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

1) Candidate: memory


Is in goldstandard

1
paper corpusSignosTxtLongLines206 - : La coexistencia de enfoques acerca de la cognición, que en algunos casos ha dado como resultado modelos de comprensión híbridos (Kintsch, 1988, 1998), también puede advertirse en el trabajo de Rolf Zwaan. En este caso particular, la confluencia de diversos enfoques está presente, en forma relativamente explícita y clara. En su primera versión, el Modelo de In-dexación de Eventos (Zwaan, Langston & Graesser, 1995) plantea un formato de representación no definido claramente. En esta propuesta, “the semantic meaning representation, the text base, is conceived of as a propositional network” (Zwaan, Langston & Graesser, 1995: 292), pero al mismo tiempo se sostiene que “the strength of the link between two memory nodes coding for story events is a function of the number of shared situational indexes” (Zwaan, Langston & Graesser, 1995: 293 ).

2
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 ]

3
paper corpusSignosTxtLongLines24 - : ^[112]26 Citado por Cate Arries, F. "Salvador Dalí, Federico García Lorca, and the persistence of memory: revealing hidden faces ." En: Anales de literatura española contemporánea. Nebraska, 1995, n° 20, p.15.

4
paper corpusSignosTxtLongLines257 - : The influence of non-verbal language (gestures) on memory and learning of students with developmental disorder and intellectual disability: A review

5
paper corpusSignosTxtLongLines371 - : both elements presented (image and text) are only visual results in less learning than if both are visual and auditory (less cognitive load)”. In Mayer’s terminology, this coincides perfectly well with his modality principle which states that “students learn better from animation and narration than from animation and on-screen text” (Mayer, 2001: 184). This cognitive load resulting from some types of presentations is associated to the redundancy effect when an extraneous load is introduced and information has to be processed in working memory by the same channel (visual: image and text) rather than by two channels (visual and auditory: image and narration ). In Farías et al. (2009) we investigated the effects of two types of presentation in the retention and transfer of idiomatic expressions in an EFL context, one including narration, text and image and another only narration and text. Although there were no differences between groups, the discussion centered on the nature of the language

6
paper corpusSignosTxtLongLines371 - : b) Retention test: The most unknown vocabulary items from the pretest were used both for the presentations and to create a multiple choice retention test. Following Miller’s hypothesis of a limited capacity of around seven objects to be held in short term memory (Miller, 1956) thirteen items were selected for this test: the ten that were included in the presentations plus three that acted as distractors . This makes a possible maximum score of 10 points. Results were calculated without the three distractors. (See Appendix 2)

7
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 ]

8
paper corpusSignosTxtLongLines455 - : An associative memory can be formulated as a system M, which relates input (x) and output (y) patterns as (x → M → y). The design of an associative memory involves two phases: (i ) the learning phase on which associations between pairs of pattern vectors are defined (i.e., (x, y)) and (ii) the recall phase on which a pattern vector is presented to the associative memory to obtain the related learned pattern vector.

9
paper corpusSignosTxtLongLines455 - : An associative memory is represented by a matrix generated from a finite set of pairwise pattern vector associations referred to as the fundamental set, which is described as:

10
paper corpusSignosTxtLongLines455 - : On the one hand, for Alpha-Beta hetero-associative memories of type max, the second step consists of applying the maximum operator ∨ to each of the ‘p’ matrices [^Aµ ], to form the memory matrix V in the following way:

11
paper corpusSignosTxtLongLines455 - : On the other hand, for Alpha-Beta hetero-associative memories of type min, the second step consists of applying the minimum operator ∧ to each of the ‘p’ matrices [^Aµ ], to form the memory matrix Λ in the following way:

12
paper corpusSignosTxtLongLines455 - : For the Alpha-Beta hetero-associative memory of type max, the ‘s’ vector is built as follows:

13
paper corpusSignosTxtLongLines455 - : On the other hand, for the Alpha-Beta hetero-associative memory of type min, the ‘r’ vector is obtained by:

14
paper corpusSignosTxtLongLines455 - : 5. Generation of the associative memory matrices: several fundamental sets are built, one per sense, according to one of the memory models presented in Section 1 .2.1. For each fundamental set, a learning matrix is then generated.

15
paper corpusSignosTxtLongLines526 - : Seleskovitch, D. (1975/2002). Language and memory: A study of note-taking in consecutive interpreting . Trans. By Jacolyn Harmer. In F. Pöchhacker (Ed.), The Interpreting Studies Reader (pp. 120-129). New York, NY: Routledge . [ [270]Links ]

16
paper corpusSignosTxtLongLines533 - : Las [135]Figuras 1 a la 4 ilustran la complejidad lingüística de las seis charlas seleccionadas para estudiantes de competencia principiante-alto: Smartwatch (SW), Soft Electronics (SE), Isla Urbana (IU), Bitcoins (BC), Wheelchairs (WC) y Memory & Mouse (M&M). La [136]Figura 1 muestra que con respecto a complejidad léxica, la charla Memory & Mouse es la más fácil del grupo puesto que está relativamente baja en casi todas las métricas, excepto por el índice de concretitud de las palabras de contenido . Un desglose de los diferentes componentes de la complejidad léxica, indica que con respecto a frecuencia léxica, la charla Soft Electronics es la más difícil del grupo, ya que tiene menos palabras en el rango K1 y K2, y tiene más palabras tanto académicas como fuera de lista. Asimismo, entre las menos complejas en este aspecto están BitCoins y Memory & Mouse. En cuanto a densidad léxica, la charla Soft Electronics es la más alta del grupo y la Bitcoins la más baja. Con respecto a diversidad

17
paper corpusSignosTxtLongLines533 - : En la [139]Figura 2, se observa que la charla Memory & Mouse tiene las mayores velocidades de articulación y de reproducción, lo que la hace la más compleja. La charla Smartwatch se presenta con un bajo índice de velocidad de reproducción y con un bajo número de pausas. Con respecto a la frecuencia de elisiones, la charla Smartwatch es la más difícil dado el número de elisiones. Por otro lado, en las charlas Memory & Mouse junto con Isla Urbana, los hablantes casi no omiten fonemas dentro de sus discursos, es decir, no emplean elisiones y, a menor número de elisiones, es más fácil entender el texto . Un fenómeno similar ocurre con el tono, en donde las charlas Soft Electronic, Isla Urbana y Memory & Mouse tienen un alto índice y en donde la menos compleja en cuanto a tono es Bitcoins.

18
paper corpusSignosTxtLongLines533 - : Para la complejidad discursiva en la [142]Figura 4, las seis charlas para estudiantes de nivel principiante-alto tienen un número relativamente similar de conectores. Memory & Mouse es la más sencilla, ya que tiene 80% de conectores comparado con Bitcoins, que es la más compleja del grupo . Sin embargo, los tipos de conectores no están distribuidos de igual manera en el texto.

19
paper corpusSignosTxtLongLines533 - : Bitcoins es la charla con mayor número de conectores temporales. Por otro lado, Wheelchairs tiene un 30% menos que Bitcoins. Memory & Mouse es la más compleja en términos de conectores lógicos y causales, pero es la que tiene menor número de conectores aditivos . Por su parte, Soft Electronics es la más fácil en términos de conectores lógicos y causales, pero la que contiene mayor número de conectores aditivos.

20
paper corpusSignosTxtLongLines546 - : Language impairments in Alzheimer’s disease (AD) primarily affect lexical and semantic levels, which significantly depend on the speaker’s memory state. Qualitative shifts in semantic memory are due to neurodegenerative processes underlying dementia and give rise to anomia, or the speaker’s inability to access and retrieve lexical units and their conceptual backgrounds . In this paper we aim at studying cognitive and semantic features of anomic deficit in AD and exploring the possibility to apply them in tests for early detection of dementia. For that purpose, we analyze the results from our experimental version of a classical test on semantic verbal fluency (SemVF) with non-pathological aged persons, persons with Mild Cognitive Impairment and persons with AD. The experimental version of the test introduces a division into four 15-minute intervals, in order to find out which processes of semantic access, either automatic or controlled, are impaired in different cognitive states of the

21
paper corpusSignosTxtLongLines77 - : "Some of their functions are selecting the best strategy, monitoring or keping track of the efficiency and effectiveness of ongoing memory processing, cheking to see whether the task has been completed, and updating current strategies to meet changes in task demands" (1982:12 ).

22
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

23
paper corpusSignosTxtLongLines89 - : Bransford, J. D., Barclays, J. R. y Franks, J. J. (1972) Sentence memory: a constructive versus interpretative approach . Cognitive Psychology, 3, 193209. [ [29]Links ]

Evaluando al candidato memory:


2) strategies: 8
3) mouse: 7
4) charla: 7
5) conectores: 7 (*)
8) cognitive: 6 (*)
9) semantic: 6 (*)
10) graesser: 5
11) associative: 5
12) learning: 5
13) bitcoins: 5
14) comprehension: 5 (*)
15) soft: 5
17) charlas: 4
18) learners: 4 (*)
19) pattern: 4 (*)
20) hetero-associative: 4

memory
Lengua: eng
Frec: 518
Docs: 109
Nombre propio: 4 / 518 = 0%
Coocurrencias con glosario: 6
Frec. en corpus ref. en eng: 291
Puntaje: 6.744 = (6 + (1+6.4594316186373) / (1+9.01959072835788)));
Rechazado: muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
memory
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: Aldape-Pérez, M., Yáñez-Márquez, C., Camacho-Nieto, O. & Ferreira-Santiago, Á. (2013). Feature selection using associative memory paradigm and parallel computing. Computación y Sistemas, 17(1), 41-52.
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