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
06–451 Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu ), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning . Linguistics and Education (Elsevier) 16.1 (2005), 1–26. 06–452 Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu ), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209. 06–453 Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk ), Grammatical processing in language learners . Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42. 06–454 Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk ) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations? Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198. 06–455 Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it ), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development . Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786. 06–456 Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk ), Digitizing a dictionary of Medieval Irish: The eDIL Project . Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90. 06–457 Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu ) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers . Language Learning (Blackwell) 56.1 (2006), 53–107. 06–458 Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl ), Handling discourse: Gestures, reference tracking, and communication strategies in early L2 . Language Learning (Blackwell) 56.1 (2006), 155–196. 06–459 Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English . First Language (Sage) 26.1 (2006), 103–135. 06–460 Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es ), Accessing grammatical gender in German: The impact of gender-marking regularities . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142. 06–461 Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie ), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/deletion in French . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24. 06–462 Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com ), Learning vocabulary in group work in Vietnam . RELC Journal (Sage) 37.1 (2006), 105–121. 06–463 Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk ) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China . RELC Journal (Sage) 37.1 (2006), 67–90. 06–464 Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu ), Complexity, class dynamics, and distance learning . Computers and Composition (Elsevier) 23.1 (2006), 125–138. 06–465 Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu ), How do English L1 learners of advanced Japanese infer unknown Kanji words in authentic texts? Language Learning (Blackwell) 56.1 (2006), 109–153. 06–466 Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu ), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299. 06–467 Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca ), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600. 06–468 Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es ), Reading for repetition and reading for translation: Do they involve the same processes? Cognition (Elsevier) 99.1 (2006), 1–34. 06–469 Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu ) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183. 06–470 Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect . Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586. 06–471 Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il ), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language . Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396. 06–472 Roberts, Theresa, A. (California State U, USA; robertst@csus.edu ), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners . Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616. 06–473 Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu ), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers . Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227. 06–474 Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca ), Second language listening: Listening ability or language proficiency? The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.
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 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,055 | 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