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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) knowledge (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: knowledge


Is in goldstandard

1
paper corpusSignosTxtLongLines122 - : The aim of this study is to detect certain developmental trends concerning Chilean school children's metacognitive knowledge about reading, which was analized in six subdomains: knowledge about text and task, and about four types of strategies (plannning, evaluation, reading and remedial strategies ). The data was obtained by means of a multiple choice instrument which was applied to a sample of 280 students attending 6^th and 8^th primary grades 2^nd and 4^th secondary grades, that is, covering 6 school years. The global analisis of the results showed a sustained increase in their metacognitive knowledge and the difference between all the grades sampled turned out to be statistically significative. A correlation test showed a very small lineal correlation among the six subdomains. Yet, when separating the results into the subdomains we found great difference in the rythm of development thus providing support for our analisis.

2
paper corpusSignosTxtLongLines198 - : This article analyzes the use of discursive reformulation markers in bibliographical and diagnosis reports written by psychology students in their second and fourth years of university. The objective is to compare the functions this resource introduces on two levels of specialized knowledge. For analytical purposes, a classification table was drawn up, following the work of Martín and Portolés (1999), Fuentes (1996) and Casado (1991). Application of this construct helps suggest that an increase in specialized knowledge as well as an appropriation of a discursive genre become evident in, among others, the use of more complex reformulation strategies, such as introducing information with basically two purposes: to give an in-depth presentation of a content previously introduced or to equivalently present information between segments .

3
paper corpusSignosTxtLongLines209 - : It could be said that the specialized discourse literacy (academic and professional) has just began to be explored recently in Chile. Advances in this line must start from a deep and empirical analysis of real data. Thus, one way to access to the specialized written genres employed by the academia is to begin from the tenant that all materials read by students in university training reveal relevant data about disciplinary discourse and knowledge. This article gives information about a research Project, in its first steps, at Pontificia Universidad Católica de Valparaiso, Chile, focused on the collection, construction and description of an academia corpus based on texts collected in the academic and professional areas of four disciplinary domains of knowledge: Industrial Chemistry, Construction Engineering, Social Work, and Psychology . So, a revision of the concepts of specialized, academic, and professional discourse is presented. Then, the procedures of collecting and organizing the

4
paper corpusSignosTxtLongLines295 - : learning process, in which language functions as 'substance' (learning a language, be it L1 or a foreign language), as 'instrument' (learning through language, which applies to all fields of knowledge and to all educational levels), and as 'object' (learning about language: grammar, genres, registers, word formation, etc .). In Halliday's (1978: 1) words:

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paper corpusSignosTxtLongLines311 - : Within vertical discourse Bernstein makes a second distinction between hierarchical and horizontal knowledge structures. A hierarchical knowledge structure, exemplified by natural science disciplines, is "a coherent, explicit and systematically principled structure, hierarchically organised" which "attempts to create very general propositions and theories, which integrate knowledge at lower levels, and in this way shows underlying uniformities across an expanding range of apparently different phenomena" (Bernstein, 1999: 161-162 ). In contrast, a horizontal knowledge structure, exemplified by disciplines in the humanities and social sciences, is "a series of specialised languages with specialised modes of interrogation and criteria for the construction and circulation of texts" (Bernstein, 1999: 162).

6
paper corpusSignosTxtLongLines311 - : Secondly, grammaticality describes how theoretical statements deal with the phenomena they are modelling. The stronger the grammaticality of a language, the more stably it is able to generate empirical correlates and the more unambiguous because more restricted the field of referents. Hierarchical knowledge structures in other words test theories against data; horizontal knowledge structures use theory to interpret texts:

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paper corpusSignosTxtLongLines311 - : In short then, as far as '-isms' are concerned, both epistemology (definitions and oppositions) and axiology (values and attitudes) matter. With LCT, Maton has extended Bernstein's model to address such issues. In Maton's (2008: 15) terms, "intellectual fields are not only structures of knowledge, they also comprise actors with passions, hopes, desires, emotions..." As well as comprising knowledge structures, intellectual and educational fields thereby also comprise knower structures. These arrangements of knowers may also be described as horizontal and hierarchical. For example, Maton (2007) shows how science can be 'characterized as possessing not only a hierarchical knowledge structure but also a horizontal knower structure: a series of strongly bounded knowers, each with specialized modes of being and acting, with non-comparable habituses or embodied dispositions based on different social trajectories and experiences' . In other words, who you are matters less than what you are

8
paper corpusSignosTxtLongLines311 - : discussing and how. In contrast, horizontal knowledge structures such as history may have a hierarchical knower structure: "a systematically principled and hierarchical organisation of knowers based on the construction of an ideal knower and which develops through the integration of new knowers at lower levels and across an expanding range of different dispositions" (Maton, 2010: 162 ). In short, what matters more is who you are. Fields are thus knowledge-knower structures which classify, assign, arrange and hierarchise not only what but also who is considered legitimate (Maton, to appear).

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paper corpusSignosTxtLongLines311 - : Maton, K. (2008). Knowledge-building: How can we create powerful and influential ideas ? Paper presented at Disciplinarity, Knowledge & Language: An international symposium, December 2008, University of Sydney, Australia.

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paper corpusSignosTxtLongLines311 - : Maton, K. (to appear). Knowledge and Knowers: Towards a realist sociology of education . London, Routledge.

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paper corpusSignosTxtLongLines312 - : Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science [en línea] . Disponible en: [49]http://wac.colostate.edu/aw/books/bazerman_shaping/

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paper corpusSignosTxtLongLines313 - : In specialized studies (Ionescu-Ruxandoiu & Chitoran, 1975; DSL, 2002), researchers showed that choosing a particular form of address is not accidental, but it is a choice based on the communicative competence of the speakers. This concept presupposes the existence of a set of social and cultural norms and conventions and it mainly refers to "the totality of linguistic, interactional and cultural knowledge that has been internalized by a native speaker and which will allow him to have an appropriate behaviour in specific communicative contexts" (DSL, 2002: 121 ).

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paper corpusSignosTxtLongLines336 - : A computational technique used for tasks similar to the one we have just described, is called machine learning. In fact, machine learning is a class of methods developed in the area of artificial intelligence. These methods are based on various mathematical or statistical models and applied to extract knowledge from data: find data patterns, build structural description of data items, classify these items . The field of machine learning has its own concepts and terminology, and we are going to introduce some of the terms in the course of this section to make our exposition more exact. Pieces of data examined by machine learning techniques are called instances, or examples. In our case, an example is a set of all hyperonyms for a particular collocation as represented in [46]Figure 2. Examples can be annotated with respective lexical functions called classes in machine learning, or can be left without such annotation.

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paper corpusSignosTxtLongLines375 - : Knowledge engineering in the legal domain: The construction of a FunGramKB Satellite Ontology

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paper corpusSignosTxtLongLines375 - : “specialized knowledge (ultimately) is based on and derived from everyday knowledge, for the obvious reasons that it can only be acquired on the basis of what people already know” (van Dijk, 2003: 27 ).

16
paper corpusSignosTxtLongLines377 - : Abstract: To identify the genres that open access to disciplinary knowledge and to describe their prototypical features, assuming their multisemiotic status, are fundamental tasks in order to understand the functioning of academic discourse and the discourse processes through which students become members of a particular academic community. In this context, we are interested in the access to specialized knowledge in Economics through an academic genre: the university Textbook . The objectives of this study are to identify and describe the multisemiotic artifacts that help construct meaning in ten textbooks that introduce first year students to the study of Economics. Besides, we aim at determining the frequency of occurrence of these artifacts in the corpus. The application of Parodi’s (2010a) methodological proposal helped identify seven artifacts: Statistics Complex, Diagram, Formula, Graphic, Icon, Illustration, and Table. The findings show that the academic Economics discourse that is

17
paper corpusSignosTxtLongLines380 - : “that part of an individual’s self-concept which derives from his knowledge of his membership of a social group (or groups) together with the emotional significance attached to that membership” (Tajfel, 1974: 69 ).

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paper corpusSignosTxtLongLines406 - : Using textual evidence, the instructor explained that empirical research papers and discussion papers do textualize disagreements and discussions, and it is important to reconstruct them to understand the processes of knowledge production and the changes in what constitutes ‘accepted knowledge’ across time. The students concluded that the activities of knowledge production by experts are like events occurring backstage in a theater play: textbooks tend to present the play to the public as stable knowledge, whereas the journal articles are the backstage events that are known only to the actors, that is, the scholars, and these events present knowledge as unstable and contingent .

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paper corpusSignosTxtLongLines451 - : The domain contains the knowledge base consisting of two main parts:

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paper corpusSignosTxtLongLines469 - : Grammatical PSM have not been as thoroughly examined as the lexical CSs. In fact, devices such as grammatical substitution have not been included in most of the taxonomies proposed so far with the exception of ^[120]Dӧrnyei and Kormos’ (1998). This subcategory is related to “the insufficient knowledge of the grammatical form and the argument structure of the lemma, as well as the word-ordering rules of the L2” and thus entails “changing certain grammatical specifications of the lemma through transfer or overgeneralisation” (^[121]Dӧrnyei & Kormos’, 1998: 357-361 ). This CS, within C1, was more often employed by the learners in the open task where they tended to transfer some structures from their L1 or overgeneralise an L2 grammatical construction.

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paper corpusSignosTxtLongLines480 - : “The movement forward is towards a degree of professionalization. (...) A shift from telling the client what to do in the light of the professional’s expert knowledge to cooperate with the client as a self-determining person” (^[56]Heron, 2001: 210 ).

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paper corpusSignosTxtLongLines481 - : 5. Knowledge: to display adequate knowledge of the OP theme when delivering OPs ;

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paper corpusSignosTxtLongLines498 - : Paré, A., Starke-Meyerring, D. & McAlpine, L. (2011). Knowledge and identity work in the supervision of Doctoral student writing: Shaping rhetorical subjects . En D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne & L. Yousoubova (Eds.), Writing in Knowledge Societies (pp. 215-236). Fort Collins, Colorado: The WAC Clearinghouse & Parlor Press. [ [129]Links ]

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paper corpusSignosTxtLongLines500 - : The knowledge base FunGramKB is lexico-conceptual because it distinguishes three knowledge levels of analysis which consist of independent, but interrelated modules, as represented in [50]Figure 1:

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paper corpusSignosTxtLongLines510 - : Monachini, M., Quochi, V., Ruimy, N. & Calzolari, N. (2007). Lexical relations and domain knowledge: The biolexicon meets the qualia structure, ms . Ponencia presentada en GL2007: 4th International Workshop on Generative Approaches to the Lexicon [en línea]. Disponible en: [218]https://www.researchgate.net/profile/Valeria_Quochi/publication/251778861_Lexical_Relations_and_Domain_Knowledge_The_Bio-Lexicon_Meets_the_Qualia_Structure/links/58529ba708aef7d030a51042/Lexical-Relations-and-Domain-Knowledge-The-Bio-Lexicon-Meets-the-Qualia-Structure.pdf [ [219]Links ]

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paper corpusSignosTxtLongLines510 - : ^3No debe olvidarse, pues, que “The generative approach to lexical semantics derives its name from the use of generative devices instead of a fixed set of primitives. Much of the theory consists of structuring and integrating a number of well-known proposals on specific topics in lexical semantics and knowledge representation into one coherent theory” (Heylen, 1995: 129 ). Vid. De Miguel (2012, 2014) para un panorama actual sobre algunos proyectos lexicológicos en marcha.

27
paper corpusSignosTxtLongLines530 - : The authors believe that service-learning opportunities interlinked with linguistics skills (in Spanish) would be sustainable and successful only when the aforementioned resources are fully available. Subsequently, an outreach component in language courses would ensure students’ attainment of “the skills and knowledge necessary to thrive in a global society through [involvement] with the nation's largest linguistic minority group” (^[64]Barreneche & Ramos-Flores, 2013: 226 ), that is, the Hispanic community. Despite the positive impact that service learning is considered to have, both researchers acknowledge the overwhelming amount of work that is still required to facilitate administratively feasible and affordable outreach opportunities in the Spanish classroom.

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paper corpusSignosTxtLongLines530 - : ^[65]Bugel’s (2013) study intended to measure the impact that a process-oriented translation course had on Spanish L2 and HLL learners, while the latter served as interpreters for a group of parents that were Spanish monolinguals who lived in the Midwestern United States. To this end, the participants were required to assist as interpreters at parent-teacher conferences, where some teaching/learning materials had been recently translated from English into Spanish. The subjects were also required to partake in a deep post-hoc meditation, given that “the epistemology of service learning is based on the assumption that knowledge is obtained in the interactive process of action and reflection” (^[66]Ebacher, 2013: 398 ). ^[67]Bugel (2013) observed that Spanish L2 learners greatly benefited from this experience in multiple ways. More specifically, they became better prepared to perform as interpreters, as they received ample training on finding and using online resources, such as translators and

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paper corpusSignosTxtLongLines530 - : In order to further our knowledge social-service engagement impact on the multicultural and professional profiles of Spanish heritage language learners, the following research questions (RQs) were addressed:

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paper corpusSignosTxtLongLines530 - : Furthermore, it is presumable that the professional self-confidence achieved by the HLL was the result of the linguistic and skills-related knowledge of translation/interpretation that he acquired while receiving formal training in Spanish. This type of impact is similar to that seen in ^[102]Lowther Pereira (2015), as the participants of her study also showed greater confidence after partaking in outreach activities. More specifically, the skills-related knowledge of the participant was perceivable in the three translation/interpretation strategies that he learned: holding a pre-interpretation meeting with the clients, advising the clients to maintain eye-contact with the party to whom they are interested in conveying a message-as opposed to looking at the interpreter him/herself, and expressing the original message avoiding a word-for-word translation . On the other hand, the knowledge related to linguistic elements consisted of: becoming aware of sociolinguistic matters (i.e., different

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paper corpusSignosTxtLongLines565 - : Evidentiality, shared knowledge and mitigation: The case of ‘[o] eso dicen’

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paper corpusSignosTxtLongLines566 - : Heritage, J. (2011). Territories of knowledge, territories of experience: Empathic moments in interaction . En T. Stivers, L. Mondada & J. Steensig (Eds.), The Morality of Knowledge in Conversation (pp. 159-183). Cambridge: Cambridge University Press. [154]https://doi.org/10.1017/CBO9780511921674.008 [ [155]Links ]

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paper corpusSignosTxtLongLines577 - : ^[57]Luzón, 2017), which recalls ^[58]Biber and Gray’s (2016) claim that there is an increasing ‘colloquialisation’ of written texts in digital media. Research also contends that the functional goals associated with the linguistic features of these texts are to construct a credible online identity, assert the researchers’ professionalism and create proximity with readers. Studies on spoken genres such as TED Talks also report the use of conversational features such as deictics, person pronouns (I/you) and inclusive we-pronouns to communicate expert knowledge while conveying “a certain degree of informality and colloquialism” (^[59]Caliendo, 2012: 101 ). It is also argued that TED Talk presenters use stance markers to express judgments and position themselves subjectively (^[60]Scotto di Carlo, 2014).

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paper corpusSignosTxtLongLines577 - : The need to recontextualise expert knowledge, a process referred to as ‘genre transmediality’ or ‘transmedial gradation’ (^[61]Engberg & Maier, 2015) has also raised the issue of hybridisation in genres that reach diversified audiences. One clear example of processes of transmedial gradation can be found in science popularisation genres. These draw on strategies such as reformulation and rephrasing of expert knowledge for both “argumentative and promotional purposes” (^[62]Gotti, 2014: 15 ). ^[63]Motta Roth and Scotti Scherer (2016) examine ‘interdiscursivity’ in science popularisation genres and contend that these genres borrow features of scientific discourse, journalistic discourse and pedagogical discourse to inform about scientific contents, ‘sell’ the value of their scientific work and teach science to a general public. Digital projects in crowdfunding websites (e.g. Kickstarter, Experiment.com, Crowd.science, Rockethub and GoFundMe) also instantiate what ^[64]Herring (2013) defines

35
paper corpusSignosTxtLongLines579 - : “for a lecturer to impart knowledge to students about a particular subject and for students to obtain knowledge about a subject by listening to the lecturer” (^[68]Yaakob, 2013: 46 ).

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paper corpusSignosTxtLongLines579 - : As already mentioned in the previous section, there is not much research on the functional organization of lecture introductions. To our best knowledge, four authors have analyzed this subgenre to date: ^[76]Thompson (1994 ), ^[77]Lee (2009), ^[78]Shamsudin and Ebrahimi (2012), and ^[79]Yaakob (2013).

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paper corpusSignosTxtLongLines594 - : 3.1. Updating one’s knowledge about writing and receiving teacher-written feedback: Challenges and adjustment

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paper corpusSignosTxtLongLines594 - : 3.2. Students’ improved knowledge of SFL: Adapted use of materials and teaching

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paper corpusSignosTxtLongLines602 - : Although SFL metalanguage is criticized for being too complex (^[40]Bourke, 2005), its advocates argue that metalanguage is a useful tool to talk about language (^[41]Basturkmen, Loewen & Ellis, 2002; ^[42]Borg, 2015), raises student’ consciousness about partially acquired knowledge (^[43]Bitchener & Storch, 2016) and allows a more in-depth understanding of how “language constructs knowledge” (^[44]Gebhard, Chen, Graham & Gunawan, 2013: 108 ). ^[45]Pessoa (2017) argues that an SFL pedagogy helps teachers by following a clear framework that allows them to make explicit the metalinguistic features needed in successful argumentation. Within the Hong Kong context a number of studies following a similar methodology have been carried out, both in schools and higher level institutions with positive results (^[46]Dreyfus, Humphrey, Mahboob & Martin, 2015; ^[47]Forey, 2014).

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paper corpusSignosTxtLongLines89 - : León, J.A. y Pérez, O. (2000) The Influence of Prior Knowledge on the Time Course of Clinical Diagnosis Inferences: A Comparison of Experts and Novices . Discourse Processes,31, 2. (en prensa). [ [48]Links ]

Evaluando al candidato knowledge:


2) discourse: 11 (*)
4) learning: 10
5) specialized: 9 (*)
7) structures: 7
9) academic: 7
10) maton: 7
11) genres: 7 (*)
14) horizontal: 6
15) professional: 6
17) hierarchical: 6

knowledge
Lengua: eng
Frec: 879
Docs: 238
Nombre propio: 7 / 879 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 243
Puntaje: 3.674 = (3 + (1+6.2667865406949) / (1+9.78135971352466)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
knowledge
: “To our knowledge, the current study is the first in the oncology informed consent literature that sought to apply readability measures designed for the written word to the transcribed spoken word”. [Cancer 2016, 122(3), p.467]
: 6. the originator: as the person who indicates “the writer’s conception of the ideas or knowledge claims which are advanced in the essay”, which “calls for the writer to present or signal these as new” (^[117]Tang & John, 1999: 29).
: (i) The 'conceptual level' is language-independent and is therefore shared by all the languages currently supported in the knowledge base. This level is made up of three sub-modules, all of which employ the same formal language (i.e. COREL; ^[57]Periñán & Mairal, 2010) to codify knowledge:
: Alderson, J. C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
: Allen, J. F. (1983). Maintaining knowledge about temporal intervals. Communications of the ACM, 26(11), 832-843.
: Alongside knowledge, this brings knowers back in and returns us to seminal remarks by Bernstein (2000) on the importance in horizontal knowledge structures of acquiring the right gaze:
: 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.
: Anderson, V. & Freeboy, P. (1980). Vocabulary knowledge and reading. Reading Education Report Nº11. Cambridge: Illinois University Urbana.
: Anick, P. & Bergler, S. (1991). Lexical structures for linguistic inference. En J.Pustejovsky & S. Bergler (Eds.), Lexical Semantics and Knowledge Representation. Proceedings of the First SIGLEX Workshop (pp. 121-135). Berlín / Heidelberg: Springer-Verlag.
: Ausubel, D. P. (2012). The acquisition and retention of knowledge: A cognitive view. New York: Springer Science & Business Media.
: Baker, C. (2014). FrameNet: A knowledge base for natural language processing. In Proceedings of Frame Semantics in NLP: A workshop in honor of Chuck Fillmore (1929-2014) (pp. 1-5). Baltimore, Maryland.
: Balaban, V. (1999). Self and agency in religious discourse. Perceptual metaphors for knowledge at a Marian apparition site. En L. Boeve & K. Feyaerts (Eds.), Metaphor and God-talk. Religions and Discourse (pp. 125-144). Nueva York: Peter Lang.
: Bazerman, C. (1988) Shaping written knowledge. Madison, WI: University of Wisconsin Press.
: Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: The University of Wisconsin Press.
: Beijaard D., Verloop N. & Vermunt J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-64.
: Bell, P. & Volckmann, D. (2011). Knowledge surveys in general chemistry: Confidence, overconfidence, and performance. Journal of Chemical Education, 88(11), 1469-1476.
: Benjamins, V., Contreras, J., Casanovas, P., Ayuso, M., Becue, M., Lemus, L. & Urios, C. (2004). Ontologies of professional legal knowledge as the basis for intelligent IT support for judges. Artificial Intelligence and Law, 12(4), 359-378.
: Berkenkotter, C. & Huckin T. (1995). Genre knowledge in disciplinary communication-cognition/culture/power. London: Erlbaum.
: Berkenkotter, C., & Huckin, T.N. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers.
: Besner, C. & Hobbs, B. (2008). A contextual assessment of project management practice: Variation by knowledge area, project type and phase. Project Perspectives, 29, 10-15.
: Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and regulation strategies: Investigating the effects of knowledge aquisition activities on problem solving. Cognition and Instruction, 13, 221-252.
: Bowers, N., Brandon, M. & Hill, C. D. (2005). The use of a knowledge survey as an indicator of student learning in an introductory biology course. Cell biology education, 4(4), 311-322.
: Brent, D. (1995). Knowledge received/knowledge constructed: Principles of active learning in the disciplines [En línea]. Disponible en [44]http:// www.acs.ucalgary.ca/%7Edabrent/art/active.html
: Bruffee, K. (1998). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Londres: The John Hopkins University Press.
: Buendía, M. (2013). Phraseology in specialized language and its representation in environmental knowledge resources. Tesis doctoral, Universidad de Granada, España.
: CARREL, P. (1983) "Some issues in studying the role of schemata or background knowledge in SLC", en Reading in a foreing language pp: 81-92.
: CARREL, P. (1983) "Three components if background knowledge in reading comprehension" Language Learning, vol. 33 (2):183-207.
: Carey, J. (2006a). Significance of case reports in the advancement of medical scientific knowledge. American Journal of Medical Genetics, 140A, 2131-2134.
: Carey, S. & Spelke, E. (1993). Domain specific knowledge and conceptual change. En S. Goldman & L. Hirschfeld (Eds.), Cultural knowledge and domain specificity. New York: Cambridge University Press.
: 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.
: Chee, Y. S. 1996. MIND BRIDGES: A distributed, multimedia learning environment for collaborative knowledge building. International Journal of Educational Telecommunications, 2 (2/3), 137-153.
: Chein, M. & Mugnier, M. L. (2009). Graph-based knowledge representation: Computational foundations of conceptual graphs. Londres: Springer-Verlag.
: Chi, M. (1987) "Representing knowledge and metaknowledge: implications for interpreting metamemory research" en Weinert, F. y Klowe, R. (Eds.) Metacognition, Motivation and Understanding. Broadway: Lawrence Erlbaum Associates, Inc. (pp.239-264).
: Chien,Y. & Wexler, K. (1990). Childrens knowledge of locality conditions in binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1(3), 225-295.
: Chiesi, H. I., Spilich, G. J., & Voss, J. F. (1979). Acquisition of domain-related information in relation to high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18, 275-290.
: Chinn, C. A. & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49.
: Chomsky, N. (1985). Knowledge of language: Its nature, origins, and use. New York: praeger.
: Chomsky, N. (1988). Language and problems of knowledge. The managua lectures. Cambridge, MA: MIT Press.
: Christie, F. & Macken-Horarik, M. (2007). Building verticality in subject English. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 156-183). London: Continuum.
: Christie, F. & Martin, J. R. (2007). Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. London: Cassell.
: Chwilla, D. J. & Kolk, H. H. (2005). Accessing world knowledge: Evidence from N400 and reaction time priming. Cognitive Brain Research, 25(3), 589-606.
: Clark, H. H. & Marshall, C. R. (1981). Definite reference and mutual knowledge. En A. H. Joshe, B. Webber & I. A. Sag (Eds.), Elements of discourse understanding (pp. 10-63). Cambridge, Inglaterra: Cambridge University Press.
: Clauss, J. M. & Geedey, C. K. (2012). Knowledge surveys: Students ability to self-assess. Journal of the Scholarship of Teaching and Learning, 10(2), 14-24.
: Concha, S. & Paratore, J. (2011). Local coherence in persuasive writing: An exploration of Chilean students’ metalinguistic knowledge, writing process, and writing products. Written Communication, 28(1), 34-69.
: Cook, A. & Guéraud, S. (2005). What have we been missing? The role of general world knowledge in discourse processing. Discourse Processes, 39(2&3), 265-278.
: Cook, C. P. (2010). Exploiting linguistic knowledge to infer properties of neologisms. Tesis doctoral, University of Toronto, Toronto, Canadá.
: Copestake, A. (1995). The representation of group denoting nouns in a lexical knowledge base. En P. Saint-Dizier & E. Viegas (Eds.), Computational lexical semantics (pp. 217-230). Cambridge: Cambridge University Press.
: Cortés-Rodríguez, F. & Rodríguez-Juárez, C. (2018b). The syntactic parsing of ASD-STE100 adverbials in ARTEMIS. Paper presented at the 7^th International Conference on Meaning and Knowledge Representation, Institute of Technology Blanchardstown, Dublin, Germany.
: Dacygier, B. (1998). Conditionals and prediction: Time, knowledge and causation in conditional constructions. Cambridge: Cambridge University Press.
: Dannels, D. (2009). Features of success in engineering design dresentations: A call for relational genre knowledge. Journal of Business and Technical Communication, 23(4), 399-427.
: DeKeyser, R. (1978). The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 501-514.
: Dienes, Z. & Perner, J. (1999). A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 735-808.
: Dong, Y. R. (1996). Learning how to use citations for knowledge transformation: Non-native doctoral student´s dissertation writing in science. Researh in the Teaching of English, 30(4), 428-457.
: Duvala, C., Desgrangesa, B., De la Sayette, V., Belliard, S., Eustachea, F. & Piolino, P. (2012). What happens to personal identity when semantic knowledge degrades? A study of the self and autobiographical memory in semantic dementia. Neuropsychologia, 50, 254-265.
: Essed, P. (1992). Alternative knowledge sources in explanations of racist events. M. McLaughlin, M. Cody & S. Read (Eds.), Explaining one's self to others: Reason giving in a social context (pp. 199-224). Hillside, NJ: Lawrence Erlbaum.
: Esteban-Guitart, M. & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48.
: Faber, P. (1999). Conceptual analysis and knowledge acquisition in scientific translation. Terminologie et traduction, 2, 97-123.
: Favazzo, L., Willford, J. D. & Watson, R. M. (2014). Correlating student knowledge and confidence using a graded knowledge survey to assess student learning in a general microbiology classroom. Journal of microbiology & biology education, 15(2), 251.
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