Дисертації з теми "Comprehension processes"
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Cromley, Jennifer. "Reading comprehension component processes in early adolescence." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.
Повний текст джерелаThesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Robertson, Carolyn Seils. "The role of metaphor in comprehension processes /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712157143.
Повний текст джерелаHumphreys, Gina F. "Linking sentence production and comprehension : the neural mechanisms underlying production and comprehension control processes." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/3780/.
Повний текст джерелаDillinger, Michael L. "Component processes of simultaneous interpreting." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39215.
Повний текст джерелаExperience showed a main effect on interpreting measures, (experienced interpreters performed more accurately), and interacted with text-structure variables that indexed proposition generation, but did not affect recall. Task did not have a main effect on recall and interacted weakly with text-structure variables. Text and Text-structure variables had very strong effects both for the interpreting and the recall measures.
The results were viewed as evidence that interpreting involves the same component processes as normal listening comprehension rather than constituting a specialized comprehension skill. Analyses of text-structure variables provided evidence for influence of high-level conceptual processing and other component processes both on line and off line. Since there was no evidence that interpreting interfered with comprehension, the qualitative on-line measures possible in the interpreting task appear to be generalizable to comprehension under more usual circumstances.
Renaud, André. "On-line study of component processes in reading comprehension." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61795.
Повний текст джерелаZhuang, Jie. "Lexical, semantic, and syntactic processes in spoken language comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608554.
Повний текст джерелаBeers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
Повний текст джерелаHaenen, Jonathan William. "The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.
Повний текст джерелаMousoulidou, Marilena. "Referential processes in children’s sentence comprehension : evidence from numerically quantified expressions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8589.
Повний текст джерелаRomero, Rivas Carlos 1986. "The Effects of foreign-accented speech on language comprehension and retrieval processes." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/399504.
Повний текст джерелаCuando las personas aprenden una segunda lengua, habitualmente hablan con un acento extranjero. Es importante destacar que el habla con acento extranjero es más difícil de entender y requiere más tiempo de procesamiento que el habla de un nativo. Sin embargo, los oyentes nativos son capaces de adaptarse con mucha rapidez a la variabilidad introducida por el habla con acento extranjero, alcanzando unos niveles de comprensión similares a cuando procesan el habla de un nativo. En esta tesis mostramos que, aunque el procesamiento de la información acústico-fonética no mejora después de la exposición al habla con acento extranjero, los oyentes utilizan la información léxica para establecer correspondencias entre las variaciones introducidas por el acento extranjero y las representaciones canónicas que almacenan en su mente. Además, demostramos que esta adaptación tiene un coste. Así, el mayor esfuerzo requerido para el procesamiento léxico durante la comprensión del habla con acento extranjero tiene un efecto sobre los procesos de anticipación de palabras e integración semántica. Finalmente, mostramos que la difusión de la activación en las redes semánticas se ve modulada por el acento del hablante, particularmente cuando los hablantes tienen un marcado acento extranjero. En resumen, estos resultados sugieren que el acento extranjero dificulta el procesamiento semántico.
Lam, Julien. "Pulsed Laser Ablation in Liquid : towards the comprehension of the growth processes." Thesis, Lyon 1, 2015. http://www.theses.fr/2015LYO10137/document.
Повний текст джерелаWhen a pulsed-laser is focused into a solid target immersed in water, the material is evaporated. Nucleation and growth occur in the liquid and nanoparticles are synthesized. The method can be considered as versatile because one can try to synthesize any kinds of materials. Also, the nanoparticles are directly stabilized by the solvant so there is no need of complexing agents. The nanoparticles are described as ligand-free. However, various processes can occur during the synthesis and the aim of my work is to understand these different components. Since the laser ablation in liquid displays a wide range of timescales, we used numerous methods to address this problem. First, I will present the use of plasma spectroscopy and the questions it raises towards local thermodynamic equilibrium. Then, I will describe our microscopic approach of nucleation based on quantum chemistry techniques. Finally, I will illustrate the advantages of shadowgraphic measurements to reach an hydrodynamic understanding of the system
Greer, Deirdre C. Silvern Steven B. "Logic-mathematical processes in beginning reading." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/GREER_DEIRDRE_28.pdf.
Повний текст джерелаHu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.
Повний текст джерелаDeamer, F. M. "An investigation into the processes and mechanisms underlying the comprehension of metaphor and hyperbole." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1420534/.
Повний текст джерелаPassmore, Graham James. "Concept maps and processes of comprehension, explicating cognition and metacognition, structural knowledge and procedural knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0008/NQ41036.pdf.
Повний текст джерелаSheikh-Ahmad, Ismail. "Reading comprehension processes and strategies in L1 and L2 in Malaysian primary and secondary schools." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/11227/.
Повний текст джерелаHussein, Ali A. "The impact of visual-verbal relationships on native-nonnative english speakers' reading processes and comprehension." Thesis, Aston University, 1989. http://publications.aston.ac.uk/14826/.
Повний текст джерелаHannon, Brenda A. "A new tool for measuring and understanding individual differences in the component processes of reading comprehension." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63776.pdf.
Повний текст джерелаGrover, Lesley Ann. "Comprehension of the manual pointing gesture in human infants : a developmental study of the cognitive and social-cognitive processes involved in the comprehension of the gesture." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329150.
Повний текст джерелаErlandsson, Tina, and Gutierrez Sara Wallgren. "Incidental Vocabulary Acquisition through Reading : A Literature Review Examining Vocabulary Acquisition, Reading Comprehension and their Connection." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139095.
Повний текст джерелаMazabel, Ortega Silvia. "Language minority students with poor and good reading comprehension : reading-related processes and use of reading strategies." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42576.
Повний текст джерелаMancinelli, Marc D. "First impression processes| Awareness, comprehension, and opinion-formation and their effect on implementation of state education policy." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622656.
Повний текст джерелаThis study seeks to address the question "How do school and district leaders and teachers become aware of, take steps to comprehend, and form opinions about state policies?" These "first impression processes" represent significant parts of the processes by which district administrators, school administrators, and teachers make sense of state policies in the course of implementation. In some settings, educators, particularly school administrators and teachers, may be less likely to be aware of and fully understand important policies by virtue of their distance from state-to-district policy messages. They also may be more likely to be subject to outside influence in forming opinions. The "first impression processes" are examined within the specific context of implementing Achieve NJ, a policy which sets forth rigorous new guidelines for teacher evaluation in New Jersey and "lands" in districts in the course of the research. It uses as a theoretical framework Weick's (1995) model of sense-making applied to a schools context. A total of 293 surveys and 71 interviews were conducted with policy pilot and non-pilot district and school administrators and teachers.
Findings indicate that district administrators best and teachers least understood policies. Awareness typically depended on position in district hierarchy. Comprehension depended on individual research and collaborative, collegial processing opportunities. These efforts were particularly effective when paired with NJDOE personnel. Opinion formation occurred in conjunction with collaborative comprehension processes and was less dependent on existing perceptions or media influence. Pilot and non-pilot educators were most similar in opinion formation, and differed most in comprehension. District officials were more aware of and better comprehended policy specifics and policy contexts. School officials were less aware and comprehending, and teachers were comparatively the least in these areas.
The following recommendations emerge from this work. State departments of education may benefit from engaging teachers more directly through diverse policy communication efforts. Departments might also work to become collaborative collegial partners with schools as educators in school settings make sense of new policies. Implementation liaisons or more-permanent support structures such as the NJDOE Regional Achievement Centers may provide opportunities for state departments of education to partner with schools in collaborative processing of significant new policies and, in turn, bring about more effective implementation and policy outcomes.
Aillaud, Marlène. "Compréhension et appréciation de l'humour noir : Approche cognitivo-émotionnelle." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3033/document.
Повний текст джерелаAccording to Suls (1972), humor relies on the perception of a situation from two self-consistent but normally incompatible frames of reference, leading to incongruity. The subsequent resolution of the incongruity triggers positive emotional states such as mirth. Yet, the emotional experiences triggered by humorous situations are mostly disregarded in Suls' model. The aim of the present dissertation is to highlight that the relation between cognitive and emotional elements is crucial in the examination of the humor process. Indeed, a growing focus on the interrelation between cognition and emotion can be found in the literature. Because black humor relies on social norm transgression, it allows us to examine both the cognitive assessment and the variability of emotional responses triggered by this humor style, compared to nonblack humor. Finally, we propose a cognitive-emotional model to promote the study of the relationships between the cognitive and emotional aspects of humor
Naidoo, Loren J. "EFFECTS OF LEADERS ON FOLLOWER GOAL STRIVING PROCESSES: COGNITIVE AND EMOTIONAL SENSEMAKING MECHANISMS." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1125352291.
Повний текст джерела"December, 2005." Title from electronic dissertation title page (viewed 08/31/2006) Advisor, Robert G. Lord; Committee members, Steven R. Ash, Rosalie J. Hall, Paul E. Levy, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
Lo, Suk Mei Regina. "A study of the comprehension processes of first and second language learners : (with special reference to Chinese speakers learning English)." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339369.
Повний текст джерелаPinkerd, Tuenjai. "Oral and Silent Reading Strategies and Comprehension Processes Using Expository and Narrative Texts: Case Studies of Six Thai Native Speakers." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740857.
Повний текст джерелаJooste, Nikki. "Learning through a second language : a comparative study of the performance in reading comprehension and the cognitive-linguistic processes involved in reading comprehension between first-language English learners and second-language English, first-l." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/2921.
Повний текст джерелаRitter, Kenneth August III. "Virtual Solar Energy Center| A Case Study of the Use of Advanced Visualization Techniques for the Comprehension of Complex Engineering Products and Processes." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163357.
Повний текст джерелаIndustry has a continuing need to train its workforce on recent engineering developments, but many engineering products and processes are hard to explain because of limitations of size, visibility, time scale, cost, and safety. The product or process might be difficult to see because it is either very large or very small, because it is enclosed within an opaque container, or because it happens very fast or very slowly. Some engineering products and processes are also costly or unsafe to use for training purposes, and sometimes the domain expert is not physically available at the training location. All these limitations can potentially be addressed using advanced visualization techniques such as virtual reality. This dissertation describes the development of an immersive virtual reality application using the Six Sigma DMADV process to explain the main equipment and processes used in a concentrating solar power plant. The virtual solar energy center (VEC) application was initially developed and tested in a Cave Automatic Virtual Environment (CAVE) during 2013 and 2014. The software programs used for development were SolidWorks, 3ds Max Design, and Unity 3D. Current hardware and software technologies that could complement this research were analyzed. The NVIDA GRID Visual Computing Appliance (VCA) was chosen as the rendering solution for animating complex CAD models in this application. The MiddleVR software toolkit was selected as the toolkit for VR interactions and CAVE display. A non-immersive 3D version of the VEC application was tested and shown to be an effective training tool in late 2015. An immersive networked version of the VEC allows the user to receive live instruction from a trainer being projected via depth camera imagery from a remote location. Four comparative analysis studies were performed. These studies used the average normalized gain from pre-test scores to determine the effectiveness of the various training methods. With the DMADV approach, solutions were identified and verified during each iteration of the development, which saved valuable time and resulted in better results being achieved in each revision of the application, with the final version having 88% positive responses and same effectiveness as other methods assessed.
Hellerstein-Yehezkel, Devora. "Celebrating diversity : the significance of cultural differences on reading comprehension processes of the young adult EFL learner in a matriculation preparation programme in Israel." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44403/.
Повний текст джерелаOverstreet, Christina. "Reading authentic text in the hypermedia environment the effects of question glosses on comprehension processes of intermediate learners of German as a foreign language /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013088.
Повний текст джерелаLeganes, Fonteneau Mateo. "Attentional, hedonic and interoceptive correlates of implicit processes in addiction : a learning perspective." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81901/.
Повний текст джерелаZulkifli, Putri Afzan Maria Binti. "Applying pause analysis to explore cognitive processes in the copying of sentences by second language users." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45933/.
Повний текст джерелаWannagat, Wienke Charlotte [Verfasser], Gerhild [Gutachter] Nieding, and Peter [Gutachter] Ohler. "Cognitive Processes of Discourse Comprehension in Children and Adults - Comparisons between Written, Auditory, and Audiovisual Modes of Presentation - / Wienke Charlotte Wannagat ; Gutachter: Gerhild Nieding, Peter Ohler." Würzburg : Universität Würzburg, 2018. http://d-nb.info/1160877246/34.
Повний текст джерелаCabral, Glauce Gomes de Oliveira. "Falar, falar!!! E escutar?: uma aproximação ao trabalho com a \'compreensão auditiva\' nas práticas de ensino/aprendizagem de língua estrangeira com foco no espanhol no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-09122014-191302/.
Повний текст джерелаThe purpose of this masters degree study is to contribute to the study of listening comprehension (LC) of the Spanish language by Brazilian learners in the teaching-learning processes which we define as being part of the production conditions of a process of inscription by a subject in the other language (SERRRANI-INFANTE, 1997b, 1998b). The study starts from the hypothesis that this dimension has been little exploited in its specificities and even less in its relationship with the series of singularities that characterizes Brazilian learner. For this purpose of this study, we began our journey by investigating how this dimension has been placed as far as methods and approaches of language teaching are concerned, from practices used in the seventeenth century to the present day, which leads us even to approach the Common European Framework of Reference for Languages (2001) as well as the effects of meaning that it has being producing in the Brazilian space of enunciation (GUIMARÃES, 2002). Then, we continue our study, on the one hand, by observing how the senses brought by such methods and approaches were taken up, to put them, fundamentally, in relation to some of the official documents governing the education in this country; and, on the other hand, by contacting the language-related studies developed in Brazil around aspects related to our object in order to advance the understanding of its complexity. Afterwards, we began to examine the functioning of the work with the LC in two textbooks - which are both understood as linguistic instruments (AUROUX, 1992) - and, finally, in two activities and / or experiences performed effectively in the classroom, hereinafter referred to as \"scenes\" that are characterized by being not mediated directly by a textbook. This study, supported primarily from theoretical and methodological Discourse Analysis from a materialistic perspective, allows us to observe that both methods and approaches in textbooks as well as in real teaching-learning practice where a spontaneous approach with the LC is likely to predominate, by diluting such LC in other \"skills\" or \"competences\" and sometimes a strong subordination to reading comprehension. In that sense, our investment goes toward thinking that designation as insufficient and to respond to the need to link it to the orality dimension as a work of interpretation of the so-called oral materiality\" - which implies considering discursive aspects
MUNCH, CHRISTELLE. "Les processus de comprehension des expressions ironiques." Montpellier 3, 1999. http://www.theses.fr/1999MON30049.
Повний текст джерелаTeague, Karen J. "Fuzzy comprehensive evaluation (FCE) in military decision support processes." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/39023.
Повний текст джерелаThe United States has a tradition of military analysis using a federated or combined suite of models. However, these are not the only methods of modeling military problems. We consider the application and implications of foreign modeling approaches. The particular alternate technique we focus on is fuzzy comprehensive evaluation (FCE). FCE makes use of fuzzy mathematics, alone and in partnership with Analytic Hierarchy Process (AHP) models, to inform strategic and operational decisions. It is designed to aid leaders in capturing the complicated and sometimes fuzzy nature of multi-criteria decision problems through human knowledge and evaluations. These subjective inputs present criticisms regarding FCE solutions. FCE results are only as valid as the consistency of the subject matter experts opinions. Therefore, this thesis analyzes the FCE approach through a case study and evaluates the implications of FCE results when there is high variance in expert opinions.
Cairoli, Andrea. "Towards a comprehensive framework for the analysis of anomalous diffusive systems." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23103.
Повний текст джерелаAlsandouk, Fatima. "Grammaire de scene : processus de comprehension de textes de description geometrique." Toulouse 2, 1990. http://www.theses.fr/1990TOU20058.
Повний текст джерелаChen, Yan. "Comprehensive study of semicontinuous emulsion polymerisation processes for producing nanoparticles." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/comprehensive-study-of-semicontinuous-emulsion-polymerisation-processes-for-producing-nanoparticles(2395e125-ec1f-4671-a710-9db416c43115).html.
Повний текст джерелаRockefeller, Gabriel Matthew. "A Comprehensive Study of Hydrodynamic Processes at the Galactic Center." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194477.
Повний текст джерелаFugiwara, Renata Viana Ensinas 1979. "Processos de (inter)compreensão nas afasias : um estudo neurolinguístico na perspectiva bakhtiniana." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269838.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-24T05:21:21Z (GMT). No. of bitstreams: 1 Fugiwara_RenataVianaEnsinas_D.pdf: 14015900 bytes, checksum: 719265ec3811cf0c6699c0fd25a5ada2 (MD5) Previous issue date: 2013
Resumo: Este trabalho visa abordar o tema da (inter) compreensão no campo das afasias, pautado na perspectiva bakhtiniana, que a concebe como compreensão ativo-responsiva, já que, para Bakhtin, compreender é atribuir às palavras do Outro palavras próprias. Trata-se de uma abordagem que questiona, já de inicio, a dicotomia entre produção e compreensão que caracteriza os estudos neuropsicológicos tradicionais e também as noções de decodificação ou de identificação subjacentes aos modelos de processamento de linguagem. Para ampliarmos o olhar para as dificuldades de compreensão nas afasias, incorporamos questões relativas ao funcionamento auditivo, que pode ser considerado uma das facetas do processo de compreensão - a sua interface sensorial. Avaliamos sujeitos fluentes e não-fluentes em tarefas metalinguísticas elaboradas para testar a compreensão, utilizando subtestes das baterias de Boston (Boston Diagnostic Aphasia Examination), de Goodglass & Kaplan (1995) e PALPA (Psycholinguistic Assessments of Language Processing in Aphasia), de Kay, Lesser e Coltheart (1992), visando observar dificuldades dos sujeitos com relação às unidades da língua. Posteriormente, analisamos um conjunto de dados que emergiram em episódios interativos entre sujeitos afásicos e não-afásicos, em sua maioria nas sessões coletivas do Grupo III do CCA (Centro de Convivência de Afásicos) ou em sessões de acompanhamento individual. A reflexão foi respaldada pelos resultados de análises de cunho microgenético, buscando evidenciar não apenas as dificuldades, mas também as possibilidades de (inter) compreensão construídas pelos sujeitos afásicos e pelos não-afásicos nos processos interativos, pelo trabalho que ambos operam sobre os enunciados uns dos outros. Buscamos refletir, por fim, sobre questões éticas que orientam o trabalho clínico com sujeitos afásicos e as pesquisas desenvolvidas na área de Neurolinguística Discursiva, no Instituto de Estudos da Linguagem, UNICAMP
Abstract: This work addresses the issue of (inter) comprehension in the field of aphasia based on the Bakhtinian perspective, which conceives comprehension as an active-responsive act, considering that, for Bakhtin, to comprehend is to attribute one¿s own words to the Other¿s words. It is, therefore, an approach which questions the dichotomy between production and comprehension which usually characterizes the traditional Neuropsychological studies, as well as the notions of decoding or of identification underlying the language processing models. In order to broaden the view of the difficulties of comprehension in aphasia, we incorporated issues related to the auditory functioning, which can be considered one of the facets of the phenomenon of comprehension ¿ its sensory interface. We have evaluated fluent and non-fluent individuals with aphasia in metalinguistic tasks elaborated to test comprehension, using subtests of the Boston Assessment Battery (Boston Diagnostic Aphasia Examination; Goodglass & Kaplan, 1995) and of PALPA (Psycholinguistic Assessments of Language Processing in Aphasia; Kay, Lesser and Coltheart, 1992), aiming to observe the subjects' difficulties regarding language units. After that, we have analyzed a set of data which emerged in interactive episodes among aphasic and non-aphasic subjects, mostly in the sessions of Group III of CCA (Center for Aphasic Subjects), or in individual sessions. The reflection was grounded by the results of the microgenetic analysis, seeking to highlight not only the difficulties, but also the possibilities of (inter) comprehension built by the aphasic and by the non-aphasic subjects in interactive processes, through the work which both operate on the utterances of each other. Finally, we reflected on ethical issues that guide the clinical work with aphasic subjects and the research carried out in the area of Discursive Neurolinguistics, at the Language Studies Institute, UNICAMP
Doutorado
Linguistica
Doutora em Linguística
Figl, Kathrin. "Comprehension of Procedural Visual Business Process Models." Springer, 2017. http://dx.doi.org/10.1007/s12599-016-0460-2.
Повний текст джерелаKumar, Abhishek. "A tolerance allocation framework using fuzzy comprehensive evaluation and decision support processes." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37212.
Повний текст джерелаKiono, Naomi. "Les processus inférentiels dans la comprehension de textes chez des adultes jeunes et âgés." Angers, 1998. http://www.theses.fr/1998ANGE0014.
Повний текст джерелаCausal inferences have been examined during the on-line comprehension process involved in reading expositifs texts in young and old adults, by taking account reading goal and working memory factors. Experimental results suggest that causal inferences are made on-line. Aging effect occurs in time processing during text reading and in verification and recognition tasks. There is no aging effect in inference production. Effect of reading goal occurs slightly in reading and verification times. Finally, results about working memory suggest that this factor is negatively correlated with reading times in general, overall in aging. Results are discussed in relation to mental representation and to reduced processing capacity hypothesis
Botelho, Lilian Pinho. "A leitura significativa pela transformação da forma vocabular em palavra." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14238.
Повний текст джерелаSecretaria da Educação do Estado de São Paulo
Dissertation is linked to the Portuguese Language Reading, Writing and Teaching research line and in an interface with the Portuguese Language History and Description research line focuses on the reading of the written text as a complex process, explained by the integration of different linguistic and non-linguistic skills. Therefore, its theme is the textual production processes in written language and, although they are deemed as inseparable, the significant reading of written records is preferred, as basis for the writing of the same readings. The general goal is aimed at the extent of the comprehension level of the textualspeech production of the researcher himself who, on the one hand, aim at contributing with the planning of institutional didactic proposals aimed at the education of the proficient reader: that who becomes capable of incorporating knowledge that qualifies the culture of the written civilization into his daily social practices. The same knowledge, on the other hand, shall contribute so that the researcher, playing the social role of teacher, can extend the previous knowledge of his students through a teaching practice contextualized by the modern scientific speech frames that focus on the language in the performance of his social, interactive and speech functions so that they also become proficient readers of different and varied written texts. The specific goals: 1) to understand, through a historical perspective, the different ways of reading and writing that guided the teaching and the learning of the written language, in the teaching space, contributing to finding out which models of reading practices needed to be contextualized by the teacher s teaching practices: intensive reading inseparable from the extensive reading; 2) understanding, organizing and ordering theoretical grounds of the Textual Linguistics of the interactive, cognitive and social branch that enabled an approach of the textual-speech production processes through an integrated perspective of the micro and macro processes that respond for meanings production skills; 3) verifying through linguistic and non-linguistic categories ordering these processes how they: a) guide analytical reading processes of a history narrative, differentiating it from a report narrative; b) enable the reader to dislocate himself from the linguistic knowledge to the non-linguistic knowledge, through authorized inferences; c) build the semantic basis of the text analyzed by the production of micro and macro positions and, thus proceeding, attribute meanings to the texts he reads and, through the results obtained, suggest the complementation of institutional didactic proposals, to contribute to their planning, through the significant reading that presupposes the intensive and the extensive, at the same time
A Dissertação está vinculada à linha de pesquisa Leitura, Escrita e Ensino da Língua Portuguesa e - numa interface com a linha de Pesquisa História e Descrição da Língua Portuguesa - focaliza a leitura do texto escrito como um processo complexo, explicado pela integração de diferentes habilidades linguísticas e não linguísticas. Tematiza, portanto,os processos de produção textual em língua escrita e, embora eles sejam compreendidos como indissociáveis, privilegia-se a leitura significativa de registros escritos, como ancoragem para a escrita dessas mesmas leituras. O objetivo geral está voltado para extensividade do grau de compreensão da produção textual-discursiva do próprio pesquisador que, por um lado, visam a contribuir: com a planificação de propostas didáticas institucionais voltadas para a formação do leitor proficiente: aquele que se torna capaz de incorporar às suas práticas sociais cotidianas saberes que qualificam a cultura da civilização da escrita. Esses mesmos saberes, por outro lado, deverão contribuir para que o pesquisador, no exercício do papel social de professor, possa contribuir estender os conhecimentos prévios de seus alunos - por uma prática de docência recontextualizada pelos quadros do discurso científico moderno que focaliza a língua no exercício de suas funções sócio-interativo-discursivas. para que eles também se façam leitores proficientes de diferentes e variados textos escritos. Os objetivos específicos: 1) compreender, por uma perspectiva historiográfica, os diferentes modos de ler e de escrever que orientaram o ensino e a aprendizagem da língua escrita, no espaço escolar, contribuiu para descobrir quais modelos de práticas de leitura precisariam ser recontextualizados pelas práticas de docência do professor: leitura intensiva indissociável da leitura extensiva; 2) compreender, organizar e ordenar fundamentos teóricos da Lingüística Textual da vertente sócio-cognitivo-interativa que facultassem uma abordagem dos processos de produção textual-discursiva por uma perspectiva integrada dos micro e macroprocessos que respondem por habilidades de produção de sentidos; 3) verificar por meio de categorias linguísticas e não linguísticas ordenadoras desses processos, como elas: a) orientam procedimentos de leitura analítica de uma narrativa de história, diferenciando-a de uma narrativa de relato; b) facultam o leitor se deslocar dos conhecimentos linguísticos para os não linguísticos, por meio de inferências autorizadas; c) construir a base semântica do texto analisado pela produção de micro e macroposições e, assim procedendo, atribuir sentidos aos textos que lê e, por meio dos resultados obtidos, propor a complementação de propostas didáticas institucionais, para contribuir com a planificação das mesmas, por meio da leitura significativa que pressupõe a intensiva e a extensiva, em concomitância
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
Повний текст джерелаMendling, Jan, Mark Strembeck, and Jan Recker. "Factors of Process Model Comprehension - Findings from a Series of Experiments." Elsevier, 2012. http://epub.wu.ac.at/3499/1/DSS12%2Dfactors.pdf.
Повний текст джерелаNiu, Jun, and 牛俊. "A comprehensive analysis of terrestrial hydrological processes over the Pearl River basin in South China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45587462.
Повний текст джерелаFrancis, Ashley. "The development and validation of the comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT)." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/35898/.
Повний текст джерелаLeek, Emma. "Att läsa på, mellan och bortom raderna : En studie om pedagogers attityd till läsförståelseundervisning i grundskolans tidigare år." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53478.
Повний текст джерела