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

1) Candidate: qualitative


Is in goldstandard

1
paper corpusSignosTxtLongLines134 - : From a cognitive perspective, this article describes the reading comprehension strategies used by 5^th and 8^th graders when dealing with different types of written texts and the teaching practices used during the reading comprehension classes.This descriptive, exploratory study uses a quantitative and qualitative methodology as it was intended to discover: a ) the didactic forms and contents of teachers' everyday class practices and how they influence the reading comprehension skill, b) the strategies students activate when interacting with a written text and c) if there are differences in the ways of processing a written text between students from rural and urban schools. Once the quantitative data were analysed in both levels, no significant differences were found between the rural and urban areas. We hypothesise that students have no semantic-logical integrative strategies or that they are scarcely developed. This is apparently due to the fact that they view problems only in terms of

2
paper corpusSignosTxtLongLines278 - : The aim of this paper is to analyze one of the court sentences that has had a great impact on Spanish History: the sentence on the case of the terrorist attacks of March 11, 2004, in Madrid. The linguistic interest of this sentence is that its author was especially aware that the text would be widely disseminated not only in the legal field but also in the mass media. Our hypothesis is that due to this exceptional context, the M11 court sentence is an example of a real attempt to write a legal text comprehensible to a non-expert audience. Our study of this court sentence focuses on the quantitative and qualitative analysis of a linguistic aspect that clearly shows the effort made by the judge pronouncing the sentence to ensure clarity: the use of anaphoric demonstrative expressions ('this', 'this phenomenon' ...). The analysis of this mechanism of reference in the M11 court sentence is contrasted with the same mechanism in six other sentences passed by the same court, the Audiencia Nacional

3
paper corpusSignosTxtLongLines300 - : Tool-mediated semiotic activity transforms cognition by internalizing external cultural tools and processes. As we internalize through learning, a cognitive reorganization can take place that Vygotsky (1997) calls development. Accumulated learning 'may' lead to qualitative change: reformulated functional cognitive systems . In Vygotsky's famous example, children at about two years old imitate the speech of others in a babbling that Piaget dismissed as "egocentric" speech awaiting a developmental shift. Vygotsky (1997) theorized this 'egocentric speech' as learning that became, in time, internalized to produce a qualitatively different use of the learning as a tool of self-regulation around age 3. Children learn to talk to themselves out loud, and eventually this talk is internalized as a new stage of cognitive development, conscious thought including planning, self-regulation, and so on.

4
paper corpusSignosTxtLongLines371 - : The results presented in continuation illustrate the qualitative feedback provided by the students to the following questions:

5
paper corpusSignosTxtLongLines371 - : The second question presented for qualitative evaluation was the following:

6
paper corpusSignosTxtLongLines398 - : “Only structure with full infinitival forms can be regarded as conveying information that is modal, because they indicate the speaker’s assessment of the proposition asserted in terms of greater/lesser degree of certainty. By contrast, structures with zero- complementation are considered non-modal, because they report on the evaluatively charged qualitative characteristic of some perceptual stimulus” (Usonienė, 2000: 203 ).

7
paper corpusSignosTxtLongLines453 - : In this context, the present paper contributes to this ongoing research program by providing readers with a computational treatment of constructions that exist at different levels of linguistic enquiry. More concretely, our formalized analysis of a representative sample of construction-types departs from a previous qualitative linguistic analysis, which, in line with the usage-based approach, is grounded in a careful examination of corpus-attested examples extracted from systematic searchers within the GBAC at [42]http://googlebooks .byu.edu/x.asp In so doing, we make use of a lexico-conceptual knowledge base for Natural Language Processing (NLP) systems called FunGramKB (^[43]Periñán, 2013), whose Grammaticon is a computational implementation of the usage-based constructionist model known as the ‘Lexical Constructional Model’ (^[44]Ruiz de Mendoza, 2013; ^[45]Ruiz de Mendoza & Galera, 2014). The LCM differs from other constructionist accounts (^[46]Goldberg, 1995; ^[47]Goldberg &

8
paper corpusSignosTxtLongLines534 - : Two factors emerge from the qualitative opinions expressed by participants in the present study that are seen to impede the success of poetry-based lessons: impoverished teaching practice and students’ misperceptions of this genre . Poor teaching practice manifests itself in teachers failing to correct pronunciation difficulties or not encouraging students to read poetry aloud in class, while the trainees’ conception of poetry as a lyrical genre that deals solely with emotions greatly distorts its scope of action, including the potential of poetry to deal with social issues.

9
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

10
paper corpusSignosTxtLongLines551 - : The aim of this article is to account for the analysis of the reality represented in the construction of discourse, from a case of a qualitative etnographic study which blends into a double aspect: the disappearance of a minor which ended in tragedy and the supposed guilt of an immigrant belonging to the black race in a murder which had a wide spread media impact . Thus, in this discourse analysis and categorization analysis of the actants, we will try to clarify the different features, components and treatment in the official sites of Twitter and Facebook of four Spanish mass media: @telecincoes, @laSextaNoticias, @NoticiasCuatro and @A3Noticias. The results bring to light how discourse in social networks has a much wider projection if it is based on aporophobia, revealing itself as a ‘parallel trial’ normalized before certain social events, approach which is boosted by mass media itself.

Evaluando al candidato qualitative:


1) cognitive: 7 (*)
4) sentence: 6 (*)
6) semantic: 5 (*)
7) learning: 4
8) linguistic: 4 (*)
10) speech: 3 (*)
11) paper: 3
12) poetry: 3
14) comprehension: 3 (*)
16) persons: 3
17) discourse: 3 (*)
19) speaker: 3 (*)
20) quantitative: 3

qualitative
Lengua: eng
Frec: 107
Docs: 70
Nombre propio: 1 / 107 = 0%
Coocurrencias con glosario: 8
Puntaje: 8.860 = (8 + (1+5.6724253419715) / (1+6.75488750216347)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
qualitative
: Bogdan, R. & Biklen, S. (2003). Qualitative research for education: an introduction to theories and methods .Nueva York: Allyn & Bacon.
: Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
: Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London: Sage.
: D' Odorico, L., Carubbi, S., Salerni, N. & Calvo, V. (2001). Vocabulary development in italian children: A longitudinal evaluation of quantitative and qualitative aspects. Journal of Child Language, 28, 351-372.
: Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Teachers College Press.
: Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.
: Gläser, J. & Laudel, G. (2013). Life with and without coding: Two methods for early stage data analysis in qualitative research aiming at causal explanations. Forum: Qualitative Social Research, 14(2), 1-25.
: Guba, E. & Lincoln, Y. (1994). Competing paradigms in qualitative research. En N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Londres: Sage.
: Gómez, A., Racionero, S. & Sordé, T. (2010). Ten years of critical communicative methodology. International Review of Qualitative Research, 3(1), 17-43.
: Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 9(15), 1277-1288.
: Kozinets, R. V. (2017). Netnography: Radical participative understanding for a networked communications society. En C. Willig & W. Stainton-Rogers (Eds.), Handbook of Qualitative Research on Psychology (pp. 376-382). Londres: Sage.
: Maxwell, J. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(2), 475-482.
: Maxwell, J. (2012). A realist approach for Qualitative Research. Thousand Oaks, CA: Sage.
: Merrian, S. B. (1988). Case Study Research in Education: A Qualitative Approach. San Francisco, CA.: Jossey-Bass Publishers.
: Mertens, D. (2005). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods. Thousand Oaks: Sage.
: Miles, M. & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook. SAGE publications, Inc.
: Miller, J. & Glassner, B. (1997). The “Inside” and the “Outside”: Finding realities in interviews. En N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 99-112). Thousand Oaks, CA: Sage.
: Ohlsson, S. (2002). Generating and understanding qualitative explanations. En J. Otero, J.A. León & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 91-128). Mahwah, N.J.: Erlbaum.
: Ostovar-Namaghi, S. A. (2006). Language teachers' evaluation of curriculum change: A qualitative study. The Qualitative Report, 22(2), 391-409.
: Overall, the current study adopted an exploratory qualitative case study approach (^[56]Eisner, 2017). That is, it did not focus on making generalized findings but on exploring the answers to the aforementioned research questions in an in-depth way in an EFL writing class.
: Rapley, T. J. (2001). The art (fullness) of open-ended interviewing: Some considerations on analyzing interviews. Qualitative Research, 1(3), 303-323.
: Sia, P. F. D. & Cheung, Y. L. (2017). Written corrective feedback in writing instruction: A qualitative synthesis of recent research. Issues in Language Studies, 6(1), 61-80.
: Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction (second edition). Londres: Sage.
: Strauss, A. & Corbin, J. (1991). Basics of qualitative research. Nueva York: Sage.
: Zabihi, R. & Pordel, M. (2011). An investigation of critical reading in reading textbooks: A qualitative analysis. International Education Studies, 4(3), 80-87.