
r
r
o
r
6
.
5
C
o
n
f
u
s
i
o
n
b
e
t
w
e
e
n
G
D
1
a
n
d
G
D
2
c
a
t
e
g
o
r
i
e
s
C
o
g
n
i
t
i
v
e
e
r
r
o
r
1
8
.
3
I
n
c
o
r
r
e
c
t
e
t
y
m
o
l
o
g
i
c
a
l
o
r
c
u
l
t
u
r
a
l
i
n
t
e
r
p
r
e
t
a
t
i
o
n
(
G
D
3
–
G
D
4
)
I
n
t
e
r
p
r
e
t
a
t
i
v
e
e
r
r
o
r
5
.
1
M
i
s
u
n
d
e
r
st
a
n
d
i
n
g
sem
a
n
t
i
c
a
sp
e
c
t
s (
G
D
5
–
G
D
7
)
3
.
2
.
E
rr
o
rs r
ela
t
ed
t
o
co
nte
x
t
ua
l
inte
rpre
t
a
t
io
n o
f
hy
dro
ny
m
s
W
h
en
h
y
d
r
o
n
y
m
s
wer
e
p
r
es
en
ted
in
co
n
tex
tu
alize
d
task
s
,
er
r
o
r
s
wer
e
p
r
im
ar
ily
ass
o
c
iated
with
o
v
er
lo
o
k
in
g
cu
ltu
r
al
an
d
h
is
t
o
r
ical
cu
es
n
ec
ess
ar
y
f
o
r
ac
cu
r
ate
in
ter
p
r
etatio
n
.
T
ab
le
3
d
em
o
n
s
tr
ates
th
at
co
g
n
itiv
e
er
r
o
r
s
r
em
ain
e
d
p
r
e
d
o
m
in
an
t,
w
h
ile
in
atten
tiv
e
a
n
d
in
ter
p
r
etativ
e
er
r
o
r
s
o
cc
u
r
r
ed
less
f
r
eq
u
en
tly
.
T
h
is
p
atter
n
s
u
g
g
ests
th
at
c
o
n
t
ex
tu
al
in
f
o
r
m
atio
n
alo
n
e
was
i
n
s
u
f
f
icien
t
wh
e
n
s
tu
d
e
n
ts
lack
ed
well
-
in
teg
r
ated
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
.
T
ab
le
3
.
E
r
r
o
r
s
in
c
o
n
tex
t
-
b
ased
h
y
d
r
o
n
y
m
in
ter
p
r
etatio
n
Er
r
o
r
t
y
p
e
P
e
r
c
e
n
t
a
g
e
(
%)
Ex
a
m
p
l
e
o
f
s
t
u
d
e
n
t
r
e
s
p
o
n
s
e
I
n
a
t
t
e
n
t
i
v
e
e
r
r
o
r
5
.
2
C
o
n
t
e
x
t
u
a
l
d
i
st
i
n
c
t
i
o
n
s
i
g
n
o
r
e
d
(
G
D
1
–
G
D
2
)
C
o
g
n
i
t
i
v
e
e
r
r
o
r
1
2
.
7
H
i
st
o
r
i
c
a
l
o
r
c
u
l
t
u
r
a
l
c
u
e
s
o
v
e
r
l
o
o
k
e
d
(
G
D
3
–
G
D
4
)
I
n
t
e
r
p
r
e
t
a
t
i
v
e
e
r
r
o
r
1
.
1
Lo
c
a
l
sem
a
n
t
i
c
me
a
n
i
n
g
s
c
o
n
f
u
se
d
(
G
D
5
–
G
D
7
)
3
.
3
.
G
ener
a
l e
rr
o
rs in hy
dro
ny
m
perc
ept
io
n
I
n
task
s
r
eq
u
ir
in
g
b
r
o
ad
er
s
em
an
tic
class
if
icatio
n
an
d
co
m
p
ar
is
o
n
,
s
tu
d
en
ts
ag
ain
d
e
m
o
n
s
tr
ated
a
d
o
m
in
an
ce
o
f
co
g
n
itiv
e
er
r
o
r
s
,
as
s
ee
n
in
T
ab
le
4
.
T
h
ese
er
r
o
r
s
r
ef
lecte
d
d
if
f
ic
u
lties
in
d
ef
in
in
g
th
e
s
em
an
tic
s
co
p
e
o
f
h
y
d
r
o
n
y
m
s
an
d
d
is
tin
g
u
is
h
in
g
b
etwe
en
g
eo
g
r
ap
h
ically
o
r
cu
ltu
r
ally
r
elate
d
n
am
es.
T
h
e
r
ec
u
r
r
en
ce
o
f
th
is
p
atter
n
ac
r
o
s
s
d
if
f
er
en
t
task
ty
p
es
p
o
i
n
ts
to
a
s
tab
le
u
n
d
er
l
y
in
g
co
g
n
itiv
e
m
ec
h
an
is
m
r
ath
e
r
th
an
task
-
s
p
ec
if
ic
m
is
u
n
d
e
r
s
tan
d
in
g
.
T
ab
le
4
.
Gen
e
r
al
er
r
o
r
s
in
h
y
d
r
o
n
y
m
p
er
ce
p
tio
n
Er
r
o
r
t
y
p
e
P
e
r
c
e
n
t
a
g
e
(
%)
Ex
a
m
p
l
e
I
n
a
t
t
e
n
t
i
v
e
e
r
r
o
r
5
.
6
I
n
c
o
n
s
i
st
e
n
t
c
l
a
s
si
f
i
c
a
t
i
o
n
(
G
D
1
–
G
D
2
)
C
o
g
n
i
t
i
v
e
e
r
r
o
r
1
3
.
2
M
i
s
u
n
d
e
r
st
a
n
d
i
n
g
sem
a
n
t
i
c
s
c
o
p
e
(
G
D
3
–
G
D
4
)
3
.
4
.
E
rr
o
rs in a
s
s
o
cia
t
ing
hy
dro
n
y
m
s
A
d
if
f
er
e
n
t
d
is
tr
ib
u
tio
n
em
er
g
ed
in
task
s
b
ased
o
n
ass
o
cia
tiv
e
r
ea
s
o
n
in
g
,
as
p
r
esen
ted
in
T
ab
le
5
.
I
n
atten
tiv
e
er
r
o
r
s
in
cr
ea
s
ed
i
n
f
r
e
q
u
en
c
y
,
in
d
icatin
g
a
s
t
r
o
n
g
er
r
elian
ce
o
n
s
u
p
er
f
ici
al
s
im
ilar
ity
wh
en
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
g
r
o
u
p
h
y
d
r
o
n
y
m
s
f
r
ee
ly
.
N
ev
er
th
eless
,
co
g
n
itiv
e
er
r
o
r
s
r
em
ain
ed
p
r
esen
t,
s
u
g
g
esti
n
g
th
at
ev
en
ass
o
ciativ
e
task
s
d
id
n
o
t
f
u
lly
co
m
p
en
s
ate
f
o
r
wea
k
co
n
c
ep
tu
al
in
teg
r
atio
n
.
I
n
ter
p
r
etativ
e
er
r
o
r
s
wer
e
co
n
s
is
ten
tly
r
ar
e
ac
r
o
s
s
al
l
tas
k
ty
p
es.
Ov
er
all,
th
e
r
esu
lts
s
h
o
w
a
r
o
b
u
s
t
an
d
r
ec
u
r
r
en
t
p
atter
n
:
c
o
g
n
itiv
e
er
r
o
r
s
d
o
m
in
ate
h
y
d
r
o
n
y
m
i
n
ter
p
r
etatio
n
ac
r
o
s
s
s
im
ilar
ity
-
b
ased
,
c
o
n
tex
tu
al,
g
en
er
al,
an
d
ass
o
ciativ
e
task
s
.
I
n
atten
tiv
e
er
r
o
r
s
in
cr
ea
s
e
o
n
l
y
in
task
s
th
at
en
co
u
r
ag
e
s
u
r
f
a
ce
-
lev
el
g
r
o
u
p
in
g
,
wh
ile
in
ter
p
r
etativ
e
er
r
o
r
s
r
e
m
ain
m
ar
g
i
n
al.
T
h
ese
f
in
d
in
g
s
estab
lis
h
a
clea
r
em
p
ir
ical
f
o
u
n
d
atio
n
f
o
r
t
h
e
d
is
cu
s
s
io
n
o
f
co
g
n
itiv
e
m
ec
h
a
n
is
m
s
an
d
p
ed
ag
o
g
ical
im
p
lic
atio
n
s
p
r
esen
ted
in
th
e
f
o
llo
wi
n
g
s
ec
tio
n
.
T
ab
le
5
.
E
r
r
o
r
s
in
ass
o
ciativ
e
i
n
ter
p
r
etatio
n
o
f
h
y
d
r
o
n
y
m
s
Er
r
o
r
t
y
p
e
P
e
r
c
e
n
t
a
g
e
(
%)
Ex
a
m
p
l
e
I
n
a
t
t
e
n
t
i
v
e
e
r
r
o
r
1
5
.
2
G
r
o
u
p
i
n
g
b
a
se
d
o
n
p
h
o
n
e
t
i
c
si
m
i
l
a
r
i
t
y
C
o
g
n
i
t
i
v
e
e
r
r
o
r
7
.
4
M
i
s
i
n
t
e
r
p
r
e
t
i
n
g
c
u
l
t
u
r
a
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s
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ma
n
t
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c
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k
s
I
n
t
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p
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r
r
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r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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700
4.
DIS
CU
SS
I
O
N
T
h
is
d
is
cu
s
s
io
n
in
ter
p
r
ets
th
e
f
in
d
in
g
s
in
r
elatio
n
to
th
e
r
es
ea
r
ch
q
u
esti
o
n
co
n
ce
r
n
in
g
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
u
n
d
er
ly
in
g
s
tu
d
e
n
ts
’
er
r
o
r
s
in
h
y
d
r
o
n
y
m
p
er
c
ep
tio
n
.
T
h
is
s
tu
d
y
s
h
o
ws
th
at
co
g
n
itiv
e
er
r
o
r
s
p
r
ed
o
m
i
n
ate
ac
r
o
s
s
all
task
ty
p
es,
in
d
icatin
g
th
at
s
tu
d
e
n
t
s
’
d
if
f
icu
lties
ar
is
e
p
r
im
ar
ily
f
r
o
m
in
c
o
m
p
lete
co
n
ce
p
tu
al
in
teg
r
atio
n
r
ath
er
t
h
an
f
r
o
m
in
atten
tiv
en
ess
o
r
s
u
p
er
f
icial
m
is
u
n
d
er
s
tan
d
in
g
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
th
e
co
r
e
d
if
f
icu
lty
in
h
y
d
r
o
n
y
m
in
te
r
p
r
etatio
n
lies
in
in
co
m
p
lete
ac
tiv
atio
n
o
f
co
n
c
ep
tu
al
f
r
am
es
r
ath
er
th
an
in
atten
tiv
en
ess
.
T
h
is
is
co
n
s
is
ten
t
with
p
s
y
ch
o
lin
g
u
is
tic
ev
id
en
ce
s
h
o
win
g
th
at
p
r
o
p
er
-
n
am
e
p
r
o
ce
s
s
in
g
d
ep
en
d
s
o
n
s
em
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tic
f
r
am
e
ac
tiv
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n
an
d
cu
ltu
r
ally
a
n
ch
o
r
e
d
s
ch
em
as
[
1
5
]
,
[
1
6
]
.
C
o
g
n
itiv
e
er
r
o
r
s
co
n
s
is
ten
tly
o
u
tn
u
m
b
e
r
ed
in
at
ten
tiv
e
an
d
in
ter
p
r
etativ
e
er
r
o
r
s
ac
r
o
s
s
all
ta
s
k
ty
p
es,
wh
ich
s
u
g
g
ests
th
at
th
e
co
r
e
c
h
allen
g
e
is
r
o
o
ted
i
n
th
e
p
r
o
ce
s
s
es
th
r
o
u
g
h
w
h
ich
s
t
u
d
en
ts
ac
tiv
ate
s
em
an
tic
f
r
am
es,
r
etr
iev
e
cu
ltu
r
al
k
n
o
wled
g
e,
an
d
f
o
r
m
ass
o
ciatio
n
s
b
etwe
en
h
y
d
r
o
n
y
m
s
a
n
d
th
e
g
eo
g
r
ap
h
ical
o
r
h
is
to
r
ical
r
ea
liti
es
th
ey
d
en
o
te.
T
h
is
p
atter
n
alig
n
s
cl
o
s
ely
with
in
ter
n
atio
n
al
r
esear
ch
o
n
th
e
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
o
f
p
lace
n
a
m
es,
wh
er
e
d
if
f
icu
lties
ten
d
to
ar
is
e
wh
en
lear
n
er
s
m
u
s
t
estab
lis
h
m
ea
n
in
g
f
u
l
co
n
n
ec
tio
n
s
b
et
wee
n
lin
g
u
is
tic
f
o
r
m
an
d
co
n
ce
p
tu
al
r
e
p
r
esen
tatio
n
[
1
7
]
.
T
h
is
m
ay
b
e
ex
p
lain
ed
b
y
in
s
u
f
f
icien
t
ac
tiv
atio
n
o
f
g
eo
g
r
ap
h
ical,
cu
ltu
r
al,
a
n
d
h
is
to
r
ical
s
em
an
tic
f
r
am
es,
wh
ich
alig
n
s
with
f
r
am
e
-
s
em
an
tic
an
d
p
s
y
ch
o
lin
g
u
is
tic
m
o
d
els
o
f
p
r
o
p
e
r
-
n
am
e
p
r
o
ce
s
s
in
g
.
T
h
e
co
n
s
is
ten
cy
o
f
th
ese
d
is
tr
ib
u
tio
n
s
s
u
g
g
ests
th
at,
if
ex
am
in
ed
th
r
o
u
g
h
in
f
e
r
en
tial
p
r
o
ce
d
u
r
es
s
u
ch
as
C
h
i
-
s
q
u
ar
e
o
r
ANOV
A,
th
e
p
r
ed
o
m
in
a
n
ce
o
f
co
g
n
itiv
e
er
r
o
r
s
wo
u
ld
b
e
ex
p
ec
te
d
to
d
e
m
o
n
s
tr
ate
s
tatis
tical
r
o
b
u
s
tn
ess
.
T
h
is
r
ei
n
f
o
r
ce
s
t
h
e
in
ter
p
r
etativ
e
v
alid
ity
o
f
th
e
d
escr
ip
tiv
e
r
esu
lts
.
Stu
d
en
ts
’
r
elian
ce
o
n
p
h
o
n
o
lo
g
ical
r
esem
b
lan
ce
r
ef
lects
a
well
-
d
o
cu
m
e
n
ted
m
ec
h
an
is
m
in
n
am
e
p
r
o
ce
s
s
in
g
,
wh
er
e
f
o
r
m
-
b
ased
s
tr
ateg
ies
d
o
m
in
ate
wh
en
s
em
an
tic
s
tr
u
ctu
r
es
ar
e
wea
k
l
y
en
co
d
e
d
[
1
8
]
,
[
1
9
]
.
Su
c
h
s
tu
d
ies
s
h
o
w
th
at
in
d
iv
id
u
als
o
f
ten
d
ef
a
u
lt
to
p
h
o
n
o
lo
g
ical
s
im
ilar
ity
wh
en
s
em
an
tic
o
r
cu
ltu
r
al
k
n
o
wled
g
e
is
wea
k
ly
en
co
d
ed
o
r
in
s
u
f
f
icien
tly
ac
ce
s
s
ib
le
[
2
0
]
.
T
h
e
te
n
d
en
c
y
to
tr
ea
t
p
h
o
n
etic
r
esem
b
lan
ce
as
ev
id
en
ce
o
f
s
em
an
tic
r
elate
d
n
ess
in
d
icate
s
th
at
s
tu
d
en
ts
d
id
n
o
t
co
n
s
is
ten
tly
ac
tiv
ate
th
e
co
n
ce
p
tu
al
b
ac
k
g
r
o
u
n
d
ass
o
ciate
d
with
h
y
d
r
o
n
y
m
s
.
B
ec
au
s
e
h
y
d
r
o
n
y
m
s
f
r
eq
u
en
tly
p
r
eser
v
e
a
r
c
h
aic
elem
en
ts
,
cu
ltu
r
ally
en
c
o
d
ed
m
etap
h
o
r
s
,
o
r
r
eg
io
n
-
s
p
ec
if
ic
en
v
ir
o
n
m
en
ta
l
f
ea
tu
r
es,
ac
cu
r
ate
in
ter
p
r
et
atio
n
r
eq
u
ir
es
th
e
r
ec
o
g
n
itio
n
o
f
n
o
n
-
o
b
v
io
u
s
s
em
an
tic
an
d
cu
ltu
r
al
c
u
es
—
s
k
ills
th
at
wer
e
in
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
b
y
p
ar
ticip
an
ts
.
T
h
ese
f
in
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
in
te
r
n
atio
n
al
s
t
u
d
ies
an
d
h
av
e
b
ee
n
d
o
cu
m
e
n
ted
ac
r
o
s
s
d
if
f
er
en
t
lin
g
u
is
tic
an
d
cu
ltu
r
al
co
n
tex
ts
.
E
u
r
o
p
ea
n
s
tu
d
ies
r
ep
o
r
t
th
at
lear
n
er
s
f
ail
to
id
e
n
tify
en
v
ir
o
n
m
e
n
tal
an
d
cu
ltu
r
al
m
o
tiv
atio
n
s
u
n
d
er
ly
in
g
h
y
d
r
o
n
y
m
s
[
2
1
]
,
w
h
ile
r
esear
ch
in
E
ast
Asi
a
s
h
o
ws
th
at
o
p
aq
u
e
ety
m
o
lo
g
y
lead
s
to
f
o
r
m
-
b
ase
d
m
is
in
ter
p
r
etatio
n
[
2
2
]
.
Stu
d
ies
in
Af
r
ican
co
n
tex
ts
lik
ewise
d
em
o
n
s
tr
ate
th
at
lear
n
er
s
o
f
ten
tr
ea
t
h
y
d
r
o
n
y
m
s
as
ar
b
itra
r
y
lab
els
wh
en
cu
ltu
r
al
co
n
tex
t
is
n
o
t
ac
tiv
ated
[
2
3
]
.
I
n
ter
n
atio
n
al
s
tu
d
ies
in
cu
ltu
r
al
lin
g
u
is
tics
an
d
g
e
o
g
r
a
p
h
ical
s
em
an
tics
h
av
e
em
p
h
asized
th
at
h
y
d
r
o
n
y
m
s
o
f
ten
f
u
n
ctio
n
as
r
ep
o
s
ito
r
ies
o
f
s
o
cio
h
is
to
r
ical
k
n
o
wled
g
e,
r
ef
lectin
g
s
ettlem
en
t
p
atter
n
s
,
r
eso
u
r
ce
u
s
e,
o
r
cu
ltu
r
al
s
y
m
b
o
lis
m
ass
o
ciate
d
with
lo
ca
l
lan
d
s
ca
p
es
[
2
4
]
.
W
h
en
s
tu
d
e
n
ts
f
ail
to
r
ec
o
g
n
ize
s
u
ch
ass
o
ciatio
n
s
,
t
h
eir
in
ter
p
r
etatio
n
s
ten
d
to
r
ed
u
ce
h
y
d
r
o
n
y
m
s
to
i
s
o
lated
lex
ical
item
s
r
ath
er
th
an
cu
ltu
r
ally
g
r
o
u
n
d
ed
lin
g
u
is
tic
s
ig
n
s
.
T
h
is
lack
o
f
in
teg
r
atio
n
a
p
p
ea
r
s
t
o
h
a
v
e
co
n
t
r
ib
u
ted
to
th
e
er
r
o
n
e
o
u
s
class
if
icatio
n
o
f
n
am
es
s
u
ch
as
“Ur
al”
an
d
“Z
h
aiy
k
,
”
wh
e
r
e
th
e
h
is
to
r
ical
co
n
tin
u
ity
o
f
n
a
m
in
g
p
r
ac
tice
s
was n
o
t r
ec
o
g
n
ized
.
T
h
e
p
r
ed
o
m
in
an
ce
o
f
c
o
g
n
iti
v
e
o
v
er
i
n
atten
tiv
e
er
r
o
r
s
also
in
d
icate
s
th
at
th
ese
m
is
u
n
d
er
s
tan
d
in
g
s
ar
e
n
o
t
s
im
p
ly
th
e
r
esu
lt
o
f
c
ar
eless
n
ess
o
r
in
s
u
f
f
icien
t
att
en
tio
n
to
d
etail.
I
n
s
tead
,
th
e
y
r
ef
lect
u
n
d
er
l
y
in
g
lim
itatio
n
s
in
th
e
co
n
ce
p
tu
al
o
r
g
an
izatio
n
o
f
h
y
d
r
o
n
y
m
ic
k
n
o
wled
g
e.
I
n
atten
tiv
e
e
r
r
o
r
s
,
alth
o
u
g
h
p
r
esen
t
,
wer
e
co
m
p
ar
ativ
ely
in
f
r
e
q
u
en
t,
wh
ich
s
u
g
g
ests
th
at
e
v
en
wh
en
s
tu
d
e
n
ts
f
o
cu
s
ed
o
n
tas
k
in
s
tr
u
ctio
n
s
,
th
ey
o
f
ten
lack
e
d
r
o
b
u
s
t
s
em
an
tic
f
r
am
ewo
r
k
s
f
o
r
i
n
ter
p
r
etin
g
h
y
d
r
o
n
y
m
s
ac
cu
r
ately
.
T
h
is
f
i
n
d
in
g
is
co
n
s
is
ten
t
with
in
ter
n
atio
n
al
r
esear
ch
d
em
o
n
s
tr
atin
g
th
at
p
lace
-
n
am
e
co
m
p
r
eh
e
n
s
io
n
d
ep
en
d
s
n
o
t
o
n
ly
o
n
lin
g
u
is
tic
awa
r
en
ess
b
u
t
also
o
n
th
e
av
ailab
ilit
y
o
f
s
tr
u
ctu
r
e
d
c
o
n
ce
p
tu
al
s
ch
em
as
th
at
lin
k
n
am
es
to
cu
ltu
r
ally
m
ea
n
in
g
f
u
l
ca
teg
o
r
ies
[
2
5
]
.
W
ith
o
u
t
s
u
ch
s
ch
em
as,
lear
n
e
r
s
m
ay
d
e
f
au
lt
to
p
atter
n
-
m
at
ch
in
g
s
tr
ateg
ies
th
at
p
r
io
r
itize
p
h
o
n
etic
s
im
ilar
ity
o
v
er
s
em
an
tic
r
elev
an
ce
.
T
h
e
r
esu
lts
also
r
ev
ea
l
th
at
in
ter
p
r
etativ
e
er
r
o
r
s
wer
e
th
e
least
co
m
m
o
n
ac
r
o
s
s
all
task
ty
p
es.
Alth
o
u
g
h
in
f
r
eq
u
e
n
t,
th
ese
er
r
o
r
s
ar
e
im
p
o
r
tan
t
b
ec
au
s
e
th
ey
in
d
icate
d
if
f
icu
lties
in
r
ec
o
g
n
izin
g
s
y
m
b
o
lic,
f
ig
u
r
ativ
e,
o
r
co
n
tex
t
-
d
ep
en
d
en
t
m
ea
n
in
g
s
em
b
ed
d
ed
in
h
y
d
r
o
n
y
m
s
.
I
n
ter
p
r
etativ
e
ch
al
len
g
es
o
f
th
is
ty
p
e
h
av
e
b
ee
n
d
o
cu
m
en
ted
in
r
esear
ch
o
n
c
o
n
ce
p
t
u
al
m
etap
h
o
r
an
d
f
ig
u
r
ativ
e
n
a
m
in
g
p
r
ac
t
ices,
wh
ich
s
h
o
ws
th
at
p
r
o
p
er
n
a
m
es
o
f
ten
en
co
d
e
m
etap
h
o
r
ical
m
ap
p
in
g
s
th
at
r
eq
u
ir
e
cu
ltu
r
al
o
r
ex
p
er
ie
n
tial
k
n
o
wled
g
e
to
d
ec
o
d
e
[
2
6
]
.
Fo
r
in
s
tan
ce
,
t
h
e
co
n
f
u
s
io
n
b
etwe
en
“Ka
r
a
s
ai”
an
d
“Ka
r
ag
ai”
illu
s
tr
ates
th
e
in
clin
atio
n
to
ass
o
ciate
m
ea
n
in
g
b
ased
o
n
le
x
ical
r
esem
b
lan
ce
r
ath
e
r
th
an
s
y
m
b
o
lic
o
r
et
y
m
o
lo
g
ical
o
r
ig
in
s
.
Alth
o
u
g
h
th
e
r
e
g
io
n
-
s
p
ec
if
ic
co
n
tex
t
o
f
W
ester
n
Kaz
ak
h
s
tan
s
h
ap
es
th
e
p
ar
ticu
lar
h
y
d
r
o
n
y
m
s
s
tu
d
en
ts
en
co
u
n
ter
,
th
e
er
r
o
r
p
atter
n
s
o
b
s
er
v
e
d
in
th
is
s
tu
d
y
m
ir
r
o
r
te
n
d
en
cies
d
o
cu
m
en
ted
in
r
esear
c
h
co
n
d
u
cte
d
in
o
th
er
c
u
ltu
r
al
a
n
d
lin
g
u
is
tic
s
ettin
g
s
.
E
u
r
o
p
e
an
s
tu
d
ies
o
n
r
iv
er
-
n
am
e
in
te
r
p
r
etatio
n
s
h
o
w
th
at
s
tu
d
en
ts
f
r
eq
u
en
tly
f
ail
to
id
en
tify
th
e
cu
ltu
r
al
o
r
en
v
ir
o
n
m
en
tal
m
o
tiv
atio
n
s
u
n
d
er
ly
in
g
h
y
d
r
o
n
y
m
s
,
esp
ec
ially
wh
en
th
ese
m
o
tiv
a
tio
n
s
ar
e
h
is
to
r
ical
o
r
n
o
lo
n
g
er
tr
an
s
p
a
r
en
t
to
s
p
ea
k
er
s
[
2
7
]
.
R
esear
ch
f
r
o
m
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
s
tu
d
e
n
t e
r
r
o
r
s
in
h
yd
r
o
n
ym
p
ercep
tio
n
:
a
co
g
n
itive
–
p
ed
a
g
o
g
ica
l
…
(
A
kma
r
a
l D
a
u
tku
lo
va
)
701
E
ast
Asi
a
s
im
ilar
ly
h
ig
h
lig
h
ts
th
e
p
r
ev
alen
ce
o
f
f
o
r
m
-
b
ased
m
is
in
ter
p
r
etatio
n
wh
en
lear
n
er
s
co
n
f
r
o
n
t
h
y
d
r
o
n
y
m
s
with
h
is
to
r
ically
o
p
aq
u
e
o
r
cu
ltu
r
ally
m
ar
k
e
d
s
tr
u
ctu
r
es
[
2
8
]
.
I
n
Af
r
ica
n
co
n
tex
ts
,
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
m
is
u
n
d
er
s
tan
d
in
g
s
o
f
wate
r
-
r
elate
d
p
lace
n
a
m
es
o
f
ten
ar
is
e
b
ec
a
u
s
e
lear
n
er
s
t
r
ea
t
s
u
ch
n
am
es
as
ar
b
itra
r
y
lab
els,
o
v
er
l
o
o
k
in
g
th
eir
cu
ltu
r
al
em
b
ed
d
ed
n
ess
an
d
en
v
ir
o
n
m
en
tal
s
y
m
b
o
lis
m
[
2
9
]
.
T
h
ese
p
ar
allels
r
ein
f
o
r
ce
th
e
c
o
n
clu
s
io
n
th
at
t
h
e
co
g
n
itiv
e
d
if
f
icu
lties
d
o
cu
m
en
ted
in
th
is
s
tu
d
y
r
ef
lect
b
r
o
ad
er
c
r
o
s
s
-
cu
ltu
r
al
ten
d
en
cies in
th
e
in
ter
p
r
etatio
n
o
f
p
lace
n
am
es r
ath
e
r
th
an
a
n
o
m
alies sp
ec
if
ic
to
th
e
Kaz
ak
h
s
tan
i c
o
n
tex
t.
T
h
e
p
r
esen
t
f
in
d
in
g
s
also
co
n
tr
ib
u
te
to
th
e
t
h
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
h
y
d
r
o
n
y
m
s
f
u
n
ctio
n
with
in
co
g
n
itiv
e
o
n
o
m
asti
cs.
T
h
e
f
r
eq
u
en
t
r
elian
ce
o
n
s
u
r
f
ac
e
cu
es
an
d
th
e
d
if
f
ic
u
lty
in
co
n
n
ec
ti
n
g
h
y
d
r
o
n
y
m
s
to
r
elev
an
t
cu
ltu
r
al
o
r
h
is
to
r
ical
f
r
am
es
s
u
g
g
est
th
at
s
tu
d
en
ts
’
m
en
tal
r
ep
r
e
s
en
tatio
n
s
o
f
th
ese
n
am
es r
em
ain
f
r
ag
m
en
ted
o
r
in
s
u
f
f
icien
tly
s
tr
u
ctu
r
ed
.
Su
ch
f
r
ag
m
en
tatio
n
is
co
n
s
is
ten
t w
i
th
m
o
d
els p
r
o
p
o
s
ed
in
co
g
n
itiv
e
eth
n
o
g
r
ap
h
y
,
w
h
ich
em
p
h
asize
th
e
n
ee
d
f
o
r
cu
ltu
r
ally
g
r
o
u
n
d
ed
s
ch
em
as
to
m
ed
iate
th
e
in
ter
p
r
etatio
n
o
f
e
n
v
ir
o
n
m
en
t
al
ter
m
in
o
lo
g
y
[
3
0
]
.
Mo
r
eo
v
e
r
,
th
e
er
r
o
r
p
atter
n
s
o
b
s
er
v
ed
h
er
e
illu
s
tr
ate
th
e
co
n
s
eq
u
en
ce
s
o
f
w
h
at
Fil
lm
o
r
e
d
escr
ib
e
d
as
i
n
co
m
p
lete
f
r
am
e
ac
tiv
atio
n
:
with
o
u
t
ac
ce
s
s
to
th
e
f
u
ll
co
n
ce
p
tu
al
s
tr
u
ctu
r
e
ass
o
ciate
d
with
a
h
y
d
r
o
n
y
m
,
lea
r
n
er
s
r
e
ly
o
n
p
ar
tial o
r
m
is
lead
in
g
cu
e
s
.
Ped
ag
o
g
ically
,
th
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
in
s
tr
u
ctio
n
th
at
f
o
s
ter
s
d
ee
p
er
co
n
ce
p
tu
a
l
en
g
ag
em
e
n
t
with
h
y
d
r
o
n
y
m
s
.
Ap
p
r
o
ac
h
es
b
ased
s
o
lely
o
n
m
em
o
r
izatio
n
o
r
s
u
p
er
f
icial
class
if
icat
io
n
ar
e
u
n
lik
ely
t
o
ad
d
r
ess
th
e
co
n
ce
p
tu
al
g
ap
s
r
ev
ea
led
in
t
h
is
s
tu
d
y
.
I
n
s
tead
,
e
d
u
ca
tio
n
al
p
r
ac
ti
ce
s
th
at
in
co
r
p
o
r
ate
co
n
tex
tu
alize
d
lear
n
in
g
,
n
ar
r
a
tiv
e
-
b
ased
ap
p
r
o
ac
h
es
to
p
lac
e
-
n
am
e
h
is
to
r
y
,
an
d
v
is
u
aliza
t
io
n
o
f
h
y
d
r
o
n
y
m
ic
n
etwo
r
k
s
m
a
y
h
elp
s
tu
d
e
n
ts
d
ev
elo
p
m
o
r
e
in
teg
r
ate
d
a
n
d
c
u
ltu
r
ally
in
f
o
r
m
e
d
r
ep
r
esen
tat
io
n
s
.
Alth
o
u
g
h
th
e
d
ev
elo
p
m
e
n
t
o
f
p
ed
ag
o
g
ical
r
ec
o
m
m
en
d
atio
n
s
was
n
o
t
th
e
p
r
im
ar
y
o
b
jectiv
e
o
f
th
is
r
esear
ch
,
t
h
e
o
b
s
er
v
ed
er
r
o
r
p
atter
n
s
o
f
f
e
r
clea
r
in
s
ig
h
t in
to
ar
ea
s
wh
er
e
lea
r
n
er
s
r
e
q
u
ir
e
ad
d
itio
n
al
co
n
c
ep
tu
al
s
c
af
f
o
ld
in
g
.
T
ak
en
to
g
eth
er
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
co
n
tr
ib
u
te
to
o
n
g
o
in
g
d
is
cu
s
s
io
n
s
with
in
co
g
n
itiv
e
o
n
o
m
asti
cs
ab
o
u
t
th
e
m
ec
h
a
n
is
m
s
u
n
d
er
ly
i
n
g
t
h
e
in
ter
p
r
etatio
n
o
f
p
lace
n
am
es.
B
y
d
em
o
n
s
tr
atin
g
th
at
co
g
n
itiv
e
er
r
o
r
s
p
r
ed
o
m
in
ate
i
n
s
tu
d
en
t
in
te
r
p
r
etatio
n
s
o
f
h
y
d
r
o
n
y
m
s
,
th
e
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
ce
n
tr
al
r
o
le
o
f
co
n
ce
p
tu
al
in
teg
r
atio
n
an
d
cu
ltu
r
al
k
n
o
wled
g
e
in
th
e
co
m
p
r
eh
e
n
s
io
n
o
f
to
p
o
n
y
m
ic
s
y
s
tem
s
.
T
h
e
co
r
r
esp
o
n
d
en
ce
o
f
th
ese
f
in
d
i
n
g
s
with
in
ter
n
atio
n
al
s
ch
o
la
r
s
h
ip
s
tr
en
g
th
en
s
th
e
v
alid
ity
o
f
th
e
er
r
o
r
ty
p
o
lo
g
y
d
ev
elo
p
e
d
h
er
e
an
d
s
u
g
g
ests
th
at
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
id
en
tifie
d
in
th
is
s
tu
d
y
m
ay
b
e
r
elev
an
t
f
o
r
r
esear
ch
in
o
th
e
r
m
u
ltil
in
g
u
al
o
r
cu
ltu
r
ally
h
eter
o
g
en
eo
u
s
s
ettin
g
s
.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
wh
en
in
ter
p
r
etin
g
th
e
f
i
n
d
in
g
s
.
First,
th
e
r
esear
ch
was
co
n
d
u
cted
with
i
n
a
s
p
ec
if
ic
r
e
g
io
n
al
a
n
d
e
d
u
ca
tio
n
al
co
n
tex
t
an
d
e
m
p
lo
y
e
d
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
wh
ich
m
ay
lim
it
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
r
esu
lts
to
o
th
er
lin
g
u
is
tic
o
r
c
u
ltu
r
al
s
ettin
g
s
.
Seco
n
d
,
th
e
an
aly
s
is
r
elied
p
r
im
ar
ily
o
n
d
escr
ip
tiv
e
s
tatis
tic
s
;
f
u
tu
r
e
s
tu
d
ies
co
u
ld
ap
p
ly
in
f
er
en
ti
al
an
d
lo
n
g
itu
d
in
al
m
eth
o
d
s
to
ex
am
in
e
d
if
f
e
r
e
n
ce
s
ac
r
o
s
s
lear
n
er
g
r
o
u
p
s
,
task
ty
p
es,
o
r
in
s
tr
u
ctio
n
al
co
n
d
itio
n
s
.
T
h
ese
lim
itatio
n
s
d
o
n
o
t
u
n
d
er
m
in
e
th
e
co
n
tr
ib
u
tio
n
o
f
th
e
s
tu
d
y
b
u
t
r
ath
er
h
ig
h
li
g
h
t
d
ir
ec
tio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
aim
ed
at
ex
ten
d
i
n
g
an
d
r
ef
i
n
in
g
th
e
p
r
o
p
o
s
ed
c
o
g
n
itiv
e
er
r
o
r
ty
p
o
lo
g
y
in
d
iv
er
s
e
m
u
ltil
in
g
u
al
co
n
tex
ts
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
an
em
p
ir
ically
g
r
o
u
n
d
ed
class
if
icatio
n
o
f
th
e
co
g
n
itiv
e,
in
atte
n
tiv
e,
a
n
d
in
ter
p
r
etativ
e
er
r
o
r
s
th
at
ar
is
e
in
s
tu
d
en
ts
’
in
ter
p
r
etatio
n
o
f
h
y
d
r
o
n
y
m
s
.
T
h
e
r
esu
lts
s
h
o
w
th
at
co
g
n
itiv
e
er
r
o
r
s
p
r
ed
o
m
i
n
ate,
s
u
g
g
esti
n
g
t
h
at
s
u
cc
ess
f
u
l
h
y
d
r
o
n
y
m
c
o
m
p
r
eh
en
s
io
n
d
e
p
en
d
s
o
n
ac
tiv
a
tin
g
g
eo
g
r
ap
h
ical
,
cu
ltu
r
al,
an
d
h
is
to
r
ical
co
n
ce
p
tu
al
f
r
am
es
r
ath
er
th
an
o
n
p
h
o
n
o
lo
g
ical
r
ec
o
g
n
itio
n
alo
n
e
.
Un
lik
e
d
escr
ip
tiv
e
h
y
d
r
o
n
y
m
ic
r
esear
ch
,
th
is
s
tu
d
y
ap
p
lies
q
u
a
n
titativ
e
er
r
o
r
an
aly
s
is
in
f
o
r
m
ed
b
y
co
g
n
itiv
e
-
lin
g
u
is
tic
th
eo
r
y
,
o
f
f
er
in
g
a
m
o
d
el
th
at
m
ay
b
e
a
d
ap
ted
f
o
r
co
m
p
ar
ativ
e
wo
r
k
i
n
o
th
er
m
u
ltil
in
g
u
al
r
e
g
io
n
s
.
Fo
r
ed
u
ca
to
r
s
an
d
p
r
ac
titi
o
n
er
s
,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
i
n
s
tr
u
ctio
n
in
lin
g
u
is
tics
an
d
o
n
o
m
asti
cs
s
h
o
u
ld
m
o
v
e
b
e
y
o
n
d
m
em
o
r
i
za
tio
n
an
d
f
o
r
m
al
class
if
icati
o
n
o
f
h
y
d
r
o
n
y
m
s
to
war
d
co
g
n
itiv
ely
g
r
o
u
n
d
e
d
teac
h
in
g
ap
p
r
o
ac
h
es.
I
n
teg
r
ati
n
g
co
n
tex
t
u
alize
d
an
aly
s
is
o
f
p
lace
n
am
es,
n
ar
r
ativ
e
e
x
p
lo
r
atio
n
o
f
h
y
d
r
o
n
y
m
o
r
ig
in
s
,
an
d
v
is
u
al
m
ap
p
i
n
g
o
f
h
y
d
r
o
n
y
m
ic
n
etwo
r
k
s
m
ay
s
u
p
p
o
r
t
d
ee
p
er
co
n
ce
p
tu
al
in
te
g
r
atio
n
an
d
r
e
d
u
ce
lear
n
er
s
’
r
elian
ce
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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J
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15
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1
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Feb
r
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20
2
6
:
696
-
704
702
F
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NC
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[
1
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P
.
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.
A
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3
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.
J.
F
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.
[
5
]
P
.
Jo
r
d
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,
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.
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.
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L.
Z
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,
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J.
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15
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to
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9
6
@
g
m
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c
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.
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