Some theories of visual word recognition postulate that there is a level of processing or representation at which morphemes are treated differently from whole words. Support for these theories has been derived from priming experiments in which the recognition of a target word is facilitated by the prior presentation of a morphologicallyrelated prime (departure-DEPART). In English, such facilitation could be due to morphological relatedness, or to some combination of the orthographic and semantic relatedness characteristic of derivationally related words. We report two sets of visual priming experiments in which the morphological, semantic, and orthographic relationships between primes and targets are varied in three SOA conditions (43 ms, 72 ms, and 230 ms). Results showed that morphological structure plays a signi cant role in the early visual recognition of English words that is independent of both semantic and orthographic relatedness. Findings are discussed in terms of current approaches to morphological processing.Requests for reprints should be addressed to Kathleen Rastle,

This article explores teacher learning in the UK English for speakers of other languages (ESOL) context. We draw on data from a continuing professional development (CPD) initiative to understand how learning is shaped by collaborative discussion with others and by reading from the language classroom research literature. The CPD programme — designed to reflect the principles of transformative rather than transmissive teacher education — incorporates reflective, collaborative and research induction components. We describe how teachers analyse critical learning episodes (CLE) from their own classrooms, and draw on interviews and written reflections to explore two central features of the CPD programme: collaborative learning and the use of readings from the literature. The first of these factors was successful due to teachers’ understanding the context of collaboration as supportive, reassuring, and based on shared values. However, the use of readings to illuminate analyses was less successful. There were time and identity factors that contributed to this outcome: teachers found little space in their working lives for reading, did not always see the relevance to their daily practice of the models provided and at first found it difficult to incorporate perspectives other than their own experience, principles and values into their analyses.

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In this paper, we give a direct construction for a set of dice realizing any given tournament T. The construction for a tournament with n vertices requires dice with n sides if n is odd, n+1 sides if n is divisible by 4, and n−1 sides if n≡2 mod 4. This appears to be the most efficient general construction to date. Our construction relies only on a standard construction from graph theory.

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