/LING

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

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1) Candidate: psychologist

Is in goldstandard

Evaluando al candidato psychologist:

psychologist
Lengua:
Frec: 34
Docs: 29
Nombre propio: / 34 = 0%
Coocurrencias con glosario:
Puntaje: 0.163 = ( + (1+0) / (1+5.12928301694497)));
Rechazado: mal tf-df: 117;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

psychologist

: Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. : Bower, G. (1981). Mood and Memory. American Psychologist, 36, 129-148. : Britt, M. A., Richter, T. & Rouet, J. F. (2014). Scientific Literacy: The role of goal- directed reading and evaluation in understanding scientific information. Educational Psychologist, 49, 104-122. : Caravolas, M. (2004). Spelling development in alphabetic writing systems: A cross-linguistic perspective. European Psychologist, 9(1), 3-14. : Davison, K. P., Pennebaker, J. W. & Dickerson, S. S. (2000). Who talks? The social psychology of illness support groups. American Psychologist, 55(2), 205-217. : Fitzgerald, J. & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39-50. : Flavell (1979) "Metacognition and Cognitive Monitoring. A New Area of cognitiveDevelopmental Inquiry" en American Psychologist. October (pp.705-712). : Flavell, J. (1979) "Metacognition and cognitive monitoring", American Psychologist, 34, 10, 906-911. : Flavell, J. (1979). Metacognition and cognitive monitoring. A new area of cognitive-developmental Inquiry. American Psychologist, 34(10), 906 - 911. : Flavell, J. 1979. Metacognition and cognitive monitoring. American Psychologist, 34, 10, 906-911. : Flavell, J. H. (1979) "Metacognition and Cognitive Monitoring. A New Areaof cognitiveDevelopmental Inquiry" en American Psychologist. October. : Graesser, A. C., McNamara, D. S. & VanLehn, K. (2005). Scaffolding deep comprehension strategies through point&query, autotutor, and iSTART. Educational Psychologist, 40(4), 225-234. : Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. : Jacobs J. y Paris S. (1987) "Children`s metacognition about reading: Issues in definition, measurement and instruction", Educational Psychologist 223, 255-278. : Jacobs, J. y Paris, S. (1987) "Children´s Metacognition About Reading: Issues in Definition, Measurement, and Instruction" en Educational Psychologist, 22 3&4, Lawrence Erlbaum Associates, Inc. (pp. 255-278). : Kintsch, W. (1994). Text Comprehension, memory and learning. American Psychologist, 49(4), 294-302. : March, E., Wales, R. & Pattinson, P. (2003). Language use in normal ageing and Dementia of the Alzheimer type. Clinical Psychologist, 7(1), 44-49. : Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. : Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. : Moulton, J., Robinson, G. M. & Elias, C. (1978). Sex bias in language use: ‘Neutral’ pronouns that aren't. American Psychologist, 33(11), 1032-1036. : Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101. : Raven, J., Raven, J. C. & Court, J. (1995). Raven manual: Section 1, General Overview. Oxford: Oxford Psychologist Press. : Scardamalia, M. y C. Bereiter (1982) "Assimilated processes in composition planning", Educational Psychologist, 17, 141-159. : Schaie, K. W. (1994). The course of adult intellectual development. American Psychologist. April, 304-313. : Schunk, D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94. : Segal, S. J. & Cofer, C. N. (1960). The effect of recency and recall on word association. American Psychologist, 15, 451-463.