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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) cognitive development (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: cognitive development
Is in goldstandard
1
paper corpusSignosTxtLongLines464 - : Oral performance in a second language (L2) can be measured in terms of complexity, accuracy and fluency, thus offering an overview of L2 learning. Focusing on the cognitive development of L2 learning, particularly from the point of view of Processing Theory and the Speech Production Model, limited attentional resources hinder simultaneous attention to the variables studied, namely: Performance components of complexity, accuracy and fluency in semi spontaneous oral monologues at different levels of English proficiency (A2, B2 and C1 ). Complexity was measured in terms of lexical range (as D score, best fit for lexical range) and grammatical complexity (as the average length of words in each clause, and number of clauses in each Analysis of Speech (AS) unit). Accuracy was measured as the proportion of AS units free from errors and percentage of error-free clauses. Fluency was measured by calculating the phonation-time ratio and the mean length of pauses. Regarding trends in L2 language
2
paper corpusSignosTxtLongLines92 - : Flavell, J. H. (1985) Cognitive Development, London: Prentice Hall . (Primera Impresión 1977). [ [36]Links ]
Evaluando al candidato cognitive development:
1) measured: 4
2) complexity: 4 (*)
3) fluency: 3 (*)
4) accuracy: 3
cognitive development
Lengua: eng
Frec: 34
Docs: 24
Nombre propio: 1 / 34 = 2%
Coocurrencias con glosario: 2
Puntaje: 2.801 = (2 + (1+3.90689059560852) / (1+5.12928301694497)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| cognitive development |
: Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. : Bazerman, C. (2007). Genre and cognitive development: Beyond writing to learn. SIGET [on line]. Retrieved from: [35]http://www3.unisul.br/paginas/ensino/pos/linguagem/cd/English/5i.pdf. : Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. Genre in a Changing World, Perspectives on writing (pp. 279-294). Fort Collins, CO: The WAC Clearinghouse. : Clark, H. H. (1973). Space, time, semantics, and the child. En T. Moore (Ed.), Cognitive development and the acquisition of language (pp. 27-63). Nueva York: Academic Press. : Flavell, J. (1977) Cognitive Development. London: Prentice Hall. : Flavell, J. (1985). Cognitive development. Englewood Cliffs, N. J: Prentice-Hall. : Flavell, J. H. (1979) "Metacognition and cognitive monitoring a new area of cognitive development inquiry", en American Psychologist; Vol 34. 10, 906-911. : Flavell, J. H. (1985) Cognitive Development USA: Prentice-Hall. : Hoyer, W. J. & Rybash, J. (1994). Characterizing adult cognitive development. Journal of Adult Development, 1(1), 7-12. : Luria, A. R. (1976). Cognitive development: Its social and cultural foundations. Cambridge: Harvard University Press. : Mercier, H. (2011). Reasoning serves argumentation in children. Cognitive Development, 26(3), 177-191. : Nelson, K. (1996). Language in cognitive development. Nueva York: Cambridge University Press. : Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford Press. : Rosch, E. (1973b). On the internal structure of perceptual and semantic categories. En T. Moore (Ed.), Cognitive development and the acquisition of language (pp. 111-144). New York: Academic Press. : Wyman, E., Rakoczy, H. & Tomasello, M. (2009). Normativity and context in young children’s pretend play. Cognitive Development, 24, 146-155. |