bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some restrictions on clefts that highlight predicate nominals
Authors: Declerck Renaat 
Published: December 2008

It is well known that a cleft whose focal item functions as predicate nominal in theWH/that-clause is often unacceptable, or at least questionable:(I) (a) *It's a genius that he is. (Leech & Svartvik, 1975: 181)(b) *It's a conductor that John is. (Stockwellet al.1977:107)(c) *It's the football coach that John is. (Emonds, 1976:140) In this article I will investigate different types of clefts highlighting predicate nominals. I will point out five different restrictions that may lead to partial or complete unacceptability and develop a theory that can account for them.
Reconsidering the history of like
Authors: Allen Cynthia L. 
Published: December 2008

The history of the verb like has attracted a good deal of interest among linguists and students of the history of English, from Van der Gaaf (1904) and Jespersen (1927) up to Elmer (1981), Lightfoot (1981), and Fischer and Van der Leek (1983). The interest in this verb is caused by the fact that it presents a clear case of a verb changing its assignment of semantic to syntactic roles. In Modern English (ModE), this verb subcategorizes for a cause, which takes the grammatical role of object, and an experiencer, which plays the role of subject. But in Old English (OE), the semantic roles were assigned to the opposite grammatical roles:It is generally assumed (with an exception to be discussed below), that this change is an instance of syntactic reanalysis. The purpose of this paper is to demonstrate that no reanalysis of a structure has taken place; rather, a new subcategorization frame has been introduced and gradually ousted the old one.
It-Clefts and Wh-clefts: two awkward sentence types
Authors: Sornicola Rosanna 
Published: December 2008

The aim of this paper is to examine two constructions, It-Cleft Sentences (e.g. It is me who/that wrote the book) and Wh-Cleft Sentences (e.g. The one who wrote the book is me), which constitute a problematic area of contemporary research in grammar.It-Cleft Sentences and Wh-Cleft Sentences (henceforth ICS and WCS, respectively) appear in a number of languages which are typologically different from each other, and have some, but not all, of their characteristics in common. In Malayalam, for example, in the configuration of the ICS, S¯ is not recognizable: cf. Mohanan, 1978. Both ICS and WCS are present in many European languages (although ICS seem to have a more limited geographic distribution) and in Chinese. In the Semitic languages (Arabic, Hebrew) only the WCS type occurs. The present paper will deal mainly with English constructions and will also present, at the syntactic level, a comparative analysis between the constructions in English and the corresponding constructions in the Romance languages (French, Italian and Spanish). This comparison is useful in that it allows us to study the existence of a field of variability in the syntactic properties characterizing the way these types of sentences are realized in European languages.
A note on some aspects of the use of WILL in affirmative declarative sentences
Authors: Robinson Brian , Haegeman Liliane 
Published: December 2008

Although there has been extensive research into the usage and interpretation of the modal auxiliary WILL (Leech, 1971: 52—54; Palmer, 1974: 104—115) sentences of the type
(1) John will fight for justice.
(2) Men will fight for justice.
(3) John will be here.
may still present problems of analysis.Utilizing Palmer's system, we can interpret sentence (I) as
implying the following:
(i) simple futurity
(ii) volition
(iii) insistence (closely related to (ii) (Palmer, 1974: III))
(iv) characteristic activity.
A nonlinear analysis of vowel harmony in Luganda
Authors: Katamba Francis 
Published: December 2008

In some languages, vowels occurring in some specified domain, which is usually the word, must share some phonetic property or properties. Such languages are said to have vowel harmony.Luganda, a Bantu language of Uganda, is unusual in having a vowel harmony system which is entirely morphologically conditioned. There is one subsystem which operates in the noun phrase and another irregular subsystem which operates in the verb phrase. The aim of this paper is to show how the non-linear theory of phonology developed by writers like Clements (1980, 1982) can throw some light on this apparently irregularity-ridden system.
The difference between English restrictive and nonrestrictive relative clauses
Authors: Fabb Nigel 
Published: December 2008

A nonrestrictive relative clause (henceforth NRR) is shown in (I) and a restrictive relative clause (henceforth RR) in (2).(1) The swans, which are white, are in that part of the lake.(2) The swans which are white are in that part of the lake.Example (1) implies that all the swans under discussion are white. Example (2) implies that the white swans are being distinguished from some other not white swans which are also under discussion. There are many superficial differences between restrictive and nonrestrictive relative clauses; in this paper I show that there is no need for construction-specific stipulations which distinguish between them. The differences arise from the fact that the RR is a modifier, while the NRR is not, and in fact has no syntactic relation to its host/antecedent. Co-indexing (involving a referential index) between the relative clause and its antecedent is central to this account. I examine the requirement that a relative pronoun must have an antecedent, which in the case of a NRR is the sole manifestation of the relationship between the relative clause and its host), and suggest that this holds at a level of discourse structure.
Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults
Authors: Rosenberg Sheldon , Abbeduto Leonard 
Published: December 2008

ABSTRACTSamples of the communicative behavior of a group of higher-level mentally retarded adults engaged in conversation with peers were examined for indications of mature linguistic competence, specifically, grammatical morpheme and complex sentence use. The findings confirmed the expectation that the eventual level of mastery of these aspects of linguistic competence in higher-level retarded individuals is relatively high. Evidence for a normal developmental progression in the mastery of the grammatical morphemes was also forthcoming. In an analysis of individual complex sentence structures, no relationship was found between relative frequency of use of different types of complex sentences and presumed order of acquisition. However, subjects' ability to combine complex sentences did appear to be related to the presumed order of acquisition, although other factors may have also contributed to this relationship. Unexpectedly, a significant negative correlation was observed between relative frequency of complex sentence use and an estimate of conversational communicative competence. A possible reason for this finding was discussed.
The effect of sign language rehearsal on deaf subjects' immediate and delayed recall of English word lists
Authors: Bonvillian John D. , Rea Cathleen Althaus , Orlansky Michael D. , Slade L. Allen 
Published: December 2008

ABSTRACTThe relationship between sign language rehearsal and written free recall was examined by having deaf college students overtly rehearse the sign language equivalents of printed English words. In studies of both immediate and delayed memory, word recall was found to increase as a function of total rehearsal frequency and frequency of appearance in rehearsal sets. The serial recall curves in both memory experiments evidenced a primacy effect, which was interpreted as resulting from increased rehearsal of the words in the initial positions over the course of the list. In contrast to findings from previous short- and long-term memory studies with normally hearing subjects, neither a recency nor a negative recency effect was found. High imagery words were rehearsed and recalled slightly more frequently in immediate memory, but there was no effect resulting from the different imagery values of the stimuli in delayed recall. These results are discussed in relation to current conceptualizations of memory and of linguistic processing by deaf individuals.
The frequency of cohesion weakness in psychiatric syndromes
Authors: Bartolucci Giampiero , Fine Jonathan 
Published: December 2008

ABSTRACTThe percentage of unclear cohesive ties in the conversation of schizophrenic speakers is significantly higher than in a group of psychiatric patients with mixed diagnoses, mostly affective disorders. This measure of cohesive weakness is not related to the verbal IQ of the patients.This finding was obtained in patients who were not prejudged to be thought disordered and was based on the analysis of all of their utterances during a ten minute interview. It is concluded that cohesive weakness is a more frequent characteristic of the language of schizophrenic speakers, compared to its incidence in the conversation of psychiatric patients in different diagnostic categories, with the possible exception of manic syndromes.
Discourse characteristics of reticent children
Authors: Evans Mary Ann 
Published: December 2008

ABSTRACTThis study contrasted the interactions of less talkative children and their teacher with those of their peers during classroom “Sharing Time.” Seven reticent children and seven normal peers were observed and audiotape-recorded during 15 sessions across the school year. In addition to speaking less, reticent children engaged in less complex speech than their peers: They spoke more often about objects in the “here and now,” spoke about one topic at a turn, and spoke in shorter utterances. Questions were more frequently directed to the reticent children, but while peers responded to these questions as invitations to contribute further to the topic, reticent children frequently failed to respond to them in like manner. It is suggested that both anxiety and subtle language delays may contribute to the poorer discourse skills reticent children display.
Awareness of words as phonological entities: The role of literacy
Authors: Kolinsky Régine , Cary Luz , Morais José 
Published: December 2008

ABSTRACTIlliterate, unschooled adults were tested on their notions of word length. Experiment 1 showed that only about half of them performed very poorly on a task requiring the production of a long/short word. They were clearly inferior to formerly illiterate, unschooled adults. The illiterate group also broke up neatly into two subgroups, one performing perfectly or very well, the other failing completely or almost completely, when required to match the written and the oral form of long/short words. Similarly, Experiment 2 showed that about half of the illiterates were unable to choose the longest of two names when presented with drawings of objects. The results suggest that learning to read, though not strictly necessary, plays a decisive role in the development of the ability of many individuals to focus on phonological length.
An interactive modeling technique for acquisition of communication skills: Separation of “labeling” and “requesting” in a psittacine subject
Authors: Pepperberg Irene M. 
Published: December 2008

ABSTRACTAn African gray parrot, previously taught by an interactive modeling technique to vocalize labels for several objects and instances of color and shape, was similarly taught to employ the vocalization “want” before an object label so as to discriminate functional “labeling” from “requesting.” The parrot's use of “want” subsequently generalized to novel situations. There was no decrease in the accuracy of labeling ability during training, a problem that arose when nonmodeling techniques were employed with chimpanzees. The results suggest that the procedure might be applicable to intervention programs for humans with specific communicative deficits.
The responses of language disordered children to indirect directives in varying contexts
Authors: Shatz Marilyn , Shulman Marsha A. , Bernstein Deena K. 
Published: December 2008

ABSTRACTLanguage disordered children's responses to sentences that can carry directive import were examined under varying contextual conditions. In the first experiment, sentences were presented in a neutral context; in the second experiment, two different kinds of sentences provided linguistic contexts for test sentences. Taken together, the results of the studies indicate that language disordered children are qualitatively much like normal children with regard to early response behavior. They show evidence of an early action response strategy and some ability to take context into account. On the other hand, they do appear to have more difficulty both in generating informing responses and in utilizing information from prior linguistic context. A possible reason for this latter deficit is suggested.
The effect of repetition on the discrimination of asserted and implied claims in advertising
Authors: Bruno Kristin J. , Harris Richard J. 
Published: December 2008

ABSTRACTA method was tested for teaching people how to identify implied claims in advertising and keep from remembering them as asserted facts. The experimental group received a detailed training session, while the control group participated in a comparable session not dealing with implied claims. Subjects then heard a series of ads with critical claims either asserted or implied and rated a set of claims for their truth value. Results showed that, when subjects heard the same ads two, seven, and nine days later, they increasingly recognized that implied claims were implied and rated them less true than directly asserted claims. Results were related to previous research and consumer education.
Applying psycholinguistic concepts to the treatment of an autistic child
Authors: Blank Marion , Milewski Janet 
Published: December 2008

ABSTRACTThis paper describes a language program designed to allow an autistic 4-year-old child to acquire, in a near simultaneous manner, skill across a variety of sentence types. The training, which was focused on teaching the combinatorial and semantic properties of grammatical morphemes, resulted in the child's developing and using sentences whereas he had previously been limited to single words and rote phrases. The improvement occurred across a variety of settings and encompassed both elicited and spontaneous language. As expected from the autistic syndrome, those areas of language functioning requiring social skill (e.g., sustained dialogue) showed continued deficits.
Individual differences in early child phonology
Authors: Leonard Laurence B. , Newhoff Marilyn , Mesalam Linda 
Published: December 2008

ABSTRACTThree studies are reported that deal with individual differences among children in the use of consonants during the early period of phonological development. The findings indicated that (1) children differ in their early phonologies, yet these differences do not extend beyond certain limits, (2) the linguistic environment cannot account for a number of these phonological differences, and (3) such differences are due in part to the fact that children's use of sounds varies considerably with the lexical items being produced. Modifications in theories of child phonology are suggested in order to account for these findings.
Phonological analysis of four Down's syndrome children
Authors: Stoel-Gammon Carol 
Published: December 2008

ABSTRACTSeveral studies have reported that the articulatory abilities of Down's syndrome children are poor, but have provided little detail on the nature of the articulation problem. This paper presents a phonological analysis of the spontaneous speech of four Down's syndrome children, ages 3;10–6;3 including a) the phonetic inventory of each subject, b) a comparison of target consonant phonemes and the subjects' renditions of these phonemes, and c) a characterization of the subjects' errors in terms of phonological processes. The findings indicate that 1) although the subjects are capable of producing nearly all the consonant phonemes, correct production is often limited to a particular position within the word, 2) the phonological processes which account for the errors of the Down's syndrome subjects are similar to those reported for young normal children, and 3) the phonological abilities of the four subjects are comparable to, or better than, their general language ability as measured by MLU.
Perceptual constancy for phonemic categories: a developmental study with normal and language impaired children
Authors: Tallal Paula , Stark Rachel E. , Kallman Clayton , Mellits David 
Published: December 2008

ABSTRACTSix synthesized consonant-vowel syllables, three containing the phoneme /b/ in different vowel contexts and three the phoneme /d/, were presented randomly to developmental dysphasics and normal children. The ability to recognize that these six acoustically different stimuli shared two common phonemic categories (perceptual constancy) was investigated using nonverbal operantly conditioned response techniques. Results showed that although several children in both groups had difficulty with the task, the dysphasic group's performance was significantly poorer than the controls. Whereas the normal children improved significantly with age, the dysphasics did not. The results of this study suggest that speech perception, rather than being fully developed in infancy, changes throughout language development. By using procedures which have proven suitable for testing infants, with young children at various stages of language development, more might be learned about how the acoustic signal is encoded into speech and language and how this encoding changes throughout development or is disturbed in language disorders.
Individual differences in second language learning
Authors: Genesee Fred , Hamayan Else 
Published: December 2008

ABSTRACTThe purpose of the study was to investigate individual differences in French language achievement in a group of grade 1 anglophone students attending a total early immersion program. A number of different predictor factors were used to predict achievement in French language arts, listening comprehension and oral production; achievement in English reading was also assessed. The predictor factors included indices of the students' attitudes, personality traits, non-verbal reasoning ability, degree of field independence and school-related behavior. Multiple regression techniques were used to analyze the associations between the predictor factors and the results of the achievement tests.Teachers' ratings of the students' behavior along with the cognitive factors of field independence and non-verbal reasoning ability were found to be positively correlated with achievement in French language arts and listening comprehension. The cognitive factors were also found to correlate positively with achievement levels in English reading. No significant predictors emerged in the case of oral production. The findings are discussed further in terms of their pedagogical implications.
On correlating aphasic errors with slips-of-the-tongue
Authors: Buckingham Hugh W. 
Published: December 2008

ABSTRACTIt has been stated that the study of aphasia tells us little or nothing about normal language. On the other hand, it is commonplace to consider that slips of the tongue do. In this paper I show that many kinds of aphasic errors demonstrate precisely what slips in normals do. Consequently, it is not unreasonable to consider that the study of aphasia can indeed shed light on normal language processes as well as aphasic processes and can be handled in a framework designed to account for slips of the tongue in normal speakers. Similar “editing” mechanisms are needed for explaining the structure of errors produced by both aphasics and normals. Finally, it is suggested that this approach can help us further understand what is not abnormal in aphasia in general, as well as highlight the ways in which distinct types of aphasic “slips” can characterize different syndromes. Consequently, we will have gained additional information regarding the nature of aphasia itself.
An Invited Article Facilitating linguistic skills in children with specific language impairment
Authors: Leonard Laurence B. 
Published: December 2008

ABSTRACTThis paper presents a critical review of studies designed to teach language production skills to children with specific language impairment. The evidence reviewed suggests that a number of training approaches are effective, often resulting in gains that exceed the rate seen in normal development. Close analysis of children’s post-treatment usage reveals that these gains go beyond rote learning, and may even result in response classes that are different from those seen in the adult linguistic system. The chief limitations in these training studies are that children seem to make use of the target linguistic form only in untrained utterances that share certain topographical features with the utterances used in training, and that there is little evidence that children’s use of the target form will extend to speaking situations that bear little resemblance to the training/testing situation.
Choosing the languages of subtitles and spoken dialogues for media presentations: Implications for second language education
Authors: Lambert W.E. , Boehler I. , Sidoti N. 
Published: December 2008

ABSTRACTThis study explored novel ways of using the media for education, especially second language instruction. Various combinations of visual and auditory presentations of messages were compared, for example, both written script and spoken dialogue in subjects’ first language (L1), or script and/or dialogue in a second laguage (L2), and so on. Subjects were elementary pupils with advanced training in L2. The dialogues of radio programs were transcribed, permitting such combinations as: dialogue in L2, script in L1 (the normal subtitling format); dialogue in L1, script in L2 (reversed subtitling); both dialogue and script in L1 or in L2; and so forth. On L1 and L2 tests of memory, certain combinations (e.g., reversed subtitling) were much more promising for the development or maintenance of second language skills, or for literacy training, than was conventional subtitling. Theoretical and practical inplications are discussed.
Children's use of gestural and verbal behavior in communicative misunderstandings
Authors: Wilcox M. Jeanne , Howse Paula 
Published: December 2008

ABSTRACTThis inquiry examined strategies used by young children when receiver feedback indicated that their gestural communicative attempts were not understood. The children were grouped according to their vocabulary sizes and number of coding rules for two-word utterances. The results indicated that the children, although capable of semantically equivalent verbal behavior, tended to persist in the use of a gesture when experiencing communicative failure. The gestural persistance was not found to be related to the children's lexical or syntactic abilities. It was concluded that the children may not have realized that a verbal behavior can serve as a replacement or an adjunct to a gestural communication.
Second language reading in fluent bilinguals
Authors: Favreau Micheline , Segalowitz Norman S. 
Published: December 2008

ABSTRACTMany bilinguals, who are fluent second language users in normal commmunicative situations, nevertheless read more slowly in that language. The present study examines whether this performance difference is specific to reading or whether its occurrence is accompanied by similar differences in the auditory modality. Fluent English and French bilinguals were required to adjust the delivery rate of spoken first and second language texts so as to maximize speed of delivery while maintaining full comprehension. The results showed that the pattern of listening rates for the second language relative to the first mirrored the pattern of reading rates. The results are discussed in terms of their implications for second language reading research.