{"title":"Vectores en R y en R","authors":"","doi":"10.2307/j.ctv16b78m9.9","DOIUrl":"https://doi.org/10.2307/j.ctv16b78m9.9","url":null,"abstract":"","PeriodicalId":446008,"journal":{"name":"Manual de ??lgebra lineal 2da edici??n","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132412424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La extensión del concepto de determinante","authors":"","doi":"10.2307/j.ctv16b78m9.8","DOIUrl":"https://doi.org/10.2307/j.ctv16b78m9.8","url":null,"abstract":"","PeriodicalId":446008,"journal":{"name":"Manual de ??lgebra lineal 2da edici??n","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128448211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Espacio de matrices sobre un campo","authors":"","doi":"10.2307/j.ctv16b78m9.7","DOIUrl":"https://doi.org/10.2307/j.ctv16b78m9.7","url":null,"abstract":"","PeriodicalId":446008,"journal":{"name":"Manual de ??lgebra lineal 2da edici??n","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129288890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
EuroAmerican Journal of Applied Linguistics, Languages Volume
ES Para establecer las razones por las que un hablante elige un enunciado irónico por encima de uno literal es necesario evaluar la mente del hablante y su intención al emplear la ironía verbal en un contexto comunicativo específico. Con base en lo anterior, el objetivo de este estudio es analizar la manera en que adolescentes de 12 y 15 años reflexionan sobre las funciones de la ironía verbal en dos tipos de enunciados irónicos: agradecimiento y ofrecimiento. Treinta y dos adolescentes se enfrentaron a diferentes situaciones comunicativas que finalizaban con un enunciado irónico, y mediante un guion de preguntas se indagó sobre las funciones que los participantes atribuían a cada enunciado irónico y sobre el tipo de conocimientos en los que basaban sus reflexiones. Los resultados muestran diferencias debidas a la edad en la cantidad y calidad de las reflexiones presentadas por los participantes. Palabras clave: DESARROLLO LINGÜÍSTICO TARDÍO, IRONÍA VERBAL, REFLEXIÓN METALINGÜÍSTICA, FUNCIÓN DE LA IRONÍA, TEORÍA DE LA MENTE EN To establish the reasons behind a speaker’s choice to use an ironic expression over a literal one, it is necessary to evaluate the speaker’s mind and his/her intention to employ irony in a specific communicative context. Taking this into account, the purpose of this study is to analyse the way in which adolescents ages 12 and 15 reflect on the functions of verbal irony in two types of ironic expressions: ironic thanking and ironic offering. Thirty-two subjects were faced with different communicative situations ending with an ironic remark and were asked about the functions they attributed to each remark and on what sort of knowledge they based their responses. Results show age-based differences in the amount and quality of the reflections presented by the participants.
为了确定说话者选择反讽而不是文字的原因，有必要评估说话者在特定交际语境中使用言语反讽时的思维和意图。在此基础上，本研究的目的是分析12岁和15岁青少年对两种类型的反讽的功能的反思:感谢和提供。本研究的目的是评估青少年在不同的交际情景下的反应，这些情景以讽刺的陈述结束，并通过一系列问题询问参与者对每个讽刺陈述的作用，以及他们的反思所基于的知识类型。在本研究中，我们使用了一种定性方法来评估参与者的反思。关键词:LINGÜÍSTICO发展滞后、讽刺言语METALINGÜÍSTICA反省、讽刺,心智理论的作用以the reasons背后的扬声器’s choice To use an expression over a字面one, it is ironic必要To犯罪性扬声器’s mind以及他/她打算To employ irony in a具体communicative context。考虑到这一点，本研究的目的是分析12岁和15岁青少年对两种反语表达中口头反语的作用的反思方式:反语感谢和反语供词。不同communicative Thirty-two publication是faced with后:with an ironic remark和询问他们履行职务attributed to每remark and on what sort of knowledge they based对。结果显示，参与者在反映的数量和质量上存在年龄差异。
{"title":"Apéndice A","authors":"EuroAmerican Journal of Applied Linguistics, Languages Volume","doi":"10.2307/j.ctv16b78m9.11","DOIUrl":"https://doi.org/10.2307/j.ctv16b78m9.11","url":null,"abstract":"ES Para establecer las razones por las que un hablante elige un enunciado irónico por encima de uno literal es necesario evaluar la mente del hablante y su intención al emplear la ironía verbal en un contexto comunicativo específico. Con base en lo anterior, el objetivo de este estudio es analizar la manera en que adolescentes de 12 y 15 años reflexionan sobre las funciones de la ironía verbal en dos tipos de enunciados irónicos: agradecimiento y ofrecimiento. Treinta y dos adolescentes se enfrentaron a diferentes situaciones comunicativas que finalizaban con un enunciado irónico, y mediante un guion de preguntas se indagó sobre las funciones que los participantes atribuían a cada enunciado irónico y sobre el tipo de conocimientos en los que basaban sus reflexiones. Los resultados muestran diferencias debidas a la edad en la cantidad y calidad de las reflexiones presentadas por los participantes. Palabras clave: DESARROLLO LINGÜÍSTICO TARDÍO, IRONÍA VERBAL, REFLEXIÓN METALINGÜÍSTICA, FUNCIÓN DE LA IRONÍA, TEORÍA DE LA MENTE EN To establish the reasons behind a speaker’s choice to use an ironic expression over a literal one, it is necessary to evaluate the speaker’s mind and his/her intention to employ irony in a specific communicative context. Taking this into account, the purpose of this study is to analyse the way in which adolescents ages 12 and 15 reflect on the functions of verbal irony in two types of ironic expressions: ironic thanking and ironic offering. Thirty-two subjects were faced with different communicative situations ending with an ironic remark and were asked about the functions they attributed to each remark and on what sort of knowledge they based their responses. Results show age-based differences in the amount and quality of the reflections presented by the participants.","PeriodicalId":446008,"journal":{"name":"Manual de ??lgebra lineal 2da edici??n","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121383489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Concepto DE Valor, Y. S. Formulación, EN EL Ámbito, DE LA Construcción
ÍNDICE E.1. Introducción ..............................................................................................................1 E.2. Conceptos básicos de matemática difusa ..................................................................1 E.2.1. Definición de conjunto difuso ......................................................................1 E.2.2. Operaciones básicas ......................................................................................2
índice E.1。Introducción .............................................................................................................. 1E.2。Conceptos básicos de matemática difusa .................................................................. 1E.2.1。Definición de conjunto difuso ...................................................................... 1E.2.2。Operaciones básicas ...................................................................................... 2
{"title":"Apéndice C","authors":"Concepto DE Valor, Y. S. Formulación, EN EL Ámbito, DE LA Construcción","doi":"10.2307/j.ctvdmx0wx.13","DOIUrl":"https://doi.org/10.2307/j.ctvdmx0wx.13","url":null,"abstract":"ÍNDICE E.1. Introducción ..............................................................................................................1 E.2. Conceptos básicos de matemática difusa ..................................................................1 E.2.1. Definición de conjunto difuso ......................................................................1 E.2.2. Operaciones básicas ......................................................................................2","PeriodicalId":446008,"journal":{"name":"Manual de ??lgebra lineal 2da edici??n","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123132357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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