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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 monitoring (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: cognitive monitoring
Is in goldstandard
1
paper CH_corpusSignostxt406 - : This learner takes up the metalinguistic terms issuing from the CaRS model (‘topic, debate and contribution’) and explains that locating these helps to make rhetorical inferences (‘understand the author’s position and distinguish it from those of other authors’), which she reports has had a favorable impact on her essay writing. However, only this learner and the learner in example 2 showed any uptake of metalinguistic terms. Other learners show declarative knowledge of rhetorical inferences without connecting them explicitly to the metalanguage or metalinguistic activity. Tellingly, one learner’s answer reveals some impact on cognitive monitoring while simultaneously giving evidence that metalanguage is not a necessary condition for it to occur:
2
paper CO_ColombianAppliedLinguisticsJournaltxt212 - : Early interest by psychologists into the cognitive mechanisms involved in reading quickly flourished into a thriving field of cognitive and metacognitive studies in learning and reading comprehension so that in the last thirty years the field of reading comprehension studies in L1 and L2 has hosted researchers from psychology, sociology, and linguistics. Some of the first signs that point toward descriptive and explanatory research can be found in Flavell"s (1979) "Metacognition and Cognitive Monitoring: A New Area of Cognitive- Developmental Inquiry," in which he writes that "it will… be very important to try to discover the early competencies that serve as building blocks… rather than merely cataloguing… metacognitive lacks and inadequacies" and that "we also need to try to explain development in this area as well as describe it" (p . 909).
3
paper CO_ColombianAppliedLinguisticsJournaltxt212 - : In the thirty five years since this article was published, the terms and definitions that he provided, terms and definitions that were robust enough to be of use today, have been atomized, with the intention of achieving greater clarity but, in many cases, the unfortunate result of internal inconsistencies and redundancy. I include Flavell"s (1979) definitions of strategies and monitoring here so that they can serve as a point of reference. Cognitive monitoring he defines as: "occurring through the actions and interactions among four classes of phenomena: (a ) metacognitive knowledge, (b) metacognitive experiences, (c) goals (or tasks), and (d) actions (or strategies)" (p. 906). Cognitive strategies "are invoked to make cognitive progress and metacognitive strategies to monitor it" (p. 909). He also tells us that our "store of metacognitive knowledge is apt to contain knowledge of metacognitive strategies as well as cognitive ones" (p. 909).
Evaluando al candidato cognitive monitoring:
1) metacognitive: 7 (*)
2) strategies: 5
3) learner: 4 (*)
5) reading: 3 (*)
7) definitions: 3 (*)
8) metalinguistic: 3 (*)
cognitive monitoring
Lengua: eng
Frec: 31
Docs: 22
Nombre propio: 2 / 31 = 6%
Coocurrencias con glosario: 5
Puntaje: 5.950 = (5 + (1+4.70043971814109) / (1+5)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| cognitive monitoring |
: 1. Baker, L. y Brown, A. (1984). Cognitive monitoring in reading. En Flood, J. (Ed.), Understanding reading comprehension. (pp. 353-394). New York: Plenum. : 14. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911. : 8. Flavell, J. H. (1981). Cognitive monitoring. En W. P. Dickinson (comp.), childrens oral communication skills (pp. 35-60). Nueva York: Academic Press. : Baker, L. & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension: Cognition, language and the structure of prose (pp. 21-43). Newark, Delaware: International Reading Association. : Flavell (1979) "Metacognition and Cognitive Monitoring. A New Area of cognitiveDevelopmental Inquiry" en American Psychologist. October (pp.705-712). : Flavell, J. (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental Inquiry. American Psychologist, 34(10), 906 - 911. : Flavell, J. 1979. Metacognition and cognitive monitoring. American Psychologist, 34, 10, 906-911. : Flavell, J. H. (1979) "Metacognition and Cognitive Monitoring. A New Areaof cognitiveDevelopmental Inquiry" en American Psychologist. October. : Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A new Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906-911. : Flavell, J. H. (1981). Cognitive monitoring. En W. P. Dickson (Ed.), Children’s oral communication skills (pp. 35-60). Nueva York: Academic Press. : Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist. |