Defining and Developing Translation Competence for Didactic Purposes

2015 ◽  
pp. 179-198 ◽  
Author(s):  
Carla Quinci
Keyword(s):  
Longitudinal Study ◽  
Learning Goals ◽  
Preliminary Results ◽  
Translator Training ◽  
Textual Features ◽  
Specific Learning

This chapter provides an outline of the main issues concerning the conceptualisation and modelling of Translation Competence (TC) and proposes the adoption of a product-based definition for didactic purposes. Such definition is based on an empirical longitudinal product-oriented study on TC aiming to identify possible textual features and conventions that can be related to the translator's level of competence. The preliminary results from this longitudinal study presented in this chapter appear to suggest the existence of a possible relation between specific textual and procedural patterns and the participants' translation experience. Such patterns could provide translator trainers and trainees with a set of pragmatic indications for the definition and achievement of specific learning goals and could potentially serve as predictive developmental hypotheses in translator training.

Measuring Human Learning in Design Space Exploration to Assess Effectiveness of Knowledge Discovery Tools

2020 ◽  
Author(s):  
Hyunseung Bang ◽  
Daniel Selva
Keyword(s):  
Knowledge Discovery ◽  
Design Space Exploration ◽  
Design Space ◽  
Space Exploration ◽  
Human Learning ◽  
Learning Goals ◽  
Definition Of ◽  
Subject Experiment ◽  
Specific Learning ◽  
Made In

Abstract While there exist various knowledge discovery tools to support designers’ learning during design space exploration, there is no established definition of what is expected to be learned and how it should be measured. Measuring learning is important, as it enables assessing and comparing different knowledge discovery methods. In this paper, we review the major categories of learning goals that are introduced in the field of education. Then, 7 different measures are developed to target specific learning goals relevant to design space exploration. Different learning goals are targeted by modifying the domain of the knowledge that is tested by each measure, and the specific task that the user is asked to perform. A human-subject experiment is conducted to measure how these metrics are related. Specifically, the consistency and correlations between different combinations of the measures are examined. Based on the observations made in this study, we discuss the implications and issues for future usage.

A Longitudinal Study: Some Preliminary Results of Association of Prenatal Maternal Stress and Fetal Movements, Temperament Factors in Early Childhood and Behavior at Age 2 Years

2004 ◽  
Vol 95 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Helmut Niederhofer
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Social Behavior ◽  
Maternal Stress ◽  
Self Report ◽  
Prenatal Maternal Stress ◽  
Preliminary Results ◽  
Confounding Variables ◽  
Fetal Movements ◽  
And Behavior

Niederhofer (1994) found that maternal stress during pregnancy was significantly associated with development of personality in early childhood. This study examined the correlation between maternal stress (self-report) during pregnancy for 22 women, its ultrasound objectification by observation of intrauterine fetal movements, child's temperament in early childhood, and child's Independence and social behavior at the age of 2 years while controlling for possible confounding variables. Only intrauterine fetal movements (head/arm/leg) were not associated with stress during pregnancy, temperament, or independence.

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