4 Pics 1 Word Level 107 9 Letters

4 Pics 1 Word Level 107 9 Letters – Inspired by the success of Wordl, I’ve put together these three word puzzles for you today that also test your lexical ingenuity and pattern-detecting skills.

Each of the following words occurs in the middle or at the end of a country. For example, ACED is in Macedonia. What are the countries? If you get more than ten, you are doing very well!

4 Pics 1 Word Level 107 9 Letters

1. DIVE, 2. ENDED, 3. MERRY, 4. HAIL, 5. HELL, 6. LIES, 7. NAME, 8. FURNACE, 9. RAIN, 10. FLEECE, 11. SCAR, 12. SWAN, 13. TENS, 14. STICK.

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Tip: One is in South America, three are in Europe, two are in mainland Africa, six are in Asia and three are island nations.

This is tricky – and very enjoyable – because keywords are usually not pronounced the way they are in the country word.

1. Maldives, 2. Indonesia, 3. Bangladesh, 4. Thailand, 5. Seychelles, 6. Malaysia, 7. Suriname, 8. Slovenia, 9. Ukraine, 10. Brunei, 11. Madagascar, 12. Botswana, 13. Lichtenstein, 14. Rwanda.

If you insert the letters ‘NS’ in the same place in the words PAY, SUET, TOIL, DEITY and COOLED, you get five new words: PANSY, SUNSET, TONSIL, DENSITY and COSOLED.

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For each of the following groups of words, can you find two letters to put in the same place to form five new words?

Each clue below describes a 9-letter word that includes consecutive letters CAR. So one of the words is CAR_ _ _ _ _ _, one is _CAR_ _ _ _ _ _ and so on until _ _ _ _ _ _ CAR. Find the words.

I really enjoyed the comments below the line about Wordle starters. My preference is the 3 vowel starter – usually ATONE – as it includes 5 of the 6 most common letters in the English language, and I also like the suggestion of a cleansing spiritual ritual. In terms of letter frequency, I’m not sure there’s a word that beats it. (Fist bump to two readers who also mentioned this.)

Today’s puzzles were taken from the book The Puzzle Cabaret by Vincent J. Matsko. Vincent is a math teacher, puzzle designer, and math artist, bringing cross-disciplinary creativity to his puzzles.

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I post a puzzle here every two weeks on Monday. I’m always looking for great puzzles. If you would like to suggest it, please write to me.

I am the author of several puzzle books, most recently Language Lover’s Puzzle Book. I also lead school talks about maths and puzzles (online and in person). If your school is interested, please get in touch.

On Thursday 21st April I will be running a puzzle workshop for Guardian Masterclasses. You can apply here. Debate India News Arnab Online Online Stories World News Entertainment News Educational Sports News Technology News Business News Lifestyle Opinion The Nation Wants To Know Initiatives

Last Updated: 13 May 2020, 11:38 IST Which 9-letter word is still a word after removing one letter each time? Riddle Solved Which 9-letter word is still a word puzzle, it seems to the latest online advertising. Here is the answer to the puzzle that you can use and share with your friends.

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Many new puzzles and riddles are shared on social media every day. In these difficult times as the world grapples with the outbreak of COVID-19, many have turned to social media to pass the time. If you’re one of those people who can’t resist solving a puzzle, riddle or quiz, here’s another puzzle for you. This popular puzzle is known as “Which 9 letter word is still a puzzle”. Check out the answer and explanation to this viral riddle, which may also earn you one extra word to add to your vocabulary.

Riddle – What is the 9 letter word that still remains a word after removing a letter from it each time. This puzzle is considered one of the most difficult puzzles in the world. If you are wondering what the answer to this riddle might be or want to check if your answer is correct, continue reading to the answer to this riddle along with the corresponding explanation.

Explanation – STARTLING is the only 9-letter word in the English language that makes a new word every time a letter is removed from it. The word surprising means “surprising”. See the different words formed after each letter is removed. Editor and reviewer affiliations are listed last in their Loop research profiles and may not reflect their position at the time of review.

Recent literature has highlighted links between children’s reading skills and the ability to create and use mental representations or mental images; in addition, the data highlighted the involvement of visuospatial abilities during mathematics learning and during further developmental stages in the performance of mathematical tasks. The present study adopted a longitudinal design to assess whether mental imagery processes in preschool children (ages 4–5) predict math, writing, and reading skills in the early elementary school years (ages 6–7). The research lasted two school years; in the first phase, the general participant group consisted of 100 children, and although all participants agreed to participate in the study, in the second phase the mortality rate was 30%. Four test batteries were used to measure school learning and mental imagery. The mental imagery battery assessed the mental processes of generation, review, and transformation. The data highlighted that different aspects in which thought processes are articulated are differentially implicated in some of the skills that make up school learning. These findings highlight the potential utility of mental imagery ability testing for school students to take effective measures to increase their mental imagery ability.

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A mental image or mental representation is defined as what an individual can feel, hear, see or taste in their own mind. However, the stimulus that creates the image is not actually seen, heard, felt, tasted, or smelled (Fennema, 1959; Richardson, 1969; Coon and Mitterer, 2011).

Most cognitive processes, such as perception, memory, and imagery, involve mental representations or mental images (Pellerone et al., 2017; Guarnera et al., 2018). In the processes of perception, each stimulus is interpreted and integrated into a mental image; memory and imagery enable the creation and manipulation of images of objects or scenes without sensory stimuli.

Therefore, from a generic point of view, mental imagery can be considered as a cognitive process that represents reality through multisensory mental images or mental representations of perceived or remembered objects. From a specific perspective, it is the ability to manage mental images to perform a task (Richardson, 1969; Kosslyn, 1994; Coon and Mitterer, 2011).

Pearson et al. (2013) provide a clear definition of these different processes. Generation is the ability to create mental representations without a perceived stimulus. In particular, an image can be created directly from immediate perceptual information (for example, someone can look at a picture of an object, form a mental image in their mind, and then retain that mental image when they look away or close their eyes) or be created entirely from previously stored information in the long-term memory.

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Retention describes the ability to retain images in short-term memory. In fact, once formed, a mental image undergoes a rapid decay with an average duration of only 250 ms, corresponding to the time required for an eye movement (Kosslyn, 1994). This short duration means that active maintenance of the image is required to perform other imaging processes (scanning or transformation).

Inspection is the ability to explore a created image in order to explain an object-based feature or spatial property of the image. For example, to describe the shape of a fox’s ear, a person would create a mental image of a fox and then examine the shape of the ears in the image to generate a response (Kosslyn et al., 2001).

Transformation is the ability to change a mental image. The two most extensively studied types of image transformation are mental rotation, the ability to rotate mental representations of two-dimensional and three-dimensional objects, and image restructuring, in which the interpretation of a mental image is changed or modified in some way.

The literature has emphasized the connection between children’s reading skills and the ability to create and use mental representations (Ehri and Wilce, 1982; Share, 1999; Apel and Masterson, 2001; Bara et al., 2004; Pellerone, 2013). Reading skills are characterized by the ability to acquire orthographic and phonological representations and the ability to make connections between them (Ehri, 1995; Metsala and Ehri, 1998). The relationship between the development of learning such as reading and writing and the ability to form mental images of sight words has also been measured by research conducted on subjects with dysgraphia and dyslexia. Koenig et al. (1991) found that individuals with dyslexia performed worse than non-dyslexics on mental generation tasks only when the stimuli were letters, but not when different stimuli were used. According to the authors, the problems faced by people with dyslexia could be related to problems in the process of integrating the segments that make up the letters in the mental image. Mentally examined

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