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Lista de candidatos sometidos a examen:
1) comprehension (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: comprehension


Is in goldstandard

1
paper corpusSignosTxtLongLines139 - : McDaniel, M. A., Blischak, D., & Einstein, G. O. (1995). Understanding the special mnemonic characteristics of fairy tales. En C. A. Weaver, III, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp . 157-176). Hillsdale, NJ: Erlbaum. [ [133]Links ]

2
paper corpusSignosTxtLongLines173 - : Specialized written discourse comprehension in technical-professional domains: ¿Learning from text ?

3
paper corpusSignosTxtLongLines173 - : Schnotz, W., Bannert, M. & Seufert, T. (2002). Towards an integrative view of text and picture comprehension: Visualization effects on the construction of mental models . En J. Otero, A. Graesser & J.A. León (Eds.), The psychology of science text comprehension (pp. 385-416). Mahwah, NJ: Erlbaum. [ [106]Links ]

4
paper corpusSignosTxtLongLines173 - : van Dijk, T. (1995). On macrostructures, mental models, and other inventions: A brief, personal history of the Kintsch-van Dijk theory. En C. Weaver, S. Mannes & C. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp . 383-407). Mahwah, NJ: Erlbaum. [ [117]Links ]

5
paper corpusSignosTxtLongLines174 - : Cognitive and intersubjective properties of oral comprehension:

6
paper corpusSignosTxtLongLines174 - : ABSTRACT: In psycholinguistic and pragmatic models, the description of the comprehension phenomena seems to have dealt with orality-specific, dialogicc features inaccurately. Thus, the aim of this paper is to outline -from a pragmatic/cognitive perspective- the main elements that constitute a model of oral comprehension, focusing on the properties of a 'face-to-face' speaking mode. Four elements have been considered: a central (psycho-social) mechanism, the different types of information (linguistic, paralinguistic and extralinguistic, both intentional and non-intentional), the psychological processes, and the levels of representation. Finally, two other important features characterize oral comprehension: the weight of para and extra linguistic information and the dynamics of the interlocutors interaction . These features compel the addressee to hypothesize about the interlocutor's mental states by both collaborating with the construction of a shared meaning and specifying the non linguistic

7
paper corpusSignosTxtLongLines199 - : Formulating questions to assess reading comprehension: Applied research

8
paper corpusSignosTxtLongLines206 - : Without any doubt, for a researcher in the area of discourse comprehension, it is essential to know the disciplines underlying a theoretical model under study, the cognitive approach to which it adheres, and, of course, the originality of its postulates . From this standpoint, in this article, we describe and critically analyze the work of Rolf Zwaan in the area of discourse comprehension, stating, in the first place, that research in the area of language processing is, primarily, interdisciplinary and cumulative. In this sense, we argue that a fundamental step in approaching any model of discourse comprehension or any research work in the area involves finding out the historical and scientific context in which it has emerged. It implies having an idea of the way in which research in the area of discourse comprehension and the cognitive sciences has developed. To carry out this study, we have selected two scientific proposals, considered representative of Rolf Zwaan’s last decade research

9
paper corpusSignosTxtLongLines206 - : Esta motivación se basa en la idea de que “the construction of a coherent situation model is tantamount to the successful comprehension of a text” (Zwaan & Radvansky, 1998: 163), es decir, para Zwaan, a diferencia de otros autores (Kintsch, 1998 ), el modelo de situación no es solo un requisito para la comprensión o parte de ella, sino su equivalente. En este sentido, según Zwaan y Radvansky (1998), la pregunta de investigación a responder no es cómo los lectores comprenden un texto, sino cómo ellos construyen un modelo de situación.

10
paper corpusSignosTxtLongLines206 - : La idea central en la propuesta del Experimentador Inmerso (Immersed Experiencer Framework) (Zwaan, 2004) es que las palabras, en tanto que input lingüístico, activan experiencias. De esta manera, la forma del referente resulta de la simulación perceptual a partir de las experiencias previas del comprendedor. Es decir, leer o escuchar una palabra activa representaciones (lexicales, gramaticales, fonológicas, motoras, táctiles) experienciales de palabras, así como también representaciones (motoras, perceptuales, emocionales y, frecuentemente, una combinación de estas) experienciales asociadas a sus referentes. En este sentido, “the comprehender is an immersed experiencer of the described situation, and comprehension is the vicarious experience of the described situation” (Zwaan, 2004: 36 ).

11
paper corpusSignosTxtLongLines216 - : van den Broek, P. , Virtue, S., Gaddy, M., Tzeng, Y. & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation . En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, N.J.: Erlbaum. [ [123]Links ]

12
paper corpusSignosTxtLongLines244 - : Comprehension of academic texts written in English: Relation between level of comprehension achieved and variables involved

13
paper corpusSignosTxtLongLines271 - : Effectiveness of teaching strategies for the comprehension of written texts: A case study

14
paper corpusSignosTxtLongLines282 - : more active attitude towards the process of comprehension are classified by González and Marcilla (1996) as follows:

15
paper corpusSignosTxtLongLines282 - : At the same time, the poor comprehension readers' difficulties in detecting comprehension problems –and, therefore, in correcting them- can be stated in different ways: as they do not process information in a constructive way, and hence coherent representation of the complete story (macrostructure ) does not happen; as they process information in a constructive way but cannot remember inferences; or as they slow down the pace of reading (self assessing strategy) and go back more often (self correcting strategy) at the moment of an inconsistency.

16
paper corpusSignosTxtLongLines282 - : 1.4. Variables influencing the level of reading comprehension: Personal and contextual variables

17
paper corpusSignosTxtLongLines282 - : Didactic unit 6: The strategies of metacomprehension and those oriented to the construction of the text model are dealt with, the following objectives: to formulate and verify hypotheses before, during and after reading, to establish relationships between the information given by the text and the reader's previous knowledge and to plan, supervise and assess comprehension .

18
paper corpusSignosTxtLongLines282 - : In this stage, the level of reading comprehension in Spanish and Euskera and all the significant personal and contextual variables were also measured: intelligence, vocabulary level in Spanish, pupil's attitude towards reading, family language and parents' level of education .

19
paper corpusSignosTxtLongLines282 - : In addition, based on a revision of programs and research work on the teaching of comprehension and metacomprehension strategies, the following order of instruction was adopted:

20
paper corpusSignosTxtLongLines282 - : With the aim of analysing the influence of the personal variables of the pupils following the reading comprehension program in Spanish and Euskera before starting the educational intervention, the following variables were assessed: intelligence, vocabulary level in Spanish, pupil's attitude towards reading, family's attitude towards reading, parents' level of education, reading comprehension in Spanish and Euskera .

21
paper corpusSignosTxtLongLines282 - : Regarding the reading comprehension level in Euskera, experimental group B improved their results significantly unlike control group B, as can be seen in [507]Table 5:

22
paper corpusSignosTxtLongLines326 - : Schnotz, W., Bannert, W. & Seufert, T. (2002). Towards an integrative view of text and picture comprehension: Visualization effects on the construction of mental models . En A. Graesser, J. Otero & J. A. León (Eds.), The psychology of science text comprehension (pp. 385-416). Mahwah, NJ: Erlbaum. [ [91]Links ]

23
paper corpusSignosTxtLongLines334 - : Like in Schmitt et al. (2004), the main goal of the AT was to test whether and how Spanish-speaking comprehension of ser and estar differs in three different conditions: a lexical-semantic condition named Polysemic Free, a syntactic condition named De Complement and a discursive-pragmatic condition named Context Only . This study goes one step forward by adjusting the results for a number of factors such as attention and yes-bias, in a unified regression framework. Hence we were able to obtain estimates of the difficulty associated to processing each type of information: lexical-semantic, syntactic, and discursive-pragmatic.

24
paper corpusSignosTxtLongLines335 - : Written Discourse Comprehension: A theoretical and methodological framework for its assessment

25
paper corpusSignosTxtLongLines335 - : Magliano, J. P., Millis, K. K., Ozuru, Y. & McNamara, D. (2007). A multidimensional framework to evaluate reading assessment tools. En D. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp . 107-136). Mahwah, NJ: Lauwrence Erlbaum. [ [91]Links ]

26
paper corpusSignosTxtLongLines354 - : Micro and macro-structural comprehension monitoring when reading science texts in a foreign language: Is it just a proficiency matter ?

27
paper corpusSignosTxtLongLines360 - : Leow, R. P. (2009b). Modifying the L2 reading text for improved comprehension and acquisition: Does it work ? In Z. Han & N. J. Anderson (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 83-100). Ann Arbor, MI: The University of Michigan Press. [ [58]Links ]

28
paper corpusSignosTxtLongLines392 - : Implicit theories about reading comprehension: Exploratory study in university students

29
paper corpusSignosTxtLongLines406 - : The impact of a linguistic intervention on rhetorical inferential comprehension and metacognition in EFL academic reading: A quasi-experimental, mixed-methods study^[23]*

30
paper corpusSignosTxtLongLines406 - : Comprehension monitoring has been defined as:

31
paper corpusSignosTxtLongLines406 - : Van den Broek et al. (2002) use the term ‘standards of coherence’ to designate a kind of metacognitive knowledge/activity involved in reading comprehension. ‘Standards of coherence’ refers to a readers’ idea of what good comprehension is (a kind of declarative knowledge) and what it necessitates (a kind of procedural and perhaps also conditional knowledge) for a specific reading task. For example, a reader holding a low standard of coherence for a specific reading task may think that good comprehension involves understanding a few keywords in a document’s title .

32
paper corpusSignosTxtLongLines406 - : Van den Broek, P., Virtue, S., Everson, M., Tzeng, Y. & Sung, Y. C. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation . In J. Otero, J. A. León & A. C. Graesser (Eds.), The psycholog y of science text comprehension (pp. 131-154). Mahwah, NJ: Lawrence Erlbaum. [ [68]Links ]

33
paper corpusSignosTxtLongLines438 - : Acarturk, C., Habel, C. & Cagiltay, C. (2008). Multimodal comprehension of graphics with textual annotations: The role of graphical means relating annotations and graph lines . En G. Stapleton, J. Howse & J. Lee (Eds.), Diagrammatic Representation and Inference: 5th International Conference, Diagrams (pp. 335-343). Herrsching, Alemania. [ [35]Links ]

34
paper corpusSignosTxtLongLines439 - : Multiple text comprehension: Perspectives and possibilities for transdisciplinary research

35
paper corpusSignosTxtLongLines440 - : Mental representations in discourse comprehension: From lineal signifier to situation model

36
paper corpusSignosTxtLongLines440 - : Schnotz, W., Bannert, M. & Seufert, T. (2002). Toward an integrative view of text and picture comprehension: Visualization effects on the construction of mental models . En J. Otero, J. León & A. Graesser (Eds.), The psychology of science text comprehension (pp. 385-416.). Mahwah, N.J.: Lawrence Erlbaum. [ [93]Links ]

37
paper corpusSignosTxtLongLines451 - : Correct pronunciation is a very important aspect of second language (L2) acquisition, indispensable not only for speech generation but also for adequate listening comprehension because the articulatory and auditory systems are interrelated: a learner is hardly able to recognize a sound s/he has never produced since it is absent in the first language or L1 (^[25]Levis, 2005 ). However, less accented speech generation and perfect listening comprehension are included in the requirements for some jobs, for instance, operators in call centers, so it is not a rare case that a learner may need more effective training in pronunciation (^[26]Hunter & Hachimi, 2012; ^[27]Lockwood, 2012).

38
paper corpusSignosTxtLongLines463 - : This paper is part of a comprehensive study on the psycholinguistic processing of causality and counter-causality in discourse. The particular aim is to analyze the articulation between the semantic and syntactic information during this process. That is, how the syntactic complexity is related to the processing complexity when readers have to understand pieces of discourse that express particular semantic relationships: causal and counter-causal. One of the main objectives will be to study how the performance pattern changes when the possibility / impossibility to involve world knowledge conditions the process. We present a psycholinguistic experiment, which aims at analyzing the comprehension of causal and counter-causal relations, expressed by sentences with different syntactic structure -coordinates and subordinates- and in two conditions regarding the type of information: every-day items -the speaker may involve their world knowledge- and technical items -this intervention of previous

39
paper corpusSignosTxtLongLines494 - : Event Related Potentials (ERP) literature on semantic incongruity and N400 has shown that the meaning of a given critical word is constructed by integrating contextually available information. Numerous studies have been conducted in which different kinds of inconsistencies have generated N400 effects (^[45]Kutas & Federmeier, 2011). The N400 component, first reported by Kutas and Hillyard (1980a), is present as response when there is a meaningful element. This component is a negative ERP that starts around 250 ms after the onset of one incongruous stimulus, negatively peaking around 400 ms and most prominent in the central-parietal sites. In language comprehension, the amplitude of this component has been shown to be directly linked with the degree to which the context facilitates understanding of the meaning associated with the word through predictability, with a larger negativity when it is difficult to semantically integrate the target word, given a particular context (for a review, see

40
paper corpusSignosTxtLongLines536 - : A linguistically-acceptable description of priming can be “an implicit process in which language production or comprehension is influenced by prior exposure to certain forms or meanings” (^[31]Trofimovich & McDonough, 2011: 12 ). As priming is implicit in nature, priming studies are in fact part of implicit memory research studies. Implicit memory is automatic and procedural and is related to the unconscious effect of prior information on the behavior that would follow (^[32]Cleeremans, 2009). Implicit memory embraces different kinds of learning such as repetition priming, procedural learning and classical conditioning (^[33]Cervantes & Granados Ramos, 2015). Priming is an unconscious phenomenon in which prior experience influences reaction to a stimulus (^[34]Gulan & Valerjev, 2010). Therefore, it is possible to compare priming to stimulus-response conditioning, although in this case, exposure to some stimulus or the prime will lead to a certain reaction to a second prime which is called

41
paper corpusSignosTxtLongLines546 - : Joubert, S., Vallet, G. T., Montembeault, M., Boukadi, M., Wilson, M. A., Laforce, R. J., Rouleau, I. & Brambati, S. M. (2017). Comprehension of concrete and abstract words in semantic variant of primary progressive aphasia and Alzheimer’s disease: A behavioural and neuroimaging study . Brain and Language, 170, 93-102. [ [150]Links ]

42
paper corpusSignosTxtLongLines550 - : Villalón, R., Merisuo-Storm, T., Izquierdo-Magaldi, B., Melero, A. & Soininen, M. (2016). Reading attitudes and text comprehension of Finnish and Spanish pupils: A comparative study . Ponencia presentada en Conference of the EARLI SIG 2 Comprehension of Text and Graphics, Ginebra, Suiza. [ [248]Links ]

43
paper corpusSignosTxtLongLines590 - : Relationship between vocabulary and reading comprehension: A transversal study in primary education

44
paper corpusSignosTxtLongLines88 - : To explain why this occurred, it is necessary to understand that the role of memory strategies is the storage and retrieval of new information. "These strategies help learners store in memory the important things they hear or read in the new language, thus enlarging their knowledge base. These strategies also enable learners to retrieve information from memory when they need to use it for comprehension or production" (Oxford 1990:58 ). While good language learners use these strategies at the outset of their language learning endeavors to build up their knowledge bases, particularly as concerns lexical and syntactic skills, these strategies become less useful as FL proficiency increases and other strategies take over. The detrimental effects of over-using memory strategies in later stages of language acquisition, is reflected in the scores of poor fourth year language students. The data in Tables one and Two suggest that the poor learners who were sampled in this study use more memory

Evaluando al candidato comprehension:


1) reading: 23 (*)
4) strategies: 11
6) discourse: 10 (*)
8) mental: 8
11) erlbaum.: 8
13) mahwah: 7
14) syntactic: 6 (*)
16) zwaan: 6
17) priming: 6 (*)

comprehension
Lengua: eng
Frec: 876
Docs: 139
Nombre propio: 4 / 876 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.689 = (4 + (1+6.4262647547021) / (1+9.77643303244473)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
comprehension
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: Acarturk, C., Habel, C., Cagiltay, K. & Alacam, O. (2008b). Multimodal comprehension of language and graphics: Graphs with and without annotations. Journal of Eye Movement Research, 1(3), 2, 1-15.
: Amadieu, F. & Salmerón, L. (2014). Concept maps for comprehension and navigation of hypertexts. En R. Hanewald & D. Ifenthaler (Eds.), Digital Knowledge Maps in Education (pp. 41-59). Nueva York: Springer.
: Amanzio, M., Geminiani, G., Leotta, D. & Cappa, S. (2008). Metaphor comprehension in Alzheimer’s disease: Novelty matters. Brain and Language, 107, 1-10.
: Anderson, N., Bachman, L., Perkins, K. & Cohen, A. (1991). An exploratory study into the construct validity of a reading comprehension test: Triangulation of data sources. Language Testing, 8(1), 41-66.
: Anderson, R. & Pearson, P. (1984). A schema-theoretic view of basic processes in reading comprehension. En P. Pearson (Ed.), Handbook ofreading research (pp. 255-291). Nueva York: Longman.
: Anderson, R. (1984). Role of the reader's schema in comprehension, learning, and memory. En R.C. Anderson, J. Osborn, & R.J. Tierney (Eds.), Learning to Read in American Schools: Basal Readers and Content Text (pp. 469- 495). Hillsdale, N.J.: Erlbaum.
: Andreu, L., Sanz-Torrent, M., Guárdia, J. & Macwhinney, B. (2011). Narrative comprehension and production in children with SLI: An eye movement study. Clinical linguistics & phonetics, 25(9), 767-738.
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: Barr, D. J. & Keysar, B. (2002). Anchoring comprehension in linguistic precedents. Journal of Memory and Language, 46(2), 391-418.
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: Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.
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: Block, E. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319-343.
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: Britt, M. A., Rouet, J.-F. & Braasch, J. (2013). Documents as entities: Extending the situation model theory of comprehension. En M. A. Britt, S. R. Goldman & J.-F. Rouet (Eds.), Reading: from words to multiple texts (pp. 160-179). Nueva York: Routledge.
: Brouwer, H., Fitz, H. & Hoeks, J. (2012). Getting real about semantic illusions: Rethinking the functional role of the P600 in language comprehension. Brain Research, 1446, 127-143.
: Brown, A. (1980) "Metacognitive Development and Reading" en Spiro, Bruce, E' Brewer, Theoretical Issues in Reading comprehension, N.J: Lawrence Erlbaun (pp.453-481).
: Cacciari, C. & Tabossi, P. (1988). The comprehension of idioms. Journal of Memory and Language, 27(6), 668-683.
: Cain, K. & Nash, H. M. (2011). The influence of connectives on young readers’ processing and comprehension of text. Journal of Educational Psychology, 103(2), 429-441.
: Carlisle, J. & Rice, M. (2004). Assessment of reading comprehension. En A. Stone, E. Silliman, B. Ehren & K. Apel (Eds.), Handbook of language and literacy (pp. 521-555). New York: Guilford Press.
: Carlisle, J. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. En R. K. Wagner, A. E. Muse. & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78-103). Nueva York, US: Guilford Press.
: Carpenter, P. & Shah, P. (1998). A model of the perceptual and conceptual processes in graph comprehension. Journal of Experimental Psychology: Applied, 4(2), 75-100.
: Carreiras, M. & Clifton, C. (Eds.) (2004). On the on-line study of Sentence comprehension: eyetracking, ERP, and beyond. Nueva York: Psychology Press.
: Casanave, C. (1988). Comprehension monitoring in ESL reading: A neglected essential. TESOL Quarterly, 22, 283-302.
: Chwilla, D. J., Kolk, H. H. & Vissers, C. T. (2007). Immediate integration of novel meanings: N400 support for an embodied view of language comprehension. Brain Research, 1183, 109-123. doi: 10.1016/j.brainres.2007.09.014
: Clark, H. H. & Carlson, T. B. (1981). Context for comprehension. Attention and performance IX, 313-330.
: Coiro, J. & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214-257.
: Colston, H. (2001). On necessary conditions for verbal irony comprehension. Pragmatics & Cognition, 8, 277-324.
: Cornejo, C., Simonetti, F., Aldunate, N., Ibáñez, A., López, V. & Melloni, L. (2007). Electrophysiological evidence of different interpretive strategies in irony comprehension. Journal of Psycholinguistic Research, 36(6), 411-430.
: Cornoldi, C. & Oakhill, J. (1996). Reading comprehension difficulties. Processes and intervention. New Jersey: LEA.
: Cutler, A., Mehler, J., Norris, D. & Segui, J. (1983). A language specific comprehension strategy. Nature, 304, 159-160.
: Dai, D. Y. & Wang, X. (2007). The role of need for cognition and reader beliefs in text comprehension and interest development. Contemporary Educational Psychology, 32, 332-347.
: Daneman, M. & Blennerhassett, A. (1984). How to assess the listening comprehension skills of prereaders. Journal of Educational Psycholog y, 76(6), 1372-1381.
: Davey, B. (1983). Think aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27, 44-47.
: Davey, B. (1988). Factors affecting the difficulty of reading comprehension items for successful and unsuccessful readers. Journal of Experimental Education, 56(1), 67-76.
: Day, R. R. & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 1-15.
: De Jong, P. F. & Van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51-77.
: De Vega, M., León, I. & Díaz, J. (1996). The representation of changing emotions in reading comprehension. Cognition and Emotion, 10, 303-321.
: De Vega, M., Robertson, D., Glenberg, A., Kaschak, M. & Rinck, M. (2004). On doing two things at once: Temporal constraints on actions in language comprehension. Memory and Cognition, 32, 1033–1043.
: DeLong, K. A., Urbach, T. P. & Kutas, M. (2005). Probabilistic word pre-activation during language comprehension inferred from electrical brain activity. Nature neuroscience, 8(8), 1117-1121. doi: 10.1038/nn1504
: Demont, E. & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332.
: Dewitz, P. Carr, E., & Patberg, J. (1987). Effects of interference training on comprehension and comprehension monitoring. Reading Research Quarterly, 22, 99-121.
: Durkin, D. (1979). What classroom observations reveal about comprehension instruction. Reading Research Quarterly, 14, 481-533.
: Ehrlich, M. (1997). Mémoire et comprehension du langage. Paris: P.U.F.
: Ehrlich, M. F. (1996). Metacognitive monitoring in the processing of anaphoric devices in skilled and less skilled comprehenders. En C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and remediation (pp. 221-249). Malwah, NJ: Lawrence Erlbaum.
: Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89, 206-220.
: Escudero, I. & León, J.A. (en prensa). Discourse comprehension processes between types of texts: A cross-cultural/cross-language study. Journal of Cross-Cultural Psychology.
: Ferreira, F. & Patson, N. D. (2007). The 'good enough' approach to language comprehension. Language and Linguistics Compass, 1, 71-83.
: Findahl, O. & Höijer, B. (1984). Comprehension analysis: A review of the research and an application to radio and television news. Lund: Studenttliteratur.
: Findahl, O. & Höijer, B. (1985). Some characteristics of news memory and comprehension. Unpublished manuscript.
: Fletcher, C., van den Broek, P. & Arthur, E. (1996). A model of narrative comprehension and recall. En B. Britton & A. Graesser (Eds.), Models of understanding text (pp. 141-163). Mahwah, N.J.: Erlbaum.
: Florit, E., Roch, M., Altoè, G. & Levorato, M. Ch. (2009). Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27, 935-951.
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