Bibliografías temáticas / Comprehension

Literatura académica sobre el tema "Comprehension"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Comprehension"

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Mullins, Phil. "Comprehension and the ‘Comprehensive Entity’". Tradition and Discovery: The Polanyi Society Periodical 33, n.º 3 (2006): 26–43. http://dx.doi.org/10.5840/traddisc2006/200733339.

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Fekete, Anett y Zoltán Porkoláb. "A comprehensive review on software comprehension models". Annales Mathematicae et Informaticae 51 (2020): 103–11. http://dx.doi.org/10.33039/ami.2020.07.007.

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Shim, HyungSub y Thomas J. Grabowski. "COMPREHENSION". CONTINUUM: Lifelong Learning in Neurology 16 (agosto de 2010): 45–58. http://dx.doi.org/10.1212/01.con.0000368259.07921.b8.

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BOLLENBACH, CAROLYN. "Comprehension". Journal of Creative Behavior 20, n.º 2 (junio de 1986): 89–92. http://dx.doi.org/10.1002/j.2162-6057.1986.tb00422.x.

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Maalej, Walid, Rebecca Tiarks, Tobias Roehm y Rainer Koschke. "On the Comprehension of Program Comprehension". ACM Transactions on Software Engineering and Methodology 23, n.º 4 (5 de septiembre de 2014): 1–37. http://dx.doi.org/10.1145/2622669.

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Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep y Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates". Psychology in the Schools 46, n.º 10 (diciembre de 2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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Sariroh, Chilyatus. "A COMPREHENSIVE ABOUT THE PART OF SPEECH USING MIND MAPPING ATSTUDENTS OF2017A STKIP PGRI JOMBANG". JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 5, n.º 1 (4 de julio de 2020): 87–94. http://dx.doi.org/10.51836/je.v5i1.117.

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We present an implementation about mind mapping learning of part of speech on direct explanation using mind mapping to the students. This research aims to share the knowledge about learning part of speech using mind mapping and also to know the students’ comprehension ability about it. So that student can understand its function of each part of speech by using simple learning of mind mapping. This study was carried out among 20 students ofSTKIP PGRI Jombang especially in English Department. This study was descriptive and applied qualitative research method. The results show that 25% student have a very good comprehension and 50% have good comprehension20%have an enough comprehension and the last 5% are having low comprehension about part of speech (n=20). Part of speech is one of grammar factor that very important basic to understand the whole next grammar. Therefore, we need to share the explanation clearly and simple to the students who still don’t understand. In conclusion, the students’ comprehension in grammar about part of speech using mind mapping were categorized into “good comprehensive” category. However, based on these results, we have managed to put forward a number of recommendation and suggestion.
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Everett, Ruth. "Comprehension strategies". SecEd 2020, n.º 3 (2 de marzo de 2020): 25. http://dx.doi.org/10.12968/sece.2020.3.25.

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Sadoski, Mark. "Comprehending Comprehension". Reading Research Quarterly 34, n.º 4 (12 de octubre de 1999): 493–500. http://dx.doi.org/10.1598/rrq.34.4.6.

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Hall, William S. "Reading comprehension." American Psychologist 44, n.º 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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Tesis sobre el tema "Comprehension"

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Bergh, Johann Rath. "Ontology comprehension". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6517.

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Thesis (MSc (Mathematical Sciences. Computer Science))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Ontologies are conceptual models of a domain of discourse and are used in a number of applications to model a field of knowledge. For example, SNOMED, an ontology of medical terminology, is widely used among medical professionals. Commercial ontologies, such as SNOMED, can have hundreds of thousands of concepts. People who want to use these ontologies need an understanding thereof, but the sheer magnitude of these ontologies hampers comprehension. It was within this context that the need arose for software tools that facilitate the understanding of ontologies. Given this background, our aim is to investigate a new area within the field of ontologies, namely, ontology comprehension. We make a contribution to it by developing an ontology comprehension framework and writing a software tool of our own. This software tool, PathViz, helps users to understand how different concepts in an ontology are related to each other and what effect entailments have on the way concepts in an ontology relate to each other. The ontology comprehension framework, PathViz and the reasoning measurement instruments were found useful for ontology comprehension by participants at an ontology workshop.
AFRIKAANSE OPSOMMING: Ontologieë is konseptuele modelle van ’n domein en word in verskeie toepassings gebruik om ’n kennisveld te modelleer. SNOMED is ’n voorbeeld van ’n ontologie van mediese terme wat baie gebruik word deur die mediese beroepslui. Kommersiële ontologieë, soos SNOMED, kan bestaan uit duisende konsepte. Dit is belangrik om hierdie ontologieë wat gebruik word te verstaan, maar die enorme omvang van hierdie ontologieë belemmer die verstaanproses. In hierdie konteks het die behoefte ontstaan vir programmatuur wat die verstaanproses van ontologieë vergemaklik. Met hierdie agtergrond inaggenome, is dit ons doel om ’n nuwe area in die veld van ontologieë te ondersoek, naamlik, Ontologie-begrip. Ons maak ’n bydra tot hierdie veld deur ’n raamwerk vir ontologie-begrip te ontwikkel en programmatuur van ons eie te skryf. Hierdie programmatuur, PathViz, help gebruikers om te verstaan hoe verskillende konsepte in ’n ontologie aan mekaar verwant is. Verder help dit gebruikers om te verstaan watter invloed afleidings uit die ontologieë het op konsepverwantskappe. Deelnemers aan ’n ontologie-werkswinkel het gevind dat die raamwerk vir ontologie-begrip, PathViz en die instrumente wat die invloed van die ontologie-redeneerder meet, ontologie-begrip bevorder.
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Chattratichat, Jaturon. "Visual information comprehension". Thesis, Imperial College London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249638.

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Roberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation". Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.

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Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to investigate the assumption that the same skills and processes underpin reading comprehension and listening comprehension by conducting an investigation of the demands made by comprehension in each modality which are over and above those shared with comprehension in the other modality. This issue has not previously been addressed. Children were assessed on both standardised and true/false measures of listening comprehension and reading comprehension and on several variables previously found to predict reading comprehension. Although results varied slightly according to the measure of comprehension used, broad support was found for the Simple View of Reading as a conceptual framework for explaining reading comprehension. It appeared, however, that listening comprehension involved skills which were not shared with reading comprehension. Of particular interest was the finding that, compared to reading comprehension, listening comprehension appeared to make extra demands on children’s inferencing ability. In a further study it was ascertained that this was not simply due to the shared memory demands of the inferencing and listening comprehension tasks. The hypothesis that listening comprehension ability depends on the ability to generate inferences “on-line” whilst listening was tested in a final study but was not supported. In conclusion, the research presented here suggests that listening comprehension is a topic worthy of investigation in its own right and that, for purposes of both research and educational practice, children’s comprehension is best assessed in both modalities.
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Tzerpos, Vassilios. "Comprehension-driven software clustering". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63614.pdf.

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Berman, Lewis Irwin. "Program comprehension through sonification". Thesis, Durham University, 2011. http://etheses.dur.ac.uk/1396/.

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Background: Comprehension of computer programs is daunting, thanks in part to clutter in the software developer's visual environment and the need for frequent visual context changes. Non-speech sound has been shown to be useful in understanding the behavior of a program as it is running. Aims: This thesis explores whether using sound to help understand the static structure of programs is viable and advantageous. Method: A novel concept for program sonification is introduced. Non-speech sounds indicate characteristics of and relationships among a Java program's classes, interfaces, and methods. A sound mapping is incorporated into a prototype tool consisting of an extension to the Eclipse integrated development environment communicating with the sound engine Csound. Developers examining source code can aurally explore entities outside of the visual context. A rich body of sound techniques provides expanded representational possibilities. Two studies were conducted. In the first, software professionals participated in exploratory sessions to informally validate the sound mapping concept. The second study was a human-subjects experiment to discover whether using the tool and sound mapping improve performance of software comprehension tasks. Twenty-four software professionals and students performed maintenance-oriented tasks on two Java programs with and without sound. Results: Viability is strong for differentiation and characterization of software entities, less so for identification. The results show no overall advantage of using sound in terms of task duration at a 5% level of significance. The results do, however, suggest that sonification can be advantageous under certain conditions. Conclusions: The use of sound in program comprehension shows sufficient promise for continued research. Limitations of the present research include restriction to particular types of comprehension tasks, a single sound mapping, a single programming language, and limited training time. Future work includes experiments and case studies employing a wider set of comprehension tasks, sound mappings in domains other than software, and adding navigational capability for use by the visually impaired.
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Rol, Marco Cees Abraham. "The comprehension of Wittgenstein". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615298.

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Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
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Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Faour, Ghada Awada. "Instructional strategies for enhancing learning disabled students' reading comprehension and comprehension test performance". Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/403207.

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Aquest estudi experimental es va crear per investigar l'efecte de la instrucció d'estratègies combinades en la millora de la comprensió lectora de textos narratius per 12-14 i 13-15 anys -Old alumnes dislèxics d'anglès com a llengua estrangera, així com la comprensió de textos expositius per 14-16 i 15-17 als seus homòlegs antics -Any. A més, l'estudi es va centrar en els efectes de la interacció del tractament amb estratègies combinades i el sexe dels participants (homes enfront de dones) i el tipus d'escola dels participants en l'estudi (control versus experimental, utilitzant un mètode de disseny factorial mixt on la variable de les condicions de tractament amb dos nivells (control davant experimental) es va utilitzar com una variable independent, es van utilitzar les variables de gènere i l'escola com a variable moderadora, i la comprensió lectora com a variable dependent. la instrucció estratègia combinada es compon d'organitzadors gràfics, presentacions visuals, mnemotècnic il·lustracions, exercicis d'ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old .No obstant això, l'estudi instrucció estratègia combinada no va incloure exercici equip per als estudiants amb dislèxia a 14-16 i 15-17 textos -Any d'edat, i el expositius i no es van utilitzar les narratives en 14-16 i 15-17 -any d'edat. Es van informar i van discutir a la llum de les investigacions prèvies i el context de l'estudi, així com les implicacions per a la instrucció a l'aula i més investigació Les troballes de l'estudi. La instrucció estratègia combinada es compon d'organitzadors gràfics, pantalles visuals, il·lustracions, exercicis mnemotècnics ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old alumnes.
Este estudio experimental se creó para investigar el efecto de la instrucción de estrategias combinadas en la mejora de la comprensión lectora de textos narrativos por 12-14 y 13-15 años -old alumnos disléxicos de Inglés como lengua extranjera, así como la comprensión de textos expositivos por 14-16 y 15-17 a sus homólogos antiguos -Año. Además, el estudio se centró en los efectos de la interacción del tratamiento con estrategias combinadas y el sexo de los participantes (hombres frente a mujeres) y el tipo de escuela de los participantes en el estudio (control versus experimental, utilizando un método de diseño factorial mixto donde la variable de las condiciones de tratamiento con dos niveles (control frente experimental) se utilizó como una variable independiente, se utilizaron las variables de género y la escuela como variable moderadora, y la comprensión lectora como variable dependiente. La instrucción estrategia combinada se compone de organizadores gráficos, presentaciones visuales, mnemotécnico ilustraciones, ejercicios de computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old .Sin embargo, el estudio instrucción estrategia combinada no incluyó ejercicio equipo para los estudiantes con dislexia en 14-16 y 15-17 textos -Año de edad, y el expositivos y no se utilizaron las narrativas en 14-16 y 15-17 -año de edad. Se informaron y discutieron a la luz de las investigaciones previas y el contexto del estudio, así como las implicaciones para la instrucción en el aula y más investigación Los hallazgos del estudio. La instrucción estrategia combinada se compone de organizadores gráficos, pantallas visuales, ilustraciones, ejercicios mnemotécnicos computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old alumnos.
This experimental study was set to investigate the effect of combined strategy instruction on improving the reading comprehension of narrative texts by 12-14 and 13-15-year –old dyslexic learners of English as a foreign language as well as the comprehension of expository texts by their 14-16 and 15-17 –year old counterparts. In addition, the study looked into the interaction effects of the treatment with combined strategies and the gender of the participants (male versus female) and the school type of the study participants (control versus experimental, using a mixed method factorial design where the variable of the treatment conditions with two levels (control versus experimental) was used as an independent variable, the variables of gender and school were used as moderator variable, and reading comprehension as dependent variable. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old .However, the study combined strategy instruction did not include computer exercise for students with dyslexia in 14-16 and 15-17 –year old ,and the expository texts and not the narrative ones were used in 14-16 and 15-17 –year old. The study findings were reported and discussed in light of previous research and study context as well as implications for classroom instruction and further research. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old learners .
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Larsson, Sofi y Ove Lundberg. "Listening comprehension : Digital technology and its effect on the L2 learner’s listening comprehension". Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160967.

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The rapid development of new technologies and how these are affecting school age children is in this day and age an area of growing importance. In the context of second language (L2) acquisition, it has been noted that spare time activities of a digital nature impact those pupils who spend more time on activities such as online gaming in the target language than average (Sundqvist 2019, 95-103). The aim of the current study was to investigate the possible effect three different digital spare time activities (computer and video games, movies and music) have on listening comprehension. This when English is the dominant language in the activities, and the focus is on 6th grade children. The method used was a comparison made between a language diary homework, consisting of the participants’ estimated number of hours spent on digital spare time activities, and the results of a listening exercise. The results show that there is a positive correlation between the results of the listening comprehension test and the number of hours spent on digital spare time activities. Also, repeated exposure to the target language in a digital spare time context does, therefore, affect second language acquisition to a limited extent. The conclusion was that in order to come to a more conclusive answer regarding the correlation between digital spare time activities and English listening comprehension, more research is needed.
I samband med andraspråksinlärning har det noterats att digitala fritidsaktiviteter påverkar de elever som spenderar mer tid på denna sorts aktiviteter (Sundqvist 2019, 95–103). Syftet med den aktuella undersökningen blev således att undersöka den möjliga effekt digitala fritidsaktiviteter, på engelska, har på just engelsk hörförståelse. De tre utvalda aktiviteterna är här digitala spel, film och musik. Engelska är alltså målspråket och fokusgruppen är sjätteklassare. Metoden som användes var en jämförelse mellan resultaten av en språkdagbok, bestående av det antal timmar som deltagarna angett att de spenderar på digitala fritidsaktiviteter under en genomsnittlig vecka, samt resultat inhämtade från en hörövning. Resultatet visar att det finns en positiv korrelation mellan resultaten på hörförståelsetestet och antalet timmar som spenderas på digitala fritidsaktiviteter. Vidare visade det sig att upprepad exponering för målspråket i ett digitalt sammanhang påverkar andraspråksinlärning i en begränsad utsträckning. Slutsatsen blev därmed att det krävs mer forskning för att komma fram till ett definitivt svar angående sambandet mellan digitala fritidsaktiviteter och engelsk hörförståelse.
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Libros sobre el tema "Comprehension"

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Hughes, Debs. Comprehension. Corsham: Hopscotch Educational Publishing, 2004.

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Fidge, Louis. Comprehension. Dunstable: Folens, 1994.

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Mike, Taylor, ed. Comprehension. London: Hutchinson, 1985.

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Ross-Elsden, Liz. Comprehension. Corsham: Hopscotch Educational Publishing, 2004.

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John, Davis. Comprehension. Corsham: Hopscotch Educational Publishing, 2004.

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Block, Cathy Collins. Teaching comprehension: The comprehension process approach. Boston: Pearson/A and B, 2004.

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Foust, Sylvia J. Reading comprehension. California: Teacher Created Materials, 1986.

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Woolley, Gary. Reading Comprehension. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7.

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Barfety, M. Comprehension orale. [Paris]: CLE International, 2010.

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Poisson-Quinton, S. Comprehension ecrite. [Paris]: CLE International, 2009.

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Capítulos de libros sobre el tema "Comprehension"

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Burton, S. H. "Comprehension". En Work Out English Language ‘O’ Level & GCSE, 53–88. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-07193-7_4.

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Bearne, Eve, David Reedy, Paul Gardner y Yvonne Sawers. "Comprehension". En Teaching Primary English in Australia, 214–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265016-13.

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Diller, Debbie. "Comprehension". En Making the Most of Small Groups, 35–64. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032681610-4.

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Oakhill, Jane, Kate Cain y Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties". En Reading Development and Difficulties, 83–115. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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Unruh, Susan y Nancy A. McKellar. "Reading Comprehension". En Assessment and Intervention for English Language Learners, 97–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_7.

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Knollman-Porter, Kelly. "Auditory Comprehension". En Encyclopedia of Clinical Neuropsychology, 412–13. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9015.

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Hak, Kathrine. "Reading Comprehension". En Encyclopedia of Clinical Neuropsychology, 2117. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1480.

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Mailund, Thomas. "List Comprehension". En Domain-Specific Languages in R, 159–66. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3588-1_9.

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Koonce, Dan. "Reading Comprehension". En Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1480-2.

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Knollman-Porter, Kelly. "Auditory Comprehension". En Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_9015-3.

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Actas de conferencias sobre el tema "Comprehension"

1

Gardner, Matt, Jonathan Berant, Hannaneh Hajishirzi, Alon Talmor y Sewon Min. "On Making Reading Comprehension More Comprehensive". En Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5815.

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Dua, Dheeru, Ananth Gottumukkala, Alon Talmor, Matt Gardner y Sameer Singh. "Comprehensive Multi-Dataset Evaluation of Reading Comprehension". En Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5820.

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Smith, D. R. "Comprehension by derivation [software system comprehension]". En Proceedings. 13th International Workshop on Program Comprehension. IEEE, 2005. http://dx.doi.org/10.1109/wpc.2005.13.

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Begel, Andrew. "From Program Comprehension to People Comprehension". En 2010 IEEE 18th International Conference on Program Comprehension (ICPC). IEEE, 2010. http://dx.doi.org/10.1109/icpc.2010.42.

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Kather, Philipp y Jan Vahrenhold. "Is Algorithm Comprehension Different from Program Comprehension?" En 2021 IEEE/ACM 29th International Conference on Program Comprehension (ICPC). IEEE, 2021. http://dx.doi.org/10.1109/icpc52881.2021.00053.

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Nelson, Greg L., Benjamin Xie y Andrew J. Ko. "Comprehension First". En ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106178.

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Tuhkala, Ari, Marie-Louise Wagner, Nick Nielsen, Ole Sejer Iversen y Tommi Kärkkäinen. "Technology Comprehension". En FabLearn Europe'18: Conference on Creativity and Making in Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3213818.3213828.

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Izu, Cruz, Carsten Schulte, Ashish Aggarwal, Quintin Cutts, Rodrigo Duran, Mirela Gutica, Birte Heinemann et al. "Program Comprehension". En ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325531.

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Schartmüller, Clemens, Klemens Weigl, Philipp Wintersberger, Andreas Riener y Marco Steinhauser. "Text Comprehension". En AutomotiveUI '19: 11th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3342197.3344547.

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Dunietz, Jesse, Greg Burnham, Akash Bharadwaj, Owen Rambow, Jennifer Chu-Carroll y Dave Ferrucci. "To Test Machine Comprehension, Start by Defining Comprehension". En Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.701.

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Informes sobre el tema "Comprehension"

1

Ristad, Eric S. Complexity of Human Language Comprehension. Fort Belvoir, VA: Defense Technical Information Center, diciembre de 1988. http://dx.doi.org/10.21236/ada214591.

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, octubre de 1991. http://dx.doi.org/10.21236/ada243053.

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1990. http://dx.doi.org/10.21236/ada221854.

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Trickett, Susan B. y J. G. Trafton. Spatial Transformations in Graph Comprehension. Fort Belvoir, VA: Defense Technical Information Center, enero de 2004. http://dx.doi.org/10.21236/ada479753.

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Matzen, Laura, Mallory Stites, Christina Ting, Breannan Howell y Kyra Wisniewski. Physiological Characterization of Language Comprehension. Office of Scientific and Technical Information (OSTI), septiembre de 2021. http://dx.doi.org/10.2172/1821528.

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Curtis, Jon, Michael Witbrock, John /Cabral Baxter, Wagner David, Aldag Peter, Goolsbey Bjorn, Gottesman Keith, Gungordu Ben, Kahlert Zelal y Robert C. The TextLearner System: Reading Learning Comprehension. Fort Belvoir, VA: Defense Technical Information Center, junio de 2006. http://dx.doi.org/10.21236/ada456798.

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Matzen, Laura E., Michael Joseph Haass, Kristin Marie Divis y Andrew T. Wilson. Modeling human comprehension of data visualizations. Office of Scientific and Technical Information (OSTI), septiembre de 2017. http://dx.doi.org/10.2172/1398333.

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Ball, Jerry T. The Double R Theory of Language Comprehension. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2004. http://dx.doi.org/10.21236/ada425779.

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Cassidy, Barbara. Age and the comprehension of spatial adjectives. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2960.

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Gernsbacher, Morton A. The Sylvia Beach Language Comprehension Conference, 1989. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1990. http://dx.doi.org/10.21236/ada221983.

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