bluuebunny/crossref_metadata_2025_split huggingface dataset:
Transitive and causative in Gorum
Authors: Zide Arlene R. K. 
Published: December 2008

AbstractThis paper takes up various problems of Gorum verb morphology and, more important, of its semantic categories. These relate specifically to the interconnections found between so-called causativization and transitivity. The notion ‘intransitivity’, is shown to be inadequate to characterize the data, and can be replaced by a semantic feature – which we call affectedness – of the subject NP of a primary verb in a tree. Higher sentence construction is not adequately handled by the ambiguous – or various – notions of causativity. What happens in Gorum can be more adequately described in terms of displacement of the head NP in a sentence, and this is shown to be directly related to transitivity, causation and perhaps volition. For, an additional distinction operating in the Gorum verbal system is that of internally motivated action versus the absence of such motivation. This distinction – and its correlation with the feature affected – is also touched on.
Sound symbolism in Korean
Authors: Kim Kong-On 
Published: December 2008

I. In Korean, alternation between certain vowels or consonants in sound symbolic adjectives and adverbs is regularly correlated with a connotation shift in those words. The examples below illustrate such alternation and the resulting connotation shift: (i) Vowel alternation: /piŋkwl/ ‘(turn) round and round’ /pεŋkwl/ ‘round and round (the circle involved is smaller and the movement faster)’(2) Consonant alternation: /piŋkwl/ ‘round and round’ /phiŋkwl/ ‘round and round (the movement is more powerful and faster)’ ‘ppiŋkwl/ same as /phiŋkwl/ The alternation between /i/ and /ε/ in the examples in (1) brings about a connotation shift in the speed of the movement and also in the size of the moving object and of the circle made by the circular movement. In the examples in (2), the alternation between the word initial lenis stop /p/ on the one hand, and its aspirated or tense counterpart on the other, signals a connotation shift in the speed and force of the movement, but curiously not in the size of the circle or of the moving object. These means of changing the connotation of words are highly productive in the sense that, given a basic word that belongs to the category of sound symbolic words, native speakers can predict the form and connotation of the paired member resulting from the phoneme alternation.
On ‘Generating indirect objects in English’: a reply to Allerton
Authors: Hawkins Roger 
Published: December 2008

I. In a recent article in this journal, Allerton (1978) calls into question the status of a transformational rule - usually called Dative Movement - which relates sentences like: (1) (a) Jim gave a present to Margaret. (b) Jim bought a drink for Margaret. to sentences where the prepositions to/for are not present, and where Margaret immediately follows the verb: (2) (a) Jim gave Margaret a present. (b) Jim bought Margaret a drink.His argument is based in particular on the observation of those construtions involving the preposition for.
Is should a weaker must?
Authors: Rivière Claude 
Published: December 2008

The modal auxiliary should, when it is used to express ‘probability’, is generally considered as a weaker equivalent of must (see for instance Leech & Svartvik, 1975: 131 and Hornby, 1962: 223). Although this informal assumption contains a fair degree of truth, this paper will show first, that it requires qualification and secondly, that it gains strength once it has been qualified. In other words, there is more truth in the assumption than is suspected by its casual users.The method I will use is to consider the compatibilities between must and should and their environment. Though the relevant kind of environment cannot be defined in a purely syntactic way, it can be accurately specified in simple semantic terms, many of which have syntactic correlates. Verbal contexts are generally available but situational contexts will occasionally have to be used. It will then appear that the diversity of situational contexts can be reduced to very few elementary relations.
Experimental evidence for English syllabification and syllable structure
Authors: Fallows Deborah 
Published: December 2008

Most phonologists regard the syllable as a unit of language. In recent years, partly in reaction to Chomsky's and Halle's neglect of it inThe sound pattern of English, much work has been done to incorporate the syllable into phonological theory (Anderson & Jones, 1974; Bailey, 1978; Hoard, 1971; Hooper, 1972, 1974, 1976, 1978; Kahn, 1976; Pulgram, 1970; Rudes, 1977; Vennemann, 1972).Syllable theories have been based on evidence from phonetics, phonological processes, prosody, language change, child language acquisition, and language universals. The purpose of this experimental study is (a) to contribute empirical evidence about the nature of the syllable from native speakers' actual syllabifications of words and (b) to determine how this evidence reflects on the syllable theories already proposed.Syllable studies have focused on two major questions: (1) what is the structure of the syllable and (2) how are words divided into syllables (syllabified). These questions are obviously related, and the answers to each have implications for the other. This study was designed to elicit data directly addressing both questions.
On a class of not ungrammatical constructions
Authors: Langendoen D. Terence 
Published: December 2008

Langendoen and Bever (1973) contended that both expressions in (1) are ungrammatical in English, despite the acceptability of the first to native speakers of English.(1) (a) a not unhappy person(b) a not sad personWe came to this conclusion because we believed, first, that all grammars of natural languages should be subject to a constraint ‘M’ that no syntactic rule is able to make use of the morphological structure of lexemes (1973:402); and, second, that we had shown that no grammar that satisfies M can distinguish the grammaticality of(1a) from that of (1b). Our exact wording of M was as follows: ‘no syntactic transformational rule is permitted to make use of the internal morphological structure of lexical items’. Since the only syntactic rules of the standard theory, within which we were operating that are not transformations are base-categorial rules, which by definition make no use of the internal morphological structure of lexical items, the word ‘transformational’ in our formulation of M is unnecessary.
Vowel harmony in Manchu: a critical overview
Authors: Ard Josh 
Published: December 2008

ABSTRACTThe history of generative accounts of vowel harmony in Classical Manchu is discouraging. The early treatments (Vago, 1973; Odden, 1978; Finer, 1979) assumed the wrong type of vowel harmony (front vs. back rather than relative height harmony). Hayata (1980) proposed the correct type, but was unable to justify it adequately within the generative framework. These shortcomings are due to deficiencies in the practice of generative phonologists. To demonstrate the correct type of vowel harmony in Classical Manchu requires considerations of (1) the actual surface representation and/or (2) facts in related dialects and languages. Neither type of evidence is frequently used in the practice of generative phonologists, although the former is almost always valued in theory. An implication is that attempts to improve phonology must weigh practice as well as theory.
Transportability, scope ambiguity of adverbials and the Generalized Binding theory
Authors: Nakajima Heizo 
Published: December 2008

There has been much discussion, mainly by Montague grammarians, of the fact that ‘transportation’ of adverbials affects use or semantic interpretation of perfect sentences. Consider, for example, the following perfect sentences: (1) with a durational PP in sentence-final position; (2) with a durational PP in sentence-initial position; and (3) with a durationalwh-phrase in sentence-initial position:(1) John has been in Tucson for two years.(2) For two years, John has been in Tucson.(3) How long has John been in Tucson?(4) (a) John has been in Tucson for two years up to now.(b) John was in Tucson for two years in the past.
Katz on analyticity
Authors: Johnson-Laird Philip N. 
Published: December 2008

Katz (1966) attempts to explicate the notion of analyticity on the basis of a theory of natural languages. This theory assumes that grammatical transformations do not affect semantic interpretations, which are performed on the underlying phrase markers. Hence, the interpretation of the conjunction of two co-ordinate clauses consists of the logical conjunction of their interpretations. The following two sentences have therefore identical interpretations:1. The thief snatched the money and the clerk pressed the alarm.2. The clerk pressed the alarm and the thief snatched the money.
More on the English comparative
Authors: Huddleston Rodney 
Published: December 2008

1. In the last few years there have been three papers published devoted wholly or largely to a study of the English comparative construction: Lees (1961); Smith (1961); and Pilch (1965) The focus of attention has been the structure of what, following Pilch, I shall call the comparative expansion (the constituent introduced by than or as), rather than the morphology of the compared adjective or adverb. It is not surprising that so much interest should be shown in this construction at a time when one of the main concerns of linguists is to make their syntactic descriptions maximally explicit. For as this was not the aim of traditional grammarians, they had relatively little to say on the structure of the comparative expansion, implicitly assuming doubtless that such ungrammaticalities as(1) *John bought a bigger car than Mary went home yesterday can be ruled out by commonsense, semantics, or logic.
On the distribution of bare infinitive complements in English
Authors: Mittwoch Anita 
Published: December 2008

This paper explores the fit between syntax and semantics in one small corner of English. It addresses two related questions: To what extent is the distribution of bare infinitive (BI) complements, as in (1) and (2) below, semantically motivated?(1) I saw/heard Mary slam the door.(2) I made/let John cross the street.
DIA and DA solitary waves in adiabatic dusty plasmas
Authors: MAMUN A. A. , JAHAN N. , SHUKLA P. K. 
Published: December 2008

AbstractWe consider an adiabatic dusty plasma containing adiabatic inertialess electrons, adiabatic ions, and adiabatic negatively charged dust. The basic features of the dust–ion-acoustic (DIA) as well as the dust-acoustic (DA) solitary waves (SWs) in such an adiabatic dusty plasma are investigated using the reductive perturbation method, which is valid for small amplitude SWs, and by the pseudo-potential approach which is valid for arbitrary amplitude SWs. The combined effects of the adiabaticity of electrons/ions and negatively charged static/mobile dust on the basic features (polarity, speed, amplitude and width) of small as well as arbitrary amplitude DIA and DA SWs are examined explicitly. It is found that the combined effects of the adiabaticity of electrons/ions and negatively charged static/mobile dust significantly modify the basic features (polarity, speed, amplitude and width) of the DIA and DA SWs. The implications of our results in space and laboratory dusty plasmas are discussed briefly.
Departures in the spoken narratives of normal and language-disordered children
Authors: Liles Betty Z. , Purcell Sherry 
Published: December 2008

ABSTRACTThe spoken narratives of 38 normal and language-disordered children (CA 7;6–10;6) were analyzed by describing their departures from the original text during recall. The narrative texts were presented to an adult listener following each child's viewing of a 35-minute film. The following departure types were compared across groups: (a) acceptable departures from the original text meaning, (b) unacceptable departures from the original text meaning, (c) grammatical departures (i.e., agrammatical utterances), (d) exact repetitions of words or phrases, (e) unacceptable departures from the text's meaning correctly repaired, (f) unacceptable departures from the text meaning incorrectly repaired, (g) departures from text meaning left unrepaired, and (h) repaired grammatical departures. Results indicated that both groups used a higher rate of acceptable departures from the original text meaning than any other departure type, with the normal children producing a higher rate of acceptable departures and a lower rate of unacceptable grammatical departures. Both groups repaired fewer unacceptable grammatical departures than unacceptable departures from text meaning. The groups did not differ in their tendency to ignore grammatical departures. Implications for language processing in narrative discourse are discussed.
Detection of mispronunciations: A comparison of adults, normal-speaking children, and children with articulation errors
Authors: Bernthal John E. , Greenlee Mel , Eblen Roy , Marking Kim 
Published: December 2008

ABSTRACTRecent studies have shown that children as well as adults can detect mispronounced words presented in running speech contexts. Listeners' detections are influenced by both phonological and lexical characteristics of the mispronounced words. The present study compared the performance of normal-speaking children, misarticulating children, and adults on a task which required the detection of mispronounced words. Phonological shifts presented in the stimuli represented both developmental and nondevelopmental patterns. Analysis of errors in detecting these mispronunciations indicated that adults were significantly more accurate than either group of children. In contrast, the performance of the two groups of children was relatively similar. Both children and adults more readily detected mispronunciations patterned after developmental errors than those mispronunciations manifesting more unusual, nondevelopmental sound shifts. Individual mispronounced words varied widely in their detectability. Nevertheless, those words which children found most difficult were also those on which adults most often erred. Parallels observed between the performance of the misarticulating children and their normally developing peers indicate that both younger groups use linguistic knowledge in a similar way in the perception of others' fluent speech.
Lexical retrieval: The tip-of-the-tongue phenomenon
Authors: Kohn Susan E. , Wingfield Arthur , Menn Lise , Goodglass Harold , Gleason Jean Berko , Hyde Mary 
Published: December 2008

ABSTRACTAn experiment is reported in which university undergraduates were given word definitions and asked to say aloud all responses that came to mind in the course of their attempts to retrieve the target words. Results showed that phonologically similar responses and word-fragments are good predictors of target word knowledge and the likelihood of eventual success in retrieval. Responses which were semantically related to the target word were less predictive of eventual success. Results are discussed in terms of their implications for interpreting tip-of-the-tongue analyses as a “window” on the process of word retrieval.
A redefinition of the syndrome of Broca's aphasia: Implications for a neuropsychological model of language
Authors: Berndt Rita Sloan , Caramazza Alfonso 
Published: December 2008

ABSTRACTA neuropsychological theory is offered to account for the syndrome of Broca's aphasia. A critical review of the literature, with emphasis on recent research, provides the basis for a redefinition of the syndrome that considerably broadens its classical description. The argument is advanced that the focus of neuropsychological explanation should be on theoretically separable psychological mechanisms that might be disrupted in relative isolation from other components in conditions of focal brain damage, rather than on isolated units of aphasic performance. The symptoms that characterize Broca's aphasia are explained as predictable behavioral manifestations of a central disruption of the syntactic parsing component of the language System, coupled with a (theoretically independent) articulatory deficit that affects only the speech output System. The neuroanatomical implications of this argument are considered within the framework of the classical “strong localizationist” hypothesis.
Verbal comprehension deficits after right hemisphere damage
Authors: Hier Daniel B. , Kaplan Joni 
Published: December 2008

ABSTRACTWe have compared the verbal comprehension abilities of 34 right hemisphere damaged patients to 16 hospitalized control subjects of comparable age and educational attainment. The right hemisphere damaged patients performed as well as the control subjects on a vocabulary test, but were impaired in their ability to interpret proverbs and comprehend logico-grammatical sentences. Impairment on the proverbs test was the result of a decrease in the number of abstract interpretations, whereas impairment on the logico-grammatical sentence comprehension test was related to difficultes in grasping spatial and passive relationships. These comprehension impairments tended to correlate with visuospatial deficits and hemianopia, but not with the degree of hemiparesis or the presence of sensory extinction. Patients with anterior right hemisphere damage performed better on the logico-grammatical sentence conprehension test than patients with posterior damage. A variety of factors probably contribute to these verbal deficits including impaired intellect, inattention, an inability to grasp spatial relationships, and difficulties in manipulating the inner schemata of language.
Language disabilities in infantile autism: A brief review and comment
Authors: Schwartz Steven 
Published: December 2008

ABSTRACTExperimental studies of autistic children's memory for linguistic materials have yielded what appear to be conflicting results. A review of these studies reveals a pattern of findings consistent with the hypothesis that autistics do, in fact, have a special linguistic coding difficulty. The apparent discrepancies are the result of the use of low-power statistical tests in some experiments. Because the autistic deficit may arise from a failure to use semantic or syntactic knowledge or even from a failure to acquire such knowledge in the first place, future research should be aimed at explicating the precise mechanisms underlying the autistic deficit.
Schizophrasia: case study of a paranoid schizophrenic's language
Authors: Herbert Robert K. , Waltensperger Karen Z. 
Published: December 2008

ABSTRACTThe various descriptions of schizophrenic language have concentrated on a structural treatment of the schizophrenic's spoken or written language or an elucidation of the relationship between linguistic and cognitive disturbances. The structural treatments in fact often focus on the content of schizophrenic discourse, e.g. circumstantiality, flight of ideas, etc., rather than on grammatical structure. In this paper, the linguistic performance of a chronic schizophrenic, paranoid type (DSM-II:295.3) is examined via a large corpus of continuous spoken and written narrative texts collected over a three-year period. A striking agreement was noted in the oral and written language of this subject in features such as the types of agrammatic errors which occur and extreme perseveration. The data reveal important differences with the six characteristics of schizophrenic language noted by Chaika (1974). A brief comparison is made with aphasic and similar neurolinguistic disturbances suggesting organicity in the present case.
Accounting for individual differences when comparing the effectiveness of remedial language teaching methods
Authors: Friedman Philip , Friedman Karen A. 
Published: December 2008

ABSTRACTTwo language intervention methods were compared on their effectiveness at improving syntactic structures as measured by gain scores on the Developmental Sentence Scoring (DSS) procedure. Forty-one expressive language delayed children were assigned to either an Interactive approach (n= 25) or a Programmed approach (n= 16), following a series of 13 pre-training diagnostic tests. An analysis of group mean DSS gain scores did not indicate a significant difference between the two teaching methods. However, when individual differences on the pre-training tests were incorporated into further group comparisons, disordinal Aptitude × Treatment interactions occurred for measures of intelligence, initial syntax level, and visual-motor integration. The Interactive approach optimized syntax improvement for children with relatively high pre-training scores on each of the three measures, whereas the Programmed approach resulted in superior syntax performance for low-scoring children.
Longitudinal development of English morphology in French immersion children
Authors: Gray Vicky A. , Cameron Catherine Ann 
Published: December 2008

ABSTRACTDevelopment of plural and past tense morphological rules was examined longitudinally with 272 English-speaking children enrolled in French immersion or traditional English curricula. Children were tested in grades one through four on 18 items from Berko's test (1958). There were no performance differences between the two curriculum groups, girls performed better than boys, and there were correlations between intelligence and performance. Syllables requiring the plural /-z/ and past tense /-d/ and /-t/ were acquired earlier than those calling for /-∂z/ or /-∂d/. Inflection acquisition was orderly and sequential within subjects. By age 10 children began using adultlike irregular formations, but regular or overregularized forms preceded irregulars. Whereas basic rules were mastered by 10 years, more difficult forms were still developing.
An invited article Facilitating human–computer communication
Authors: Black John B. , Sebrechts Marc M. 
Published: December 2008

ABSTRACTBasic cognitive psychology can provide guidelines for how to design computer systems that are easy for people to use. Prior knowledge of the real world and natural language affect the way people use computers, so computer systems that are consistent with this prior knowledge are easier for people to use. Providing users with mental models for a computer system will allow them to solve more complex problems and understand sequences of commands better. Computer systems should be flexible to accommodate the individual differences between users, but the complexity of understandable computer systems is constrained by the limited information processing capacity of users. The domain of human–computer communication promises to be a fertile domain for applied tests of cognitive theories.
An invited article: Syntactic performance of hearing impaired and normal hearing individuals
Authors: Quigley Stephen P. , King Cynthia M. 
Published: December 2008

ABSTRACTThe article describes two research programs on the syntactic abilities of hearing impaired and normal hearing individuals. The first program was concerned with describing some of the syntactic problems of deaf students in acquiring English structure; the second involved the construction of theTest of Syntactic Abilitiesand its application to deaf, hard of hearing, and normal hearing students in the United States, Canada, and Australia. This report has four objectives: (1) to summarize and integrate the findings of the two research programs, (2) to relate the findings to the literature on other populations, (3) to discuss strategies used by the research populations in handling English syntax, and (4) to discuss some applications of the findings to language development.