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

1) Candidate: word recognition


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt129 - : As reviewed above, the teaching of vocabulary is more complex than believed. This study was conducted under the assumption that teaching vocabulary represents an important component of language teaching. Therefore, the main purpose of this study is to understand how well pre-service language teachers master basic vocabulary in EFL, and which type of vocabulary test represents more success in word recognition through the following research questions:

2
paper corpusSignostxt236 - : Spoken word recognition in Mapudungu: A preliminary research

Evaluando al candidato word recognition:


1) vocabulary: 4 (*)

word recognition
Lengua:
Frec: 91
Docs: 37
Nombre propio: / 91 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.442 = (1 + (1+2.32192809488736) / (1+6.52356195605701)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
word recognition
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: Al Otaiba, S., Kosanovich, M. L. & Torgesen, J. K. (2012). Assessment and instruction for phonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts (Editors), Language and reading disabilities (pp. 112-140). New York: Pearson.
: Allopenna, P. D., Magnuson, J. S. & Tanenhaus, M. K. (1998). Tracking the time course of spoken word recognition using eye movements: Evidence for continuous mapping models. Journal of memory and language, 38(4), 419-439.
: Ball, W & Blachman, B. (1991). Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? Reading Research Quarterly, 26, 49-66. [90]https://doi.org/10.1598/RRQ.26.L3
: Brysbaert, M. & Dijkstra, T. (2006). Changing views on word recognition in bilinguals. En J. Morais & G. d'Ydewalle (Eds.), Bilingualism and second language acquisition (pp. 25-37). Bruselas: KVAB.
: Buchanan, Loti; Westbury, Chris & Burgess, Curt. (2001). Characterizing semantic space: Neighborhood effects in word recognition. Psychonomic Bulletin and Review, 8 (3), 531-544.
: CARREIRAS, M., PEREA, M Y GRAINGER, J. (en prensa). “Effects of orthographic neighborhood in visual word recognition: Cross-tasks comparisons”. En Journal of experimental psychology: learning, memory and cognition.
: Carreiras, Manuel, Álvarez, Carlos J. y De Vega, Manuel. (1993). Syllable Frequency and Visual Word Recognition in Spanish. Journal of Memory and Language. 32(6), pp. 766-780.
: Chikamatsu, N. (1996). The effects of L1 orthography on L2 word recognition: A study of American and Chinese learners of Japanese. Studies in Second Language Acquisition, 18, 403-432.
: Chikamatsu, N. (2006). Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal , 90, 67-85.
: Conrad, Markus y Jacobs, Arthur M. (2004). Replicating syllable frequency effects in Spanish in German: One more challenge to computational models of visual word recognition. Language and Cognitive Processes. 19, pp. 369-390.
: Conrad, Markus, Grainger, Jonathan y Jacobs, Arthur M. (2007). Phonology as the source of syllable frequency effects in visual word recognition: Evidence from French. Memory & Cognition. 35, pp. 974-983.
: Dijkstra, T. & van Heuven, W. (1998). The BIA model and bilingual word recognition. En J. Grainger & A. Jacobs (Eds.), Localist conectionist approches to human cognition (pp. 189-225). Mahwah, N.J.: Erlbaum.
: Dijkstra, T. & van Heuven, W. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175-197.
: Dilley, L. & Pitt, M. (2007). A Study of Regressive Place Assimilation in Spontaneous Speech and its Implications for Spoken Word Recognition. Journal of the Acoustical Society of America, 122(4), 2340-2353.
: Dufour, S. & Peereman R. (2003a). Inhibitory priming effects in auditory word recognition: When the target's competitors conflict with the prime word. Cognition, 88, B33-B44.
: Dufour, S. & Peereman R. (2004). Phonological priming in auditory word recognition: Initial overlap facilitation effect varies as a function of target word frequency [en línea]. Disponible en línea: [33]http://cpl.revues.org/document437.html
: Durgunoglu, A. Y., & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
: Fukkink, R. G., Hulstijn, J. & Simis, A. (2005). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal, 89(1), 54-75.
: GRAINGER, J. Y JACOBS, A.M. (1996). “Ortothographic processing in visual word recognition: A multiplse read-out model”. Psychological review, 22, 696-713.
: GRAINGER, J. Y SEGUÍ, J. (1990). “Neighborhood frequency effects in visual word recognition: a comparison of lexical decision and masked identificaton latencies”. En Perception and psychophysics, 47, 191-198.
: GRAINGER, J., & FERRAND, L. (1996). “Masked orthographic and phonological priming in visual word recognition and naming: Cross-task comparisons”. En Journal of memory and language, 35, 623-647.
: GRAINGER, J., O'REGAN, J. K., JACOBS, A. M., & SEGUI, J. (1989). “On the role of competing word units in visual word recognition: The neighborhood frequency effect”. En Perception and psychophysics, 45, 189-195.
: GRAINGER, J., Y JACOBS, A.M. (1993). “Masked partial word priming in visual word recognition: Effects of positional letter frequency”. En Journal of experimental psychology: human perception and performance, 19(5), 951 964.
: Goldenberg, C. (1987). Low-income Hispanic parents' contributions to their first-grade children's word recognition skills. Anthropology and Education Quarterly, 18, 149-179.
: Grosjean, F 1980. "Spoken word recognition processes and the gating paradigm". Perception and Psychophysics, 28, pp. 267-283.
: Gulan, T. & Valerjev, P. (2010). Semantic and related types of priming as a context in word recognition. Review of Psychology, 17(1), 53-58.
: Hargreaves, I. S. & Pexman, P. M. (2012). Does richness lose its luster? Effects of extensive practice on semantic richness in visual word recognition. Frontiers in Human Neuroscience, 6, 234.
: Jordan, T. R., & Thomas, S. M. (2002). In search of perceptual influences of sentence context on word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition , 28, 34-45.
: Lew-Williams, C. & Fernald, A. (2007). Young children learning Spanish make rapid use of grammatical gender in spoken word recognition. Psychological Science, 18(3), 193-198.
: Lively, S. E., Pisoni, D. B. & Goldinger, S. D. (1994). Spoken word recognition: Research and theory. En M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (pp. 265-301). Nueva York: Academic Press.
: Luce, P. & McLennan, C. (2005). Spoken word recognition. En D. Pisoni & R. Remez (Eds.), The handbook of speech perception (pp. 591-609). Malden, Ma.: Blackwell.
: Luce, P.A. 1986. A computational analysis of uniqueness points in auditory word recognition. Perception and Psychophysics, 30, 155-158.
: Marslen-Wilson, W. & Welsh, A. (1978). Processing interactions and lexical accessduring word recognition in continuos speech. Cognitive Psychology, 10, 29-63.
: Marslen-Wilson, W. (1987). Functional parallelism in spoken word recognition. Cognition, 25, 71-102.
: Mathey, Stéphanie y Zagar, Daniel. (2002). Lexical similarity in visual word recognition: The effect of syllabic neighbourhood in French. Current Psychology Letters, 8, 107-121.
: McQueen, J. & Cutler, A. (1998). Morphology in word recognition. En A. Zwicky & A. Spencer (Ed.), The handbook of morphology (pp. 406-427). Oxford: Blackwell.
: McQueen, J. M. (2007). Eight questions about spoken word recognition. En M. G. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 617-626). Oxford: Oxford University Press.
: Morton, J. (1969). Interaction of information in word recognition. Psychological Review, 76, 165-178.
: Morton, J. (1979). Facilitation in word recognition: Experiments causing change in the logogen model. En P. A. Kolers, M. E. Wrolstad & H. Bouma (Eds.), Processing of visible language (pp. 259-268). Nueva York: Plenum.
: Nation, K. & Snowling, M. J. (1998). Semantic processing and the development of word recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85-101.
: Neely, J. H. (1991). Semantic priming effects in visual word recognition: A selective review of current findings and theories. Basic processes in reading: Visual word recognition, 11, 264-336.
: Perea, Manuel y Carreiras, Manuel. (1998). Effects of Syllable Frequency and Syllable Neighborhood Frequency in Visual Word Recognition. Journal of Experimental Psychology: Human Perception and Performance, 24(1), 134-144.
: Pexman, P. (2012). Meaning-based influences on visual word recognition. En J. S. Adelman (Ed.), Visual word recognition: Meaning and context, individuals and development (pp. 24-43). Hove, UK: Psychology Press.
: Radeau, M., Morais, J. & Devier, A. (1989). Phonological priming in spoken word recognition: Task effects. Memory and Cognition, 157, 525-535.
: Rodd, J., Gaskell, G. & Marslen-Wilson, W. (2004). Modelling the effects of semantic ambiguity in word recognition. Cognitive Science, 28, 89-104.
: Segalowitz, N., Watson, V., & Segalowitz, S. (1995). Vocabulary skill: Single-case assessment of automaticity of word recognition in a timed lexical decision task. Second Language Research, 11, 121-136.
: Seidenberg, M. & McClelland, J. (1989). Visual word recognition and pronunciation: A computational model of acquisition, skilled performance, and dyslexia. In A. Galaburda (Ed.), From Neurons to Reading (pp. 255305). Cambridge: MIT Press.
: Seidenberg, Mark y McClelland, Jay. (1989). A distributed developmental model of word recognition and naming. Psychological Review, 96, 523-568.
: Shillcock, R.C.; E.G. Bard y F. Spensley. 1988. Some prosodic effects on human word recognition in continuous speech. Proceedings of SPEECH '88 (Seventh Symposium of the Federation of Acoustic Societies of Europe), Edinburgh (pp. 819-826).
: Slowiaczek, L. & Hamburger, M. (1992). Prelexical facilitation and lexical interfernce in auditory word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1239-1250.
: Spinelli, E., Segui, J. & Radeau, M. (2001). Phonological priming in spoken word recognition with bisyllabic targets. Language and Cognitive Processes, 16(4), 367-392.
: Swingley, Daniel y Aslin, Richard. 2000. "Spoken word recognition and lexical representation in very young children", en Cognition 76 (2), pp. 147-166.
: The homophones pálè father/friends in 4 and waya in defeat/wire in 5 can only be distinguished contextually. They are phonetically and orthographically identical and both pairs can be used in lexical decision task to investigate word recognition (Martin, 1982).
: Vitevitch, M. & Luce, P. (1999). Probabilistic phonotactic and neighborhood activation in spoken word recognition. Journal of Memory and Language, 40, 374-408.
: Vitevitch, M. (2002). Infuence of onset density on spoken word recognition. Journal of Experimental Psychology: Human Perception and Performance, 28, 270-278.
: Vitevitch, Michael S. and Eva Rodríguez. 2005. "Neighborhood density effects in spoken word recognition in Spanish", Journal of Multilingual Communication Disorders, 3.1: 64-73.
: Yap, M. J., Pexman, P. M., Wellsby, M., Hargreaves, I. S. & Huff, M. J. (2012). An abundance of riches: Cross-task comparisons of semantic richness effects in visual word recognition. Frontiers in Human Neuroscience, 6, 72.
: Ziegler J., Muneaux, M. & Grainger, J. (2003). Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation. Journal of Memory and Language, 48, 779-793.
: ____________ (1993). “Syllable frequency and visual word recognition in Spanish”. En Journal of memory and language, 32, 766-780.
: ____________ (1997). “Effects of orthographic neighborhood in visual word recognition: Cross-task comparisons”. En Journal of experimental psychology: learning, memory, and cognition, 23, 857-871.
: Álvarez, C., Hernández, J., & Hernández, J. (2014). Lexical and Phonological Processing in Visual Word Recognition by Stuttering Children: Evidence from Spanish. Spanish Journal of Psychology, 17(E57), 1-10. [147]https://doi.org/10.1017/sjp.2014.58
: Álvarez, Carlos J., Carreiras, Manuel y De Vega, Manuel. (2000). Syllable-frecuency effect in visual word recognition: Evidence of sequential-type processing. Psicológica. 21(2), pp. 341-374.