Spoken propositional idea density, a measure to help second language English speaking students: A multicentre cohort study

Abstract

Purpose: Idea density has been shown to influence comprehension time for text in various populations. This study aims to explore the influence of spoken idea density on attainment in young, healthy subjects using demographic characteristics. Methods: Students watched two online lectures and answered 10 multiple choice questions on them. Students received one more idea dense (MID) and one less idea dense (LID) lecture on two different subjects. Results: Seventy-five students completed the study achieving a higher median score after a less idea-dense lecture (LID ¼ 7(3), MID ¼ 6(3), p ¼ 0.04). Artificial neural network models revealed the first language as the main predictor of exam performance. The odds ratio (OR) of obtaining !70% after a more idea-dense lecture was six-time higher for the first language versus second language English speakers (OR ¼ 5.963, 95% CI 1.080-32.911, p ¼ 0.041). The odds ratio was not significant when receiving a less dense lecture (OR ¼ 2.298, 95% CI 0.635-8.315, p ¼ 0.205). Second-language speakers benefited from receiving a lower idea density, achieving a 10.8% score increase from high to low density, versus a 3.2% increase obtained by first language speakers. Conclusions: The propositional idea density of lectures directly influences students' comprehension, and disproportionately for second language speakers; revealing the possibility of reduced spoken idea density in levelling the attainment differential between first and second language speakers. KEYWORDSIdea density; concept density; attainment differential; international students; psycholinguistics 'The black cat sat on the mat' Idea density ¼ 5 ideas Ä 7 words ¼ 0.71 'There is a cat, which is black, and it is sitting on the mat' Idea density ¼ 5 ideas Ä 14 words ¼ 0.36

Impact of reduced idea density on pharmacy students' attainment in pharmaceutical calculations: A study protocol for a single-blind multicentre randomised controlled trial

“…ID is being reduced by 10-15% as previously a reduction in ID of this range was shown to have an impact on comprehension in short lectures. (Lunn et al, 2022) The GPhC calculation exam is typically 40 questions undertaken in 120 minutes (three minutes per question), testing 12 areas of calculation. The exams in this study will test the same 12 areas with one question in each, ensuring all major subject areas are represented and reducing the burden on the volunteer participants.…”

“…The calculations were informed by a previous study conducted by the authors. (Lunn et al, 2022) The equation used for the sample and power calculation was…”

“…(Bloomfield, Wayland, Blodgett, & Linck, 2011;Bloomfield et al, 2010) A recent research conducted by the authors of this protocol suggested that verbal ID in short lectures measured by post-lecture multiple choice question influenced the overall comprehension of students. (Lunn et al, 2022) The study showed that a reduced lecture ID facilitated a full cohort increase in test performance, which was greater in second language speakers, reducing their attainment gap to first language speakers to insignificant levels. It is reasonable to assume, however, that any reduction in ID would only benefit to a point where the sentence still scans logically, as reducing it too much increases sentence redundancy and the use of unnecessary words.…”