scholarly journals Lexical Semantic Knowledge of Children with ASD—a Review Study

2021 ◽  
Author(s):  
Nufar Sukenik ◽  
Laurice Tuller
Keyword(s):  
Children With Autism ◽  
Semantic Knowledge ◽  
Future Studies ◽  
Lexical Semantic ◽  
Children With Asd ◽  
Wide Range ◽  
Lexical Semantic Knowledge ◽  
Review Study ◽  
Linguistic Impairment ◽  
Semantic Skills

AbstractStudies on the lexical semantic abilities of children with autism have yielded contradicting results. The aim of the current review was to explore studies that have specifically focused on the lexical semantic abilities of children with ASD and try to find an explanation for these contradictions. In the 32 studies reviewed, no single factor was found to affect lexical semantic skills, although children with broader linguistic impairment generally, but not universally, also showed impaired lexical semantic skills. The need for future studies with young ASD participants, with differing intellectual functioning, longitudinal studies, and studies assessing a wide range of language domains are discussed.

scholarly journals Ten Years of BabelNet: A Survey

2021 ◽  
Author(s):  
Roberto Navigli ◽  
Michele Bevilacqua ◽  
Simone Conia ◽  
Dario Montagnini ◽  
Francesco Cecconi
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Semantic Network ◽  
Semantic Knowledge ◽  
Desirable Property ◽  
Lexical Semantic ◽  
Wide Range ◽  
Lexical Semantic Knowledge ◽  
Multiple Languages

The intelligent manipulation of symbolic knowledge has been a long-sought goal of AI. However, when it comes to Natural Language Processing (NLP), symbols have to be mapped to words and phrases, which are not only ambiguous but also language-specific: multilinguality is indeed a desirable property for NLP systems, and one which enables the generalization of tasks where multiple languages need to be dealt with, without translating text. In this paper we survey BabelNet, a popular wide-coverage lexical-semantic knowledge resource obtained by merging heterogeneous sources into a unified semantic network that helps to scale tasks and applications to hundreds of languages. Over its ten years of existence, thanks to its promise to interconnect languages and resources in structured form, BabelNet has been employed in countless ways and directions. We first introduce the BabelNet model, its components and statistics, and then overview its successful use in a wide range of tasks in NLP as well as in other fields of AI.

scholarly journals Settling into Semantic Space: An Ambiguity-Focused Account of Word-Meaning Access

2019 ◽  
Author(s):  
Jennifer M Rodd
Keyword(s):  
Dimensional Space ◽  
Word Meaning ◽  
Semantic Space ◽  
Semantic Knowledge ◽  
Vital Role ◽  
Future Research ◽  
Learning Mechanisms ◽  
Stable States ◽  
Lexical Semantic ◽  
Lexical Semantic Knowledge

Most words are ambiguous: individual wordforms (e.g., “run”) can map onto multiple different interpretations depending on their sentence context (e.g., “the athlete/politician/river runs”). Models of word-meaning access must therefore explain how listeners and readers are able to rapidly settle on a single, contextually appropriate meaning for each word that they encounter. This article presents a new account of word meaning that places semantic disambiguation at its core, and integrates evidence from a wide variety of experimental approaches to explain this key aspect of language comprehension. The model has three key characteristics. (i) Lexical-semantic knowledge is viewed as a high-dimensional space; familiar word meanings correspond to stable states within this lexical-semantic space. (ii) Multiple linguistic and paralinguistic cues can influence the settling process by which the system resolves on one of these familiar meanings. (iii) Learning mechanisms play a vital role in facilitating rapid word-meaning access by shaping and maintaining high quality lexical-semantic knowledge. Several key areas for future research are identified.

Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners

2018 ◽  
Vol 49 (3) ◽  
pp. 537-550 ◽  
Author(s):  
Gabriela Simon-Cereijido ◽  
Lucía I. Méndez
Keyword(s):  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Semantic Knowledge ◽  
Dual Language Learners ◽  
Cross Sectional ◽  
Lexical Semantic ◽  
Grammatical Skills ◽  
The Impact ◽  
Semantic Skills

Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.

scholarly journals Lexical and semantic influences on item and order memory in immediate serial recognition: Evidence from a novel task

2006 ◽  
Vol 59 (5) ◽  
pp. 949-964 ◽  
Author(s):  
Elizabeth Jefferies ◽  
Clive Frankish ◽  
Matthew A. Lambon Ralph
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
Memory Task ◽  
Semantic Knowledge ◽  
Linguistic Knowledge ◽  
Immediate Serial Recall ◽  
Lexical Semantic ◽  
Item Order ◽  
Lexical Semantic Knowledge ◽  
Identity Changes

Previous studies have reported that, in contrast to the effect on immediate serial recall, lexical/semantic factors have little effect on immediate serial recognition. This has been taken as evidence that linguistic knowledge contributes to verbal short-term memory in a redintegrative process at recall. Contrary to this view, we found that lexicality, frequency, and imageability all influenced matching span. The standard matching span task, requiring changes in item order to be detected, was less susceptible to lexical/semantic factors than was a novel task involving the detection of phoneme order and hence item identity changes. Therefore, in both immediate recognition and immediate serial recall, lexical/semantic knowledge makes a greater contribution to item identity than to item order memory. Task sensitivity, and not the absence of overt recall, may have underpinned previous failures to show effects of these variables in immediate recognition. We also compared matching span for pure and unpredictable mixed lists of words and nonwords. Lexicality had a larger impact on immediate recognition for pure than for mixed lists, in line with findings for immediate serial recall. List composition affected the detection of phoneme but not item order changes in matching span; similarly, in recall, mixed lists produce more frequent word phoneme migrations but not migrations of entire items. These results point to strong similarities between immediate serial recall and recognition. Lexical/semantic knowledge may contribute to phonological stability in both tasks.

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