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

1) Candidate: representations


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt489 - : Representations of language change in 19th Century Chile: Progress or decay ?

2
paper CL_LiteraturayLingüísticatxt437 - : This article explores a set of visual print representations coined and issued during the War of the Triple Alliance (or Paraguayan War) (1865-1870). In order to study those visual representations, we attend to a number of facts: War concurs with the generalization of same technical innovations in the field of printing and mass reproduction of images ; it was one of the big international news moments in the area; it questioned concepts such as "national" and "regional"; lastly, it allows to see how newspapers developed different verbal and visual rethorics. Second part of the article explores specifically Paraguayan illustrated press.

3
paper CO_ColombianAppliedLinguisticsJournaltxt71 - : This article reports the results of a qualitative investigation. It explored the representations on the concept Holistic Training that EFL teachers have in Medellin's public, primary schools. This work had the collaboration of 19 teachers, holding a B.Ed or a specialization in English. They answered a questionnaire and an in-depth interview. The interpretation of this information revealed that the representations of these teachers about the Holistic Training have two different dimensions: instrumental and transcendental . Both are structured around student's personality, motivation, their communicative competence and socio-cultural context.

4
paper CO_ColombianAppliedLinguisticsJournaltxt78 - : There are four co-existing semiotic representations of natural numbers: verbal written Spanish numerals (written in English in the left column of [35]Diagram 3 ), gestural CSL hand numerals, visual dot numerals, and Hindu-Arabic decimal numerals.

5
paper CO_FormayFuncióntxt183 - : ^[92]3 "An autosegmental tonal analysis implies that the phonetic contour is constructed from 'levels', a traditional term for 'pitch points', rather than 'contours', a traditional term for 'pitch movements'. The representations presented so far are in the autosegmental tonal tradition: tone is represented by discrete elements (i .e. H and L) that are interpreted as pitch levels. In this 'levels' approach, a rising pitch contour is represented as a L followed by a H, and a falling contour as a H followed by a L. The pitch between the H's and L's must be filled in by the phonetics" (Gussenhoven, 2004, p. 5).

6
paper CO_Íkalatxt137 - : values underlying Tense, Agreement, Number, and Determiner. However, they exhibit variability with respect to inflectional morphology either through omission or making inappropriate substitution of one kind of inflection for another. The underlying syntactic representations are correct, however, the resulting surface functional morphology is not target-like due to surface mapping problems (Slabakova 2009: 280 ). In other words failure to produce consistent inflection is attributed to difficulties in accessing the relevant lexical items by which inflection is realized particularly in oral production due to communicative pressure.

7
paper CO_Íkalatxt130 - : In this article, the results of a research inquiring about representations that primary education English teachers from some public institutions in the city of Medellin, Colombia have about ideal of comprehensive education are presented. From a qualitative research approach, an open-ended question survey was implemented to 19 teachers and subsequently an in-depth interview was carried out to 5 teachers. Information collected was subject to the technique of critical discourse analysis by Teun Van Dijk (2003). The main findings revealed that these representations show five main thematic areas: (1 ) whole education for a multidimensional human being; (2) education of a valuable human being; (3) whole education, foreign language learning and different culture approaching; (4) whole education, foreign language teaching and autonomous people; (5) whole education and communicative competence in foreign language. It was found that teachers' representations about whole education have a marked ethic

8
paper PE_Lexistxt121 - : te) sino que por similaridad (relación motivada). En palabras de estas autoras: “Linguistic features that index social groups or activities appear to be iconic representations of them, as if a linguistic feature somehow depicted or displayed a social group’s inherent nature or essence” (^[105]Irvine y Gal 2000: 37 ).

9
paper PE_Lexistxt130 - : Falconer, Rachel (2010) “Heterochronic Representations of the Fall: Bakhtin, Milton, DeLillo” . En Bakhtin’s Theory of the Literary Chronotope: Reflections, Applications, Perspectives. Eds., Nele Bemong, Pieter Borghart, Michel De Dobbeleer, Kristoffel Demoen, Koen De Temmerman y Bart Keunen. Gent: Academia Press , 111-130. [ [61]Links ]

10
paper UY_ALFALtxt228 - : This article deals with two conceptually correlated phenomena, Reported Speech and Fictive Interaction (^[36]Pascual 2014), based on the theory of fictivity (^[37]Talmy 2000) about discrepant representations of the same object: discourse . It is postulated that RS and FI trigger the Conversation Frame to structure the discursive construction. The former is taken as factive or genuine and the latter as fictive or not genuine. In the search for empirical evidence in C-ORAL-BRASIL I (^[38]Raso e Mello 2012), informal spontaneous speech corpus of Brazilian Portuguese, it was verified that instances of Reported Speech represent factual problems, while of Fictive Interaction, pro-factual solutions, according to the discursive pattern "Problem-Solution" (^[39]Hoey 2001). In addition, it has been observed that such instances, even though they carry unique illocutionary acts, are grouped into attentional frames (^[40]Langacker 2008) that transcend the uniqueness of the informational components,

11
paper VE_Letrastxt194 - : Apart from this fact which is merely theoretical, the results obtained are also useful to interpret the function of each of the characters and what they might symbolize beyond the realms of the fictional world. Regarding this respect, we may say that both characters are mere representations of the two faces of society which are ever present counterparts; where there is one, there is the other. Both characters are representations of the historical context in which the novel was written, a post-revolution and industrialized society in which we could basically find two kinds of people: (a ) those with power –usually the oppresors– and (b) those who were subordinated –usually the oppressed–, but we could rarely see an in-between.

12
paper corpusLogostxt139 - : Discursive structures relevant to representations of people: Categories such as indexicality and its relationship with the context of the text, implicatures and presuppositions related to the non-native speakers of English featuring in the text, comparisons between people and cultures, descriptions and quantifications .

13
paper corpusRLAtxt134 - : En diversas ocasiones se han puesto de manifiesto las dificultades para acceder a muestras empíricas -especialmente en producción- de las que se puedan extraer conclusiones sobre cómo funciona el componente semántico. Existe, sin embargo, un conjunto de pruebas experimentales con una larga trayectoria de desarrollo experimental basadas en el paradigma de la libre asociación (Deese, 1962; Cramer, 1968), que son reconocidas como una valiosa fuente de datos para el acceso y la representación del componente semántico: "We assume that a dynamic associative structure is created in memory that involves representations of the word themselves as well as connections to other words" (Nelson, McEvoy & Schreiber, 1998: 4 ).

14
paper corpusRLAtxt110 - : The linguistic mainstream has typically modelled the way infants acquire knowledge of their native language based on input understood as strings of words, rather than strings of sounds. However, accurate representations of strings of words are certainly very difficult for prelinguistic infants to achieve, and yet without accurate identification of words or morpheme boundaries, syntax acquisition cannot proceed: without words, there simply can be no syntax (Hilferty, 2003 ).

15
paper corpusRLAtxt206 - : restriction as justified. For the analysis of the representations we will consider: 1 ) the distribution of processes and participants in the clauses (Hodge and Kress, 1993) and 2) the conceptual frames that are activated (Lakoff, 2002, 2010) to talk about the immigrants. For the study of forms of legitimation, we will follow the categories proposed by Hart (2010, 2014).

16
paper corpusSignostxt192 - : Tree Diagram 3 is an enhanced version of Diagram 2 used by RedACTe as a more perspicuous way to represent CLG output and the realization relationship between context of culture categories and language categories (cf. §2 below). It introduces two new nodes into the original CLG syntactic representations: a node labeled sign and a node labeled with a complete selection expression (SEn ). Notice that the part of Diagram 3 headed by the topmost sign is no longer a syntactic representation but a linguistic representation, for the sign is a pair made up of a semantic structure and its associated syntactic structure[26]^2.

17
paper corpusSignostxt192 - : CLG rules involved in the generation of representations like Diagram 3 are all implications which can be represented as in (4i), read as in (4ii), and interpreted as in (4iii):

18
paper corpusSignostxt217 - : coherence relations, are difficult to represent in ψ-propositions. They can be represented in situations. Except for the parts in bold, the examples (22-25) are identical. The parts in bold make the representations unique to the particular sentence: they specify the event . The overlap between the sentences points out the possible different interpretations.

19
paper corpusSignostxt217 - : The examples in this section show some of the problems a ψ-propositional representation is concerned with. The main problem lies in the rigidity of ψ-propositional representations: they do not allow for the fexibility often needed . In recent years formal semantics often used a representation in terms of situations for this purpose. It has been shown here that such a representation offers more essential details than ψ-propositions and is therefore preferred.

20
paper corpusSignostxt246 - : This paper describes and interprets –through the construction of linguistic and discursive categories– the discursive representations about literacy events of the different scholar agents in the main areas of the scholar curriculum in the NB3 level. The corpus, built from real discourses (plannings, lessons, textsbooks and evaluations) and interviews, was obtained through an interpretative ethnographic approach to the educational reality. The discourse analysis is based on three inputs of the dialogical model (Peytard and Moirand, 1992; Moirand 2006). This allows the building of the discursive representations using non-topic units that articulate the discourse analysis built heterogeneously from the points of view of the discursive genres. It is concluded that inside the school culture two representations live together: a ) literacy events to manage and produce information, characteristic of a vision of education as the development of competencies; b) the representation of literacy events

21
paper corpusSignostxt440 - : Mental representations in discourse comprehension: From lineal signifier to situation model

22
paper corpusSignostxt296 - : Self-help books are a discourse genre in proliferation in the contemporary world, and titles target children with counselling, suggestion for activities and behaviour; informative texts can also fit in it. Among these books are works addressing separately boys and girls, such as 'O Maravilhoso Livro das Meninas' and 'O Livro Perigoso para Garotos'. Although these works have similar structures, they differ in relation to the cultural representations of the intended reader: boys or girls . In this respect, this study aims at contrasting these works by identifying distinctive marks in them that gender, as a sex-related social category, affects this particular discourse genre. Studies of social gender and studies of discourse genres ground the analysis. It follows that there is a dichotomy of themes as far as how-to teaching in informative text themes is concerned as well as in recommendations of books and films.

23
paper corpusSignostxt445 - : Language learners’ representations of Spanish-speaking countries: How can they inform language pedagogy ?[23]*

24
paper corpusSignostxt445 - : In order to answer research question 3, favourability or mean valence of the representations of Spain and Spanish-speaking countries was assessed based on the formula:

25
paper corpusSignostxt445 - : The findings revealed considerable disparities in the students’ imagery about Spain and Spanish-speaking countries. The representations of Spain were multifarious and had a richer structure. In contrast, the images of Spanish-speaking countries were scarce and limited in scope. Some of the Latin American countries, such as Paraguay and Uruguay, did not evoke any images in the students’ minds. However, there are also several similarities in the content and structure of the students’ representations of Spain and Latin America: the references to people, popular culture and famous landmarks were among the most prominent and salient representations given by the respondents .

26
paper corpusSignostxt400 - : Such simplifications notwithstanding, the network in Figure 8 elegantly accounts for several key aspects of the systems morphotactics. The downward ordered ‘and’ node at the top of the figure indicates that (for the indicative and subjunctive moods) morphological representations are always activated in this sequence: (i ) clitics, (ii) verb stems, (iii) characteristics; and (iv) verb endings. In processing the sentence se lo presto (thick lines), the first downward ordered ‘and’ stemming from the connection for clitics shows that the form se is activated first and that the form lo is activated afterwards –the downward ‘or’ nodes represent other possible but presently inactive morphotactic patterns. Then, the connection for verb stems leads to a downward unordered ‘or’ node which can then activate any verb stem –the network includes only the stem prest- so as not to clutter the network with too many lines. The connection for characteristics leads to another downward unordered ‘or’ which

27
paper corpusSignostxt400 - : Third, the networks formalize a connectionist account of morphotactics which does away with rules, transformations, displacement operations, and other constructs of questionable cognitive plausibility (Lamb, 1999). The present model characterizes the morphotactics of clitics and verb endings by virtue of connections and flows of activation traveling along those connections. Consequently, the semantic, morphotactic, and morphological representations of both systems are processed by the same type of cognitive mechanism: flows of dynamic signals leading to the concerted activation of specific patterns of nodes . As regards the systems’ morphotactics, what determines the relative order of the representations in sentence processing is the specific pattern of sequential and disjunctive connections in the morphotactic network. In such a network, the activation of each ordered ‘and’ node triggers multiple obligatory sequential connections, whereas ‘or’ nodes lead to several paradigmatic options

28
paper corpusSignostxt601 - : organisation, cause-effect relations within clauses, etc. In fact, these recurrent linguistic representations have led historiographers to declare a ‘language turn’ in their discipline: history has been transformed into a science as a result of a ‘literary artefact’ (see ^[33]White, 2010, for the language turn ; ^[34]Schleppegrell & Colombi 2002; ^[35]Coffin, 2006, ^[36]2009; ^[37]Nokes, 2013; ^[38]Achugar & Carpenter, 2014, for a description of the language in history both as an L1 and an L2; and ^[39]Llinares, Morton & Whittaker, 2012, for a precise description of languages in the subjects).

29
paper corpusSignostxt601 - : The texts produced by the students were tagged by test and student and introduced in Coh-Metrix (version 3.0). Coh-Metrix is an automated web tool that generates indices of the discourse and linguistic representations of texts within five major dimensions: “narrativity, syntactic simplicity, word concreteness, referential cohesion, and deep (causal ) cohesion” (^[91]McNamara et al., 2014). For the authors, computerisation therefore replaces other methods used in the past to measure L1/L2 language development, like linguistic analysis provided by hand and other traditional classifications (e.g. Hunt analysis). Other automated tools like Synlex, which has been previously used for the cross-sectional description of bilingual discourse (^[92]Lorenzo, 2017; ^[93]Lu, 2010, for further information on this tool) and other types of software like Trijamod, Childes and Freeling were considered, but they were found less appropriate to the ends of this study.

Evaluando al candidato representations:


3) discourse: 9 (*)
4) linguistic: 8 (*)
5) discursive: 7
7) teachers: 6
10) syntactic: 5 (*)
12) node: 5
14) verb: 5 (*)
15) categories: 5
17) pitch: 5 (*)
18) diagram: 5 (*)
19) downward: 5

representations
Lengua: eng
Frec: 546
Docs: 278
Nombre propio: 2 / 546 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.698 = (6 + (1+6.04439411935845) / (1+9.09539702279256)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

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