Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
05–486 Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au ), Systematic approaches to long term digital collection management . Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 399–413. 05–487 Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au ), Original, authentic, copy: conceptual issues in digital texts . Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 415–424. 05–488 Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk ), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition . Journal of Research in Reading (Oxford, UK) 28 .3 (2005), 302–319. 05–489 Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu ) & Alan Hirvela , Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre? Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 187–205. 05–490 Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu ), Progress and procrastination in second language reading . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150. 05–491 Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk ) , Caroline Adams, Annukka Lehtonen & Stuart Rosen , Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input . Journal of Research in Reading (Oxford, UK) 28 .2 (2005), 144–157. 05–492 Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au ), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account . Journal of Research in Reading (Oxford, UK) 28 .4 (2005), 400–422. 05–493 Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk ), Assessing children's inference generation: what do tests of reading comprehension measure? British Journal of Educational Psychology (Leicester, UK) 75 .2 (2005), 189–201. 05–494 Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz ), Syllabus design for general EAP writing courses: a cognitive approach . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 239–256. 05–495 Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au ), Who wrote Shamela ? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20 .4 (2005), 437–450. 05–496 Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk ), Individual differences in RAN and reading: a response timing analysis . Journal of Research in Reading (Oxford, UK) 28 .2 (2005), 73–86. 05–497 Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk ), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school . Literacy (Oxford, UK) 39 .1 (2005), 24–30. 05–498 De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu ) & Susan Kay Miller , Studying L2 writers' digital writing: an argument for post-critical methods . Computers and Composition (Amsterdam, the Netherlands) 22 .3 (2005), 259–278. 05–499 Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Samantha D. Outcalt , A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation . Language Learning (Malden, MA, USA) 55 .1 (2005), 1–36. 05–500 Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es ), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies . Journal of Pragmatics 37 .7 (2005), 1059–1079. 05–501 French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp ), The cline of errors in the writing of Japanese university students . World Englishes (Oxford, UK) 24 .3 (2005), 371–382. 05–502 Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading . Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9 .2 (2004), 1–16. 05–503 Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk ), Pattern and meaning across genres and disciplines: an exploratory study . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 257–277. 05–504 Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; pharris@uow.edu.au ), Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction . Literacy (Oxford, UK) 39 .1 (2005), 31–37. 05–505 Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; harrisna@post.queensu.ca ), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population . Journal of Research in Reading (Oxford, UK) 28 .4 (2005), 423–434. 05–506 Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu ), Computer-based reading and writing across the curriculum: two case studies of L2 writers . Computers and Composition (Amsterdam, the Netherlands) 22 .3 (2005), 337–356. 05–507 Holdom, Shoshannah (Oxford U, UK; shoshannah.holdom@oucs.ox.ac.uk ), E-journal proliferation in emerging economies: the case of Latin America . Literary and Linguistic Computing (Oxford, UK) 20 .3 (2005), 351–365. 05–508 Hopper, Rosemary (U of Exeter, UK; r.hopper@ex.ac.uk ), What are teenagers reading? Adolescent fiction reading habits and reading choices . Literacy (Oxford, UK) 39 .3 (2005), 113–120. 05–509 Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; r.jarman@qub.ac.uk ), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom . Literacy (Oxford, UK) 39 .3 (2005), 121–128. 05–510 Jia-ling Charlene Yau (Ming Chuan U, Taiwan; jyau@mcu.edu.tw ), Two Mandarin readers in Tai
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle