English: knowledge schemataItalian translation: schemi conoscitivi 
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English to Italian translations [PRO]
Linguistics | | English term or phrase: knowledge schemata | Potreste aiutarmi a tradurre l'espressione tra asterischi? Grazie.
" Bereiter and Scardamalia have suggested that it [the Knowledge-Telling model] can represent a serviceable strategy for much routine writing, reasoning that as a result of repeated performance of particular tasks, writers may build up a repertoire of fixed cognitive structures and *knowledge schemata*."
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| | | schemi conoscitivi | Explanation:
Bereiter e Scardamalia si rifanno alla Teoria degli Schemi di Bartlett:
http://www.latrobe.edu.au/lasu/conference/winskel.doc
Bartlett (1932, 1958) first proposed the concept of schema or schemata (plural). He suggested that memory takes the form of schema, which provide a mental representation or framework for understanding, remembering and applying information. Rumelhart (1980) further developed the schema concept and described schema theory as basically a theory of how knowledge is mentally represented in the mind and used. Schemata are created through experience with the world, and the person's culture, which includes the interactions with people, objects and events within that culture. Schema theory can help us to focus on the prior knowledge and experience, or mental schema, that students bring to the learning situation, and the gaps or discrepancies between what the learner already knows and what he/she needs to know to successfully carry out and complete the particular learning task. Students who are limited by their experiences and do not have relevant schemata have difficulty carrying out the task successfully, hence teachers need to help students to develop and fine-tune the appropriate conceptual systems that are needed to successfully complete the learning task(s).
http://www.girgenti.it/Scuoladuemila/introduzione51.html
Si parte dalla **teoria degli schemi** di Bartlett, per la quale la comprensione è un processo costruttivo in cui il soggetto si sforza di catturare il significato delle informazioni provenienti dall’esterno e le organizza in schemi mentali già esistenti che influenzano sia la percezione, sia la produzione di nuovi contenuti.
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personalmente andrei per una soluzione aderente all'originale, visto che
concettuale => conceptual
cognitivo => cognitive
*************************************
Se hai voglia di leggere, questo ci riguarda da vicino:
http://www.hf.uio.no/ilos/forskning/forskningsprosjekter/exp...
Expert translation processes are investigated experimentally by Astrid Jensen (in Jarvella et al.) who reports on the processing activities of three groups of translators with varying experience of translation. Her aim is to explore their translation strategies in relation to expertise and time pressure.
Time pressure is seen as the ultimate test of the translator’s ability to combine topic knowledge with linguistic knowledge and expertise. A combination of two on-line data elicitation methods were used: thinking aloud protocols (TAPs), i.e. elicitation of verbal data during the translation process, and Translog, i.e. a
computer text-logging program (Jakobsen & Schou 1999) where all key-board activities of the writing process such as writing, pauses, corrections, electronic dictionary look-ups are recorded in real time. The study was conducted on the basis of Bereiter & Scardamalia’s theory of the development of writing skills (1987), where the Knowledge Telling model accounts for the characteristics of
natural unproblematic writing, and the Knowledge Transforming model accounts for more sophisticated problem-solving behaviour. The findings of the experiment indicate clear differences in the behaviour of the translators at different levels of skill. The most challenging result was that young professionals used more knowledge-transforming skills than both the professionals and the
bilingual non-professionals. Jensen interestingly interprets these findings as signs of conscious, effortful problem-solving on the part of young professionals. The fact that expert translators showed more knowledge-telling signals than young professionals is viewed as a sign of automation, where existing cognitive structures and knowledge schemata are exploited. In becoming an expert, fixed
knowledge-transforming skills gradually develop towards more fixed knowledge-telling skills. The bilingual non-professionals’ extensive use of the knowledge-telling model is on the other hand interpreted as a clear sign of immature writing. The fact that they translate in a linear way with a minimum of transformation of information is correlated with the other findings of the experiment:
they spend more time on the task than the professionals, make fewer revisions and solve problems in ways which tend to avoid efforts and reduce the cognitive load.
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| Selected response from:
Linda 969
Italy
| Note from asker to answererHo scelto con una certa difficoltà perchè le vostre risposte rispecchiavano i miei dubbi. Alla fine, ho scelto la risposta di Linda. Grazie!!
4 KudoZ points were awarded for this answer |
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11 mins confidence:   peer agreement (net): +1 |
5 mins confidence: |
| schemi cognitivi
Explanation:
Potresti tradurre la parte finale della frase con "...strutture e schemi cognitivi".
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Note added at 12 mins (2005-10-17 16:53:20 GMT)
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o meglio "...strutture e schemi cognitivi fissi".
Un vantaggio dell'inglese è la varietà di sinonimi dovuti alla coesistenza di parole di orignie latina con altre di origine germanica, per cui "cognitive" può stare tranquillamente accanto a "knowledge" in funzione di aggettivo, come nel tuo caso. Purtroppo, in italiano, almeno per quanto ne so, non è possibile una riproduzione letterale dei due termini. Di conseguenza, non conosco finora per entrambi un miglior corrispondente dell'aggettivo "cognitivo".
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Note added at 14 mins (2005-10-17 16:55:11 GMT)
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Infatti, se pure traducessi "strutture cognitive e schemi di conoscenza", per voler a tutti costi trovare una diversa traduzione, ne ruisulterebbe soltanto una pleonastica ripetizione.
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17 mins confidence: |
| schemi concettuali
Explanation:
mi pare che si quello che intendono nel tuo contesto
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Note added at 19 mins (2005-10-17 16:59:40 GMT)
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un "database" degli schemi concettuali...
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Note added at 20 mins (2005-10-17 17:01:12 GMT)
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mi è scappato il dito...Volevo dire che il repertorio è l'insieme degli schemi concettuali più le strutture cognitive
| giogi
United Kingdom
Native speaker of:  Italian
PRO pts in category: 4
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1 hr confidence: |
| struttura di presentazione/layout
Explanation:
Why I demand Schemata: Element Type Hierarchies for Transparent Document Structure Definition. Henry S. Thompson. Language Technology Group. University of Edinburgh. Oct 15 1997. 1. Introduction ... describing document structure, sometimes called 'schemata'. In this paper I describe ...
www.ltg.ed.ac.uk/~ht/sgml97.html
See Eurodicautom for translation of "document structure".
I have not translated "knowledge" - it doesn't appear to fit!!
|  Ivana Micheli
United Kingdom
Native speaker of:  English, Italian
PRO pts in category: 4
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3 hrs confidence: peer agreement (net): +1 |
| schemi conoscitivi
Explanation:
Bereiter e Scardamalia si rifanno alla Teoria degli Schemi di Bartlett:
http://www.latrobe.edu.au/lasu/conference/winskel.doc
Bartlett (1932, 1958) first proposed the concept of schema or schemata (plural). He suggested that memory takes the form of schema, which provide a mental representation or framework for understanding, remembering and applying information. Rumelhart (1980) further developed the schema concept and described schema theory as basically a theory of how knowledge is mentally represented in the mind and used. Schemata are created through experience with the world, and the person's culture, which includes the interactions with people, objects and events within that culture. Schema theory can help us to focus on the prior knowledge and experience, or mental schema, that students bring to the learning situation, and the gaps or discrepancies between what the learner already knows and what he/she needs to know to successfully carry out and complete the particular learning task. Students who are limited by their experiences and do not have relevant schemata have difficulty carrying out the task successfully, hence teachers need to help students to develop and fine-tune the appropriate conceptual systems that are needed to successfully complete the learning task(s).
http://www.girgenti.it/Scuoladuemila/introduzione51.html
Si parte dalla **teoria degli schemi** di Bartlett, per la quale la comprensione è un processo costruttivo in cui il soggetto si sforza di catturare il significato delle informazioni provenienti dall’esterno e le organizza in schemi mentali già esistenti che influenzano sia la percezione, sia la produzione di nuovi contenuti.
**********************
personalmente andrei per una soluzione aderente all'originale, visto che
concettuale => conceptual
cognitivo => cognitive
*************************************
Se hai voglia di leggere, questo ci riguarda da vicino:
http://www.hf.uio.no/ilos/forskning/forskningsprosjekter/exp...
Expert translation processes are investigated experimentally by Astrid Jensen (in Jarvella et al.) who reports on the processing activities of three groups of translators with varying experience of translation. Her aim is to explore their translation strategies in relation to expertise and time pressure.
Time pressure is seen as the ultimate test of the translator’s ability to combine topic knowledge with linguistic knowledge and expertise. A combination of two on-line data elicitation methods were used: thinking aloud protocols (TAPs), i.e. elicitation of verbal data during the translation process, and Translog, i.e. a
computer text-logging program (Jakobsen & Schou 1999) where all key-board activities of the writing process such as writing, pauses, corrections, electronic dictionary look-ups are recorded in real time. The study was conducted on the basis of Bereiter & Scardamalia’s theory of the development of writing skills (1987), where the Knowledge Telling model accounts for the characteristics of
natural unproblematic writing, and the Knowledge Transforming model accounts for more sophisticated problem-solving behaviour. The findings of the experiment indicate clear differences in the behaviour of the translators at different levels of skill. The most challenging result was that young professionals used more knowledge-transforming skills than both the professionals and the
bilingual non-professionals. Jensen interestingly interprets these findings as signs of conscious, effortful problem-solving on the part of young professionals. The fact that expert translators showed more knowledge-telling signals than young professionals is viewed as a sign of automation, where existing cognitive structures and knowledge schemata are exploited. In becoming an expert, fixed
knowledge-transforming skills gradually develop towards more fixed knowledge-telling skills. The bilingual non-professionals’ extensive use of the knowledge-telling model is on the other hand interpreted as a clear sign of immature writing. The fact that they translate in a linear way with a minimum of transformation of information is correlated with the other findings of the experiment:
they spend more time on the task than the professionals, make fewer revisions and solve problems in ways which tend to avoid efforts and reduce the cognitive load.
| Linda 969
Italy
Works in field
Native speaker of: Italian, English
PRO pts in category: 8
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| Note from asker to answerer| Ho scelto con una certa difficoltà perchè le vostre risposte rispecchiavano i miei dubbi. Alla fine, ho scelto la risposta di Linda. Grazie!! |
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3 hrs confidence: |
| modelli/schemi cognitivisti
Explanation:
magari sbaglio, ma credo che ci sia una differenza fondamentale tra le due espressioni e che anche in inglese la "ripetizione" sia intenzionale.
Secondo la mia interpretazione del testo, "cognitive structures" si riferisce appunto alle strutture del sistema cognitivo condiviso dai diversi parlanti; "knowledge schemata" si riferisce a qualcosa di piu' individuale, alla conoscenza linguistica che ogni individuo acquisisce attraverso l'esperienza.
| transparx
United States
Native speaker of: Italian
PRO pts in category: 4
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