/LING
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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) recall (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: recall
Is in goldstandard
1
paper corpusSignosTxtLongLines389 - : Para comparar el método, se definió un algoritmo básico (una ‘línea base’), el cual consiste en seleccionar los primeros conceptos de la noticia hasta llegar al porcentaje de compresión establecido (excepto palabras auxiliares: artículos, preposiciones, etc.). También, usamos métricas estándares como precisión y recall (términos comúnmente usados en recuperación de información). Recall es la fracción de conceptos elegidos por el humano que fueron correctamente identificados por el método, ecuación (3 ). La precisión está definida como la fracción de conceptos elegidos por el método que fueron correctos, ecuación (4). La Medida-F es la media harmónica de precisión y recall, ecuación (5).
2
paper corpusSignosTxtLongLines455 - : * F-Measure represents the weighted harmonic mean of precision and recall and is determined by: (2 x Precision x Recall ) / (Precision + Recall)
3
paper corpusSignosTxtLongLines555 - : donde la precisión es la fracción de las predicciones que son realmente relevantes y recall es la fracción de relevancia real con respecto a las predicciones . Mientras más alto es el valor de F, mejor es el desempeño.
4
paper corpusSignosTxtLongLines88 - : Learning strategies are "techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information" (Wenden, 1987:6 ). Oxford (1990) considers that "any specific action taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" is a language learning strategy.
Evaluando al candidato recall:
1) precisión: 4 (*)
2) fracción: 4
3) learning: 4
4) ecuación: 3
5) precision: 3 (*)
6) método: 3
7) conceptos: 3
recall
Lengua: eng
Frec: 90
Docs: 38
Nombre propio: 1 / 90 = 1%
Coocurrencias con glosario: 2
Puntaje: 2.752 = (2 + (1+4.64385618977472) / (1+6.5077946401987)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| recall |
: Amaral, L. & Meurers, D. (2011). On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning. ReCALL, 23(1), 4-24. : Associative memories have been an active field of scientific research in recent decades (^[40]Kohonen, 2012). The most important characteristic of an associative memory is the ability to recall output patterns from possibly modified input patterns. : Berntsen, D. & Rubin, D. (2002). Emotionally charged autobiographical memories across the life span: The recall of happy, sad, traumatic, and involuntary memories. Psychology and Aging, 17(4), 636-652. : Berntsen, D. & Rubin, D. (2004). Cultural life scripts structure recall from autobiographical memory. Memory & Cognition, 32(3), 427-442. : Bransford, J.D. & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726. : Britton, B. K., & Gulgoz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345. : Chesebro, J. L. & McCroskey, J. C. (2000). The relationship between students’ reports of learning and their actual recall of lecture material. Communication Education, 49, 297-301. : Diller, D., Nobel, P. & Shiffrin, R. (2001). An ARC-REM model for accuracy and response time in recognition and recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 414-435. : Dunn, J., Almeida, O., Barclay, L., Waterreus, A. & Flicker, L. (2002). Latent semantic analysis: A new method to measure prose recall. Journal of Clinical and Experimental Neuropsychology, 24(1), 26-35. : Durbin, M., Earwood, J. & Golden, R. (2000). Hidden Markov models for coding story recall data. En Proceedings of the 22nd Annual Cognitive Science Society Conference (pp. 113-118). Mahwah, N.J.: Erlbaum. : Einstein, G., McDaniel, M., Owen, P. & Coté, N. (1990). Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29, 566-581. : 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. : Frick-Horbury, D. (2002). The effects of hand gestures on verbal recall as a function of high -and low- verbal-skill levels. The Journal of General Psychology, 129(2), 137-147. : Gass, S. & Mackey, A. (2000). Stimulated recall methodology in second language research. New York & London: Routledge. : Gillund, G. & Shiffrin, R. (1984). A retrieval model for both recognition and recall. Psychological Review, 91, 1-67. : Lehman, S., Schraw, G., McCrudden, M. T. & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569-587. : Levin, J. R. (1977) "Developmental changes in assesing recall and recognition memory capacity", Developmental Psychology,13, 608-615. : Levin, J. R., Yussen, S.R., DeRose, T. M. y Pressley, M. (1977) "Developmental changes in assessing recall and recognition memory capacity", Development Psychology, 13, 608 615. : Mandler, J. & Johnson, N. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151. : Mandler, J., Scribner, S., Cole, M., & De Forest, M. (1980). Cross-cultural invariance in story recall. Child development, 51, 19-26. : Miller, J. & Kintsch, W. (1980). Readability and recall of short prose passages: A theoretical analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 6, 335-354. : Neuman, R. (1976). Patterns of recall among television news viewers. Public Opinion Quarterly, 40, 155-123. : Nunes, L. D. & Weinstein, Y. (2012). Testing improves true recall and protects against the build-up of proactive interference without increasing false recall. Memory, 20(2), 138-154. : Pujolà, J. (2002). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235-262. : Rice, G. E. & Meyer, B. (1986). Prose recall: Effects of aging, verbal ability, and reading behavior. Journal of Gerontology, 41, 469-480. : Román-Godínez, I. & Yáñez-Márquez, C. (2007). Complete recall on alpha-beta heteroassociative memory. In MICAI 2007: Advances in Artificial Intelligence (pp. 193-202). Springer Berlin Heidelberg. : Rowland, E., Skinner, C. H., Davis-Richards, K., Saudargas, R. & Robinson, D. H. (2008). An investigation of placement and type of seductive details: The primacy effect of seductive details on text recall. Research in the Schools, 15(2), 80-90. : Scharw, G. & Dennison, R. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26, 1-18. : Schraw, G. (1998). Processing and recall differences among seductive details. Journal of Educational Psycholog y, 90, 3-12. : Segal, S. J. & Cofer, C. N. (1960). The effect of recency and recall on word association. American Psychologist, 15, 451-463. : Stevanoni, E. & Salmon, K. (2005). Giving memory a hand: Instructing children to gesture enhances their event recall. Journal of Noverbal Behavior, 29(4), 217-233. : Tapiero, I. & Denhière, G. (1995). Simulating recall and recognition by using Kintsch’s construction-integration model. En C. Weaver, S. Mannes & C. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 211-232). Mahwah, N.J.: Erlbaum. : Taylor, B. & Samuels, S. (1983). Children´s use of text structure in the recall of expository material. American Educational Research Journal, 20(4), 517-528. : Tulving, E. (1967). The effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 6(2), 175-184 [on line]. Retrieved from: [138]https://doi.org/10.1016/S0022-5371(67)80092-6 : Wade, S. E., Schraw, G., Buxton, W. M. & Hayes, M. T. (1993). Seduction of the strategic reader: Effects of interest on strategies and recall. Reading Research Quarterly, 28, 3-24. : Yáñez-Márquez, C., Cruz-Meza, M. E., Sánchez-Garfias, F. A. & López-Yáñez, I. (2007). Using alpha-beta associative memories to learn and recall rgb images. Advances in Neural Networks-ISNN 2007 (pp. 828-833). Springer Berlin Heidelberg. : Zabrucky, K. & Ratner, H. H. (1986). Children’s comprehension monitoring and recall of inconsistent stories. Child Development, 57, 1401-1418. |