Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Types of Errors: Detection and Minimization

Types of Errors: Detection and Minimization

Error is the deviation of the obtained result from the true, expected value or the estimated central value. Errors are expressed in absolute or relative terms.
Absolute error in a measurement is the numerical difference from the true or central value. Relative error is the ratio between absolute error and the true or central value, expressed as a percentage.
Errors can be classified by source, magnitude, and sign. There are three types of errors: systematic, random, and gross.
Systematic or...

Detection of Gross Error: The Q Test

Detection of Gross Error: The Q Test

When one or more data points appear far from the rest of the data, there is a need to determine whether they are outliers and whether they should be eliminated from the data set to ensure an accurate representation of the measured value. In many cases, outliers arise from gross errors (or human errors) and do not accurately reflect the underlying phenomenon. In some cases, however, these apparent outliers reflect true phenomenological differences. In these cases, we can use statistical methods...

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Improving Translational Accuracy

Improving Translational Accuracy

Base complementarity between the three base pairs of mRNA codon and the tRNA anticodon is not a failsafe mechanism. Inaccuracies can range from a single mismatch to no correct base pairing at all. The free energy difference between the correct and nearly correct base pairs can be as small as 3 kcal/ mol. With complementarity being the only proofreading step, the estimated error frequency would be one wrong amino acid in every 100 amino acids incorporated. However, error frequencies observed in...

Improving Translational Accuracy

Improving Translational Accuracy

Nonsense-mediated mRNA Decay

Nonsense-mediated mRNA Decay

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

m6A modification of LINC00458 enhances HMOX1 stability via ELAVL1 recruitment to promote ferroptosis and aggravate asthma.

Molecular immunology·2026

Same author

HOXC9 enhances cholesterol metabolism and malignancy in pancreatic ductal adenocarcinoma through ITGA10/FAK/PI3K/CREB-dependent HMGCR activation.

Journal of gastroenterology·2026

Same author

The double-edged sword of tumor-targeted treatment: the influence of targeted therapy on the heart.

Translational cancer research·2026

Same author

A Novel ApoB/ApoA1 Ratio-Integrated Nomogram to Predict Cardiogenic Shock After Acute Myocardial Infarction.

Reviews in cardiovascular medicine·2026

Same author

Anthocyanin Boosts Electroactive Biofilms Formation and Regulates Intrinsic Catalytic Activity of Single Cells in <i>Escherichia coli</i> for Sustainable Bio-Electrocatalysis in Microbial Fuel Cells.

Microorganisms·2026

Same author

Dual-graph knowledge distillation for few-shot class-incremental microorganism recognition.

Frontiers in microbiology·2026

Search research articles

Related Experiment Video

Updated: Jan 8, 2026

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

Lost in translation: Decoding the errors in consecutive interpreting by Chinese EFL learners.

Yajin Zhuang¹, Liwen Chen¹

¹School of Foreign Languages/Zhejiang Gongshang University, Hangzhou, Zhejiang, China.

|December 18, 2025

Summary

Interpreting errors in Chinese English as a Foreign Language (EFL) learners reveal that speech flow, grammar, and meaning deviations impact performance. Gender differences were linked only to grammatical errors, suggesting varied communication psychology.

More Related Videos

Comparing the Frequency Effect Between the Lexical Decision and Naming Tasks in Chinese

Comparing the Frequency Effect Between the Lexical Decision and Naming Tasks in Chinese

Published on: April 1, 2016

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Published on: October 25, 2019

Related Experiment Videos

Last Updated: Jan 8, 2026

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

Comparing the Frequency Effect Between the Lexical Decision and Naming Tasks in Chinese

Comparing the Frequency Effect Between the Lexical Decision and Naming Tasks in Chinese

Published on: April 1, 2016

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Published on: October 25, 2019

Area of Science:

Linguistics
Cognitive Science
Education

Background:

Interpreting errors are linguistic indicators of cognitive processing challenges.
These errors are crucial in interpreting education, practice, and assessment.

Purpose of the Study:

To analyze the nature of interpreting errors in Chinese English as a Foreign Language (EFL) learners.
To investigate the relationship between error types, gender, and interpreting performance.

Main Methods:

Utilized the parallel corpus of Chinese EFL Learners-Spoken (PACCEL-S).
Performed statistical analysis to correlate error types with gender and performance scores.

Main Results:

Improper speech flow was the most frequent error, followed by grammatical and semantic errors. Information default was least frequent.
Grammatical errors showed a significant correlation with gender, unlike other error types.
Semantic deviation, information default, and improper speech flow negatively correlated with interpretation scores; grammatical errors did not.

Conclusions:

Learner proficiency, skills, and emotional regulation influence error patterns.
Gender-related psychological differences may affect interpreting performance.
English proficiency assessments might accommodate grammatical errors in interpreting tasks, highlighting areas for pedagogical and assessment refinement.