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

1) Candidate: narrative


Is in goldstandard

1
paper corpusSignosTxtLongLines140 - : Narrative focus and informative focus: two dimensions for a manual's description in technical-professional teaching

2
paper corpusSignosTxtLongLines216 - : Según algunos autores (véase para una revisión, Goldman & Bisanz, 2002), el marco organizativo de la narración resulta de vital importancia para comprender la actividad humana. Es el esquema que proporciona un propósito y una dirección a nuestros acontecimientos, y hace que nuestras vidas puedan entenderse como un todo. Concebimos nuestra propia conducta y la de los otros dentro de un marco narrativo y, a través de este marco, reconocemos las consecuencias que pueden tener nuestras acciones. Roland Barthes, uno de los teóricos literarios más relevantes interesados por el estudio de la narración, comienza la introducción de su libro Introduction to the structural analysis of the narrative con la siguiente afrmación:

3
paper corpusSignosTxtLongLines295 - : Like register, genre is realized both in probabilistic and indexical ways. Martin (2001) uses narrative to illustrate this point: two of the most famous indexical forms in narrative genres are the opening 'once upon a time' and the closing 'and they lived happily ever after' . When we hear these clichês, we immediately know which genre we are dealing with. Probabilistic realizations are also relevant in narratives. The Orientation (Labov & Waletsky, 1967), which introduces the characters and locates the story in time and space, tends to include relational clauses ("Once upon a time there was ....", "She/he was ....", "the little house was ..."), with their accompaning circumstances. The Complication, which answers the question "What happened then?", tends to include a series of material processes ("She did this and then she did that ..."), leading to something unexpected −a crisis. This is followed by the Resolution ("What finally happened?"), which presents similar forms to those found in

4
paper corpusSignosTxtLongLines318 - : Abstract: This study presents gender differences in the evaluative component (Labov & Waletzky, 1967; Labov, 1972) in a specific sub-type of narrative discourse in young people from Santiago, Chile: personal narratives . These differences were collected from a sample of 64 (32 female; 32 males) culturally stratified sociolinguistic interviews. Thus, a representative sample of recorded natural discourse was comprised, what Labov (1972) calls vernacular. The hypothesis is the existence of gender differences in the narrative discourse of young speakers, especially in relation to the evaluative component; therefore, the main objective of this investigation consisted in establishing the occurrence of these differences, if any, in the development of the narrations. After analyzing all 64 accounts, the existence of gender differences in the evaluative constituent of narrations was detected in 61 of them. Following Jiménez (2006), this study also includes an analysis of seven evaluative categories

5
paper corpusSignosTxtLongLines330 - : Narrative development across adolescence: Global content structure and personal referente

6
paper corpusSignosTxtLongLines330 - : Abstract: The study aims to describe the linguistic forms of personal reference and the narrative functions (orientation, episodes, etc.) developed after childhood.160 oral and written narratives were analyzed, from 80 native peninsular Spanish speakers (40 men and 40 women) belonging to four age/schooling groups: 9, 12, and 16 years old, plus a graduate adult group (25-30 years old ). All participants produced a written and an oral text on a subject elicited by a video on interpersonal conflict in a school. The results show that the effect of age is significant in the structural configuration of the narratives, particularly in the eventive and evaluative components. It is also observed that children in the 9 and 12 year olds groups introduce plenty of information that they do not elaborate effectively. In addition, they use episodes and complications both to introduce and maintain referents. In contrast, older subjects tend to introduce a few referents, which are efficiently maintained

7
paper corpusSignosTxtLongLines493 - : En “The development of narrative discourse in french by 5 to 10 years old children: some insights from a Conversational Interaction Method”, Edy Veneziano estudia si niños pequeños pueden producir textos narrativos más complejos y orientados a aspectos mentales, tras participar en una conversación en torno a las causas de los eventos de la historia . Los resultados muestran que, tras tomar parte en este método, los niños produjeron textos más coherentes y orientados a la mente, mejora que no se encontró en el grupo control. En la misma línea, “The Relationships Between Oral and Written Sentence Generation in English Speaking Children: The Role of Language and Literacy Skills”, por Julie E. Dockrell y Vincent Connelly, aborda la interacción entre oraciones escritas y orales producidas por niños en dos sesiones diferentes. Si bien el desempeño en ambas modalidades mejoró, el progreso en la prueba oral fue considerablemente mayor y se determinó que el desempeño en la oralidad

8
paper corpusSignosTxtLongLines58 - : ^16 Cecile [61]Lindsay (1991:41) comenta "(...) the emphasis is on narratives, specifically on the plurality and heterogeneity of the 'little narratives' of social exchange and daily life as a way of combating all totalizing Grand Narratives. For a time Lyotard considered the narrative to be the fundamental analytical entity for dealing with the event, an important term which means something like singularities: it is the face-to-face with nothingness, with contingency ; it is the plurality of experience that must not be totalized or systematized."

9
paper corpusSignosTxtLongLines601 - : White, H. (2010). The fiction of narrative: Essays on History, Literature, and Theory, 1957-2007 . Baltimore: The Johns Hopkins University Press. [ [199]Links ]

Evaluando al candidato narrative:


1) differences: 5
2) evaluative: 5 (*)
3) labov: 4
5) discourse: 4 (*)
6) oral: 4 (*)
10) marco: 3 (*)
11) gender: 3 (*)
12) introduce: 3

narrative
Lengua: eng
Frec: 209
Docs: 86
Nombre propio: 2 / 209 = 0%
Coocurrencias con glosario: 5
Puntaje: 5.689 = (5 + (1+5) / (1+7.71424551766612)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
narrative
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: 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.
: Bardovi-Harlig, K. (1995). A narrative perspective on the development of tense/aspect system in second language acquisition. Studies in Second Language Acquisition, 17, 263-291.
: Bardovi-Harlig, K. (1999). Narrative structure and lexical aspect: Conspiring factors in second-language acquisition of tense-aspect morphology. Studies in Second Language Acquisition, 20, 471-508.
: Barthes, R. (1966). Introduction to the structural analysis of the narrative. Birmingham: Stencilled.
: Benton, Richard P. "The Narrative of Arthur Gordon Pym: Critical Evaluation". Masterplots. Ed. Frank N. Magill. pp. 4400-4403. Salem, California. 1996.
: Berkenkotter, C. (2008). Patient Tales: Case Histories and the Uses of Narrative in Psychiatr. Columbia: University of South Carolina Press.
: Berman, B. & Slobin, D. (1994). Relating events in narrative: A crosslinguistic developmental study. Mahwah: Lawrence Erlbaum.
: Berman, R. & Nir, B. (2007). Comparing narrative and expository text construction across adolescence: a developmental paradox. Discourse Processes, 43(2), 79-120.
: Berman, R. & Slobin, D. (1994). Relating events in narrative. A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum.
: Berman, R. (1997). Developing form/function relations in narrative texts. Lenguas Modernas, 24, 45-60.
: Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18(1), 1-21.
: Bower, G. & Morrow, D. (1990). Mental models in narrative comprehension. Science, vol. 247, 44-48.
: Briggs, Ch. (2000). Emergence of the non-indigenous peoples: The warao narrative. En K. Sammons & J. Sherzer (Eds.), Translating native American verbal Art. Ethnopoetics and ethnography of speaking (pp.154-196). Washington and London: Smithsonian Institution Press.
: Briner, S.W., Virtue, S. & Kurby, C.A. (2011). Processing causality in narrative events: Temporal order matters. Discourse Processes, 49(1), 61-77.
: Bruner, J. S. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1-21.
: Chafe, W. (1980). The pear stories: Cognitive, cultural, and linguistic aspects of narrative production. Norwood, N.J.: Ablex Publishing Company.
: Cleave, P., Girolametto, L., Chen, X. & Johnson, C. (2010). Narrative abilities in monolingual and dual language learning children with Specific Language Impairment. Journal of Communication & Disorders, 43, 511-522.
: De Fina, A. (2003). Identity in narrative: A study of immigrant discourse. Amsterdam: John Benjamins.
: Fivush, R. & Haden, C. (2003). Autobiographical memory and construction on a narrative self. Developmental and cultural perspectives. Mahwah, N.J.: Lawrence Erlbaum.
: 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.
: Franzosi, R. (1998). Narrative analysis-or why (and how) sociologists should be interested in narrative. Annual Review of Sociology, 24, 517-554.
: Fraser, K. C., Meltzer, J. A. & Rudzicz, F. (2016). Linguistic features identify Alzheimer’s disease in narrative speech. Journal of Alzheimer’s Disease, 49(2), 407-422.
: Gitelman, Lisa. "Arthur Gordon Pym and the Novel Narrative of Edgar Allan Poe". Nineteenth-Century Literature 47.3 (1992): pp. 349-361.
: Gordon, C. y C. Brown (1985) Metacognitive processes: reading and writing narrative discourses, en D.L. Forrest-Pressley, G.E. MacKinnon y G. Waller (Eds.), Metacognition, cognition and human performance. New York: Academic Press.
: Grabe, W. (2002). Narrative and expository macro-genre. En A. Jonhs (Ed.), Genre in the classroom. Multiple Perspective (pp. 285-288). Hillsdale: Lawrence Erlbaum.
: Graesser, A. & Wiemer-Hasting, W. (1999). Situation models and concepts in story comprehension. En S. Goldman, A. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence (pp. 77-92). Mahwah, NJ: Lawrence Erlbaum.
: Graesser, A. C., McNamara, D. S. & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text? En A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 82-98). Nueva York: Guilford.
: Graesser, A., E Bertus y J. Magliano. 1995. Inference generation during the comprehension of narrative text, en Lorch, R. y E. O'Brien (eds.), Source of coherence in reading. Hillsdale, NJ: Erlbaum.
: Graesser, A., Singer, M. & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395.
: Harvey, Ronald C. "All the Outward Signs of Intelligibility: Poe and Pym in the Dialogue of Modernism". The Critical History of Edgar Allan Poe's The Narrative of Arthur Gordon Pym. pp. 161-185. Garland, New York. 1998.
: Heilmann, J., Miller, J. & Nockerts, A. (2010). Sensitivity of narrative organization measures using narrative retells produced by young school-age children. Language Testing, 27(4), 603-626.
: Hidalgo, R. & Downing, A. (2012). Topic and topicality in text: A contrastive study of English and Spanish narrative texts. Linguistics and the Human Sciences, 6, 193-213.
: Hughes, D., MacGillivray, L. & Schmidek, M. (1997). Guide to narrative language. Procedures for assessment. Wisconsin: Thinking Publication.
: Hyland, K. (2018). Narrative, identity and academic storytelling. ILCEA Revue de l’Institut des langues et cultures d’Europe, Amérique, Afrique, Asie et Australie, 31 [on line]. Retrieved from: [212]http://journals.openedition.org/ilcea/4677
: Hymes, D. (1980). Particle, pause and pattern in American Indian narrative verse. American Indian Culture and Research Journal, 4(4), 7-51.
: Johns, C. (Ed.). (2010). Guided Reflection: A Narrative Approach to Advancing Professional Practice. New York, NY: Wiley-Blackwell .
: Kaderavek, J. N. & Sulzby, E. (2000). Narrative production by children with and without specific language impairment: Oral narratives and emergent Reading. Journal of Speech, Language and Hearing Research, 43(1), 34-49.
: Kennedy, Gerald J. "The Concluding Note and the Problem of Meaning". The Narrative of Arthur Gordon Pym and the Abyss of Interpretation. pp. 70-85. Twayne, New York. 1995.
: Kim, M-H. (1993). The interaction of global and local theme in English narrative. Korea: Hanshin.
: Labov, W. & Waletsky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. HELM (Ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
: Labov, W. (1972). The transformation of experience in narrative syntax. Language in the inner city. Studies in the Black English Vernacular. Filadelfia: University of Pennsylvania Press.
: Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. En J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
: Langston, M. & Trabasso, T. (1999). Modeling causal integration and availability of information during comprehension of narrative texts. En H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 29-69). Mahwah, N.J.: Erlbaum.
: Langston, M., Trabasso, T. & Magliano, J. (1999). A connectionist model of narrative comprehension. En A. Ram & K. Moorman (Eds.), Understanding language understanding: Computational models of reading, (pp. 181-226). Cambridge: MA.: MIT Press.
: Laranjeira, C. (2013). The role of narrative and metaphor in the cancer life story: A theoretical analysis. Medine Health Care and Philosophy, 16, 469-481.
: León, I, Olmos, R., Escudero, I., Cañas, J. & Salmerón, L. (2006). Assessing short summaries with human judgments procedure and Latent Semantic Analysis in narrative and expository texts. Behavior Research Methods, Instruments and Computers, 38(4), 616-627.
: Liskin-Gasparro, J. (1996). Narrative strategies: A case study of developing storytelling skills by a learner of Spanish. The Modern Language Journal, 80, 271-286.
: Lutz, M. & Radvansky, G. (1997). The fate of completed goal information in narrative comprehension. Journal of Memory and Language, 29, 469-492.
: López Ortega, N. (2000). Tense, aspect, and narrative structure in Spanish as a second language. Hispania, 83(3), 488-502.
: Macken-Horarik, M. (2003). Appraisal and the special instructiveness of narrative. Text, 23(2), 285-312 ENT[en líneaENT]. Disponible en: [102]http://www.languageofevaluation.info/appraisal/textspecial/macken-horarik narrative.pdf
: Magliano, J., Zwaan, R. y Graesser, A. (1999) The role of situational continuity in narrative understanding. En H. van Oostendorp y S. Goldman (Eds.) The construction of mental representations during reading. Mahwah, LEA. 219-245.
: Manhardt, J. & Rescorla, L. (2002). Oral narrative skills of late talkers at ages 8 and 9. Applied Psycholinguistics, 23, 1-21.
: Martin, J. R. (1997b). Register and genre: modelling social context in functional linguistics - narrative genres. En E. Pedro (Ed.), Proceedings of the First Lisbon International Meeting on Discourse Analysis. Lisbon: Colibri/APL.
: Martin, J. R., & Plum, G. (en prensa). Construing experience: some story genres. Journal of Narrative and Life History.
: McAdams, D. (2003). Identity and the life story. En R. Fivush & C. Haden. (Eds.), Autobiographical memory and construction on a narrative self. Developmental and cultural perspectives (pp.187-223). Mahwah, N.J.: Lawrence Erlbaum.
: McCabe, A. & Peterson, C. (1991). (Eds.). Developing narrative structure. Hillsdale, NJ: Erlbaum.
: Miller, P. J., Koven, M. & Lin, S. (2011). Language socialization and narrative. En A. Duranti, E. Ochs & B.B. Schieffelin (Eds.), The Handbook of Language Socialization (pp. 190-208). Malden: Wiley-Blackwell.
: Montague, M., Maddux, C. & Dereshiwsky, M. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23(3), 190-197.
: Morrow, D.G. (1985). Prominent characters and events organize narrative understanding. Journal of Memory of Language, 24, 304-319.
: Murray, J. D. (1997). Connectives and narrative text: The role of continuity. Memory & Cognition, 25(2), 227-236.
: Mushin, I. (2001). Evidentiality and epistemological stance: Narrative retelling. Ámsterdam: John Benjamins.
: Norbury, C. & Bishop, D. (2003). Narrative skills of children with communication impairments. International. Journal of Language and Communication Disorders, 38, 287-313.
: Paris, A. H. & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.
: Paul, R. & Smith, R. (1993). Narrative skills in 4-year-olds eight normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36, 592-598.
: Petersen, D., Gillam, S. & Gillam, R. (2008). Emerging procedures in narrative assessment. Topics in Language Disorders, 28(2), 115-130.
: Peterson, C. & McCabe, A. (1983). Developmental psycholinguistics: Three ways oflooking at a child's narrative. Journal of Child Language, 13(2), 450-545.
: Peterson, C. (1994). Narrative skills and social class. Canadian Journal of Education, 19(3), 251-269.
: Peterson, Sh. (2001). Gender identities and self-expression in classroom narrative writing. Language Arts, 8(5), 451-457.
: Poe, Edgar Allan. The Narrative of Arthur Gordon Pym. Ed. J. Gerald Kennedy. Oxford, New York. 1998.
: Polkinghorne, D. (1988). Narrative knowing and human sciences. Albany: State University N.Y. Press.
: Reese, E., Sparks, A. & Suggate, S. (2012). Assessment of narrative skills. En E. Hoff (Ed.), Blackwell guide to research methods in child language (pp. 133-148). Hoboken, NJ: Wiley Blackwell.
: Reinhart, T. (1984). Principles of Gestalt perception in the temporal organization of narrative texts. Linguistics, 22, 779-809.
: Reuterskiölds, C., Hansson, K. & Sahlen, B. (2011). Narrative skills in Swedish Children with language impairment. Journal of Communication Disorders, 44, 733-744.
: Schneider, Ph., Hayward, D. & Vis Dubé, R. (2006). Storytelling from pictures using the Edmonton Narrative Norms Instrument. Journal of Speech-Language Pathology and Audiology, 30(4), 224-238.
: Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92(1), 96-106.
: Scott, C. & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339.
: Strömqvist, S. & Verhoeven, L. (2004). Relating events in narrative. Nueva York: Psychology Press.
: Sundermeier, B., van den Broek, P. & Zwaan, R. (en prensa). Causal coherence and the availability of locations and objects during narrative comprehension. Memory and Cognition.
: Tannen, D. (1980). A comparative analysis of oral narrative strategies: Athenian Greek and American English. En W. Chafe (Ed.), The pear stories: Cognitive, cultural, and linguistic aspects of narrative production. Norwood, N.J.: Ablex Publishing Company.
: Thompson, S. (2002). As the story unfolds: The use of narrative in research presentations. En E. Ventola, C. Shalom & S. Thompson (Eds.), The language of conferencing (pp. 147-167). Frankfurt am Main; Nueva York: Peter Lang.
: Thorndyke, P. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
: Trabasso, T. & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612-630.
: Vincent, D. & Perrin, L. (1999). On the narrative vs non-narrative functions of reported speech: A socio-pragmatic study. Journal of Sociolinguistics, 3(3), 291-313.
: Vion, M. & Colas, A. (1999). Maintaining and reintroducing referents in French: Cognitive constraints and development of narrative skills. Journal of Experimental Child Psychology, 72, 32-50.
: Wetherell, D., Botting, N. & Conti-Ramsden, G. (2007). Narrative in adolescent Specific Language Impairment (SLI): A comparison with peers across two different narrative genres. International Journal of Language & Communication Disorder, 42(5), 583-605.
: White, S. & Venneman, A. (2000). NAEP scoring of fourth-grade narrative writing. Education Statistics Quarterly, 4, 1-7.
: Zwaan, R. (1996). Processing narrative time shifts. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 1196-1207.
: Zwaan, R. (1999). Five dimensions of narrative comprehension. The event indexing model. En S. Goldman, A. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality and coherence. Essays in honor of Tom Trabasso (pp. 324-347). Mahwah, N.J.: Erlbaum.
: Zwaan, R. Langston, M. & Graesser, A. (1995). The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6(5), 292-297.
: Zwaan, R., Magliano, J. & Graesser, A. (1995). Dimensions of situation-model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386-397.
: de Lira, J. O., Ortiz, K. Z., Campanha, A. C., Bertolucci, P. H. F. & Minett, T. S. C. (2011). Microlinguistic aspects of the oral narrative in patients with Alzheimer’s disease. International Psychogeriatrics, 23(3), 404-412.
: van den Broek, P. & Gustafson, M. (1999). Comprehension and memory for texts: Three generations of reading research. En S. Goldman, A. Graesser & P. van den Broek (Eds.), Narrative comprehension, causality and coherence. Essays in honor of Tom Trabasso (pp. 15-34). Hillsdale, NJ: Erlbaum.
: van den Broek, P. (1990). Causal inferences and the comprehension of narrative text. En A.C. Graesser & G. Bower (Eds.), Inferences and text comprehension (pp. 175-196). San Diego, CA.: Academic Press.
: van den Broek, P., Linzie, B., Fletcher, Ch. & Marsolek, Ch. (2000). The role of causal discourse structure in narrative writing. Memory & Cognition, 28(5), 711-721.