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"Word games"
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Tetris and Word games lead to fewer intrusive memories when applied several days after analogue trauma
Background: Intrusive trauma memories are a key symptom of posttraumatic stress disorder (PTSD), so disrupting their recurrence is highly important. Intrusion development was hindered by visuospatial interventions administered up to 24 hours after analogue trauma. It is unknown whether interventions can be applied later, and whether modality or working-memory load are crucial factors.
Objectives: This study tested: (1) whether a visuospatial task would lead to fewer intrusions compared to a reactivation-only group when applied after memory reactivation four days after analogue trauma exposure (extended replication), (2) whether both tasks (i.e. one aimed to be visuospatial, one more verbal) would lead to fewer intrusions than the reactivation-only group (intervention effect), and (3) whether supposed task modality (visuospatial or verbal) is a critical component (modality effect).
Method: Fifty-four participants were randomly assigned to reactivation+Tetris (visuospatial), reactivation+Word games (verbal), or reactivation-only (no task). They watched an aversive film (day 0) and recorded intrusive memories of the film in diary A. On day 4, memory was reactivated, after which participants played Tetris, Word games, or had no task for 10 minutes. They then kept a second diary (B). Informative hypotheses were evaluated using Bayes factors.
Results: Reactivation+Tetris and reactivation+Word games resulted in relatively fewer intrusions from the last day of diary A to the first day of diary B than reactivation-only (objective 1 and 2). Thus, both tasks were effective even when applied days after analogue trauma. Reactivation-only was not effective. Reactivation+Word games appeared to result in fewer intrusions than reactivation+Tetris (objective 3; modality effect), but this evidence was weak. Explorative analyses showed that Word games were more difficult than Tetris.
Conclusions: Applying a task four days after the trauma film (during memory reconsolidation) was effective. The modality versus working-memory load issue is inconclusive.
Journal Article
The wonder book
Poems, brief stories, word games, and palindromes let children have fun with words and also learn various facts and concepts.
Book
Word Game Modeling Using Character-Level N-Gram and Statistics
Word games are one of the most essential factors of vocabulary learning and matching letters to form words for children aged 5–12. These games help children to improve letter and word recognition, memory-building, and vocabulary retention skills. Since Uzbek is a low-resource language, there has not been enough research into designing word games for the Uzbek language. In this paper, we develop two models for designing the cubic-letter game, also known as the matching-letter game, in the Uzbek language, consisting of a predefined number of cubes, with a letter on each side of each six-sided cube, and word cards to form words using a combination of the cubes. More precisely, we provide the opportunity to form as many words as possible from the dataset, while minimizing the number of cubes. The proposed methods were created using a combination of a character-level n-gram model and letter position frequency in words at the level of vowels and consonants. To perform the experiments, a novel dataset, consisting of 4.5 k 3–5 letter words, was created by filtering based on child age groups for the Uzbek language, and three more datasets were generated, based on the support of experts for the Russian, English, and Slovenian languages. Experimental evaluations showed that both models achieved good results in terms of average coverage. In particular, the Vowel Priority (VL) approach obtained reasonably high coverage with 95.9% in Uzbek, 96.8% in English, and 94.2% in the Slovenian language in the case of eight cubes, based on the five-fold cross-validation method. Both models covered around 85% of five letter words in Uzbek, English, and Slovenian datasets, while this coverage was even higher (99%) in three letter words in the case of eight cubes.
Journal Article
Advanced Word Game Design Based on Statistics: A Cross-Linguistic Study with Extended Experiments
Word games are of great importance in the acquisition of vocabulary and letter recognition among children, usually between the ages of 3 and 13, boosting their memory, word retention, spelling, and cognition. Despite the importance of these games, little attention has been paid to the development of word games for low-resource or highly morphologically constructed languages. This study develops an Advanced Cubic-oriented Game (ACG) model by using a character-level N-gram technique and statistics, commonly known as the matching letter game, wherein a player forms words using a given number of cubes with letters on each of its sides. The main objective of this study is to find out the optimal number of letter cubes while maintaining the overall coverage. Comprehensive experiments on 12 datasets (from low-resource and high-resource languages) incorporating morphological features were conducted to form 3–5-letter words using 7–8 cubes and a special case of forming 6–7-letter words using 8–9 cubes. Experimental evaluations show that the ACG model achieved reasonably high results in terms of average total coverage, with 89.5% for 3–5-letter words using eight cubes and 79.7% for 6–7-letter words using nine cubes over 12 datasets. The ACG model obtained over 90% coverage for Uzbek, Turkish, English, Slovenian, Spanish, French, and Malaysian when constructing 3–5-letter words using eight cubes.
Journal Article
Wacky word games to play with your friends
\"Go and shake a tower or go and take a shower? Of lions quarrel, or did you mean a flying squirrel? Welcome to the wordy world of spoonerisms and mad gab puzzles! This collection of word games will leave you and your friends scratching your heads while exercising your brains. Get ready to play some wacky word games!\"-- Provided by publisher.
BOOK
Feed me words
Collection of puzzles, quizzes, and food-themed stories intended to help prepare young readers for spelling in competitions and general writing.
Book
