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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) educational psychology (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: educational psychology
Is in goldstandard
Evaluando al candidato educational psychology:
educational psychology
Lengua:
Frec: 73
Docs: 38
Nombre propio: / 73 = 0%
Coocurrencias con glosario:
Puntaje: 0.139 = ( + (1+0) / (1+6.20945336562895)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| educational psychology |
: Anthony, J., Williams, J. M., Durán, L. K. & Laing, S. (2011). Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years. Journal of Educational Psychology, 103(4), 857-876. : Baker, L. (1984). "Children´s Effective Use of Multiple Standars for Evaluating their Comprehension" en Journal of Educational Psychology, 76. : Baker, L. (1989) "Metacognition, Comprehension Monitoring and the Adult Reader" en Educational Psychology Review, Vol.1, N1 (pp- 3-38). : Beck, I. L., Perfetti, C. A. & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521. : Benjamin, R. G. (2012). Reconstructing readability: Recent developments and recommendations in the analysis of text difficulty. Educational Psychology Review, 24(1), 63-88. : Branum-Martin, L., Tao, S. & Garnaat, S. (2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107(1), 111-125. : Britton, B. K., & Gulgoz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345. : 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. : Cassar, M. & Treiman, R. (1997). The beginnings of orthographic knowledge: Children’s knowledge of double letters in words. Journal of Educational Psychology, 89(4), 631-644. : Castelló, M., Iñesta, A. & Monereo, C. (2009). Towards self-regulated academic writing: An exploratory study with graduate students in a situated learning environment. Electronic Journal of Research in Educational Psychology, 7(3), 1107-1130. : Cataldo, M. & Oakhill, J. (2000). Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text. Journal of Educational Psychology, 20, 791-799. : Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239. : 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. : 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. : Fantuzzo, J., King, J. & Heller, L. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84, 331-339. : Gil, L., Bråten, I., Vidal-Abarca, E. & Strømsø, H. I. (2010). Summary versus argument tasks when working with multiple documents: Which is better for whom? Contemporary Educational Psychology, 35,157-173. : Gomes-Koban, C., Calet, N. & Defior, S. (2019). Intervention programs in educational psychology: Bridging research and practice. Anales de Psicología [Annals of Psychology], 35(3), 378-388. DOI:10.6018/analesps.35.3.327941 : Good, T. & Brophy, J. (1995). Contemporary educational psychology. New York: Longman. : Hansen, J., & Pearson, P. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821-829. : Harp, S. F. & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434. : Hart, S. (1965) "Memory and the of Knowing Experience" en Journal of Educational Psychology (pp. 32- 56). : Karpicke, J. D. & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24(3), 401-418. : King, A. (1989). Effects of self-questioning training on college students’ comprehension of lectures. Contemporany Educational Psychology, 14, 366-381. : Lavelle, E. (1993) "Development and validation of an inventory to assess processes in college composition", British Journal of Educational Psychology, 63. : Lehman, S., Schraw, G., McCrudden, M. T. & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569-587. : López-Campelo, B., Fidalgo, R. & García, J. (2008). La evaluación de la conciencia morfológica- PCM. Su papel en la adquisición de la lectura. International Journal of Developmental and Educational Psychology, 1, 425-434. : Magliano, J. P., Trabasso, T., & Graesser, A. C. (1999). Strategic processes during comprehension. Journal of Educational Psychology, 91, 615-629. : Mancilla-Martinez, J. & Lesaux, N. K. (2011). Early home language use and later vocabulary development. Journal of Educational Psychology, 103(3), 535-546. DOI:10.1037/a0023655 : Mason, L., Pluchino, P. & Tornatora, M. (2015). Eye-movement modeling of integrative Reading of an illustrated text: Effects on processing and learning. Contemporary Educational Psychology, 41, 172-187. : Mayer, R. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual-processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320. : Mayer, R. & Sims, K. V. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. : Mayer, R., Heiser, J. & Lonn, S. (2001). Cognitive contraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198. : McCrudden, M. & Schraw, G. (2006). Relevance and goal-focusing in text processing. Educational psychology review, 19(2), 113-139. : McCrudden, M., Magliano, J. & Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study. Contemporany Educational Psychology, 35(4), 229-241. : Mervis, C.B. (1983). Acquisition of a lexicon. Contemporary Educational Psychology, 8, 210-236. : Moreno, E. & Mayer, R. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368. : Myers y Paris (1978) "Children Metacognitive Knowledge about reading" en Journal of Educational Psychology, N 70, 680-690. : Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54, 31-39. : Otero, J., Caldeira, M. & Gomes, C. (2004). The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts. Contemporary Educational Psychology, 29, 50-62. : Paris, S. C., Lipson, M. Y. y Wixson, K. K. (1983) "Becoming a Strategic Reader", Contemporary Educational Psychology, 8, 293-316. Reimpreso en Rudell, Rudell y Singer (Eds.) Theoretical Models and Processes of Reading, Delaware: I.R.A. 788-810. : Paris, S. C.; Lipson, M. Y. & Wixson, K. K. (1983) "Becoming a strategic reader", Contemporary Educational Psychology, 8, 293-316. : Paris, S., Cross, D. & Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252. : Paris, S.C., Lipson, M.Y. & Wixson, K.K. (1983) "Becoming a Strategic Reader" Contemporary Educational Psychology, 8, 293-316. : Plass, J., Chun, D. M., Mayer, R. & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second language multimedia learning environment. Journal of Educational Psychology, 90, 25-36. : Pol, J. V. D., Volman, M. & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296. : Pérez-Lancho, M. C. & García-Bercianos, S. (2018). Demencia frontotemporal: Fronteras diagnósticas. International Journal of Developmental and Educational Psychology, 4(1), 67-76. : Ramsay, C. & Sperling, R. (2010). Designating reader perspective to increase comprehension and interest. Contemporary Educational Psychology, 35(3), 215-227. : Schnotz, W. (2002). Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101-120. : Schraw, G. & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52. : Schraw, G. & Sperling, R.S. (1994) "Assessing Metacognitive Awareness", Contemporary Educational Psychology, 19, 460-475. : Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92(1), 96-106. : Schraw, G., Flowerday, T. & Lehman. S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224. : Selvy, S. (1972). The development of morphological rules in children. British Journal of Educational Psychology, 42, 293-299. : Shah, P., Mayer, R. & Hegarty, M. (1999). Graphs as aids to knowledge construction: Signaling techniques for guiding the process of graph comprehension. Journal of Educational Psychology, 91(4), 690-702. : Shell, D., Colvin, C. & Bruning, R. (1995). Developmental and ability differences in self-efficacy, causal attribution, and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 87, 386-398. : Tong, X., Deacon, H., Kirby, J., Cain, K. & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523-534. : Vellutino, F. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approach to reading instruction. Journal of educational psychology, 83, 147-158. : Vosniadou, S. P., Pearson, D. P. & Rogers, T. (1988). What causes children’s failures to detect inconsistencies in text? Representation versus comparison difficulties. Journal of Educational Psychology, 80, 27-39. : White, M. & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30, 166-189. : White, T. G., Graves, M. F. & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281-290. : Wineburg, S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology Journal of Educational Psychology, 83(1), 73-87. |