Preservation and minimality in loanword adaptation

1997 ◽  
Vol 33 (2) ◽  
pp. 379-430 ◽  
Author(s):  
CAROLE PARADIS ◽  
DARLENE LACHARITÉ
Keyword(s):  
Performance Model ◽  
Theory Of Constraints ◽  
Competence Model ◽  
Loanword Adaptation ◽  
Formed Structure

Attractive as might seem the challenge to build a process or performance model that can account for every behavioural decision, there are a number of sound reasons to tackle first the still difficult (but hopefully manageable) task of developing a competence model; of trying to find the underlying system that informs and constrains (if it doesn't always actually govern) choice. (Spolsky 1988: 105)This article aims at showing the predictability of phonological adaptation, segment preservation and deletion in borrowings. It is shown that ill-formed segments are preserved and adapted in the vast majority of cases; segment deletion occurs only when an ill-formed segment is embedded within a higher level ill-formed structure, such as the syllable. This conclusion is based on the study of 15,686 segmental and syllabic malformations found in 11,348 loanword forms from five different corpora of loanwords. The analysis, which is set within the Theory of Constraints and Repair Strategies, is illustrated with the data from a corpus of 545 French loanwords in Fula.

A Structural Account of Root Node Deletion in Loanword Phonology

1999 ◽  
Vol 44 (4) ◽  
pp. 359-404 ◽  
Author(s):  
Yvan Rose
Keyword(s):  
Theory Of Constraints ◽  
Loanword Adaptation ◽  
Root Node ◽  
Nasal Vowels ◽  
Loanword Phonology ◽  
Structural Account ◽  
Segmental Representations

AbstractParadis and LaCharité (1996, 1997) have proposed a model of loanword adaptation, couched within theTheory of Constraints and Repair Strategies(Paradis 1988a,b). One of the mechanisms used in their model, called the Threshold Principle, first advanced by Paradis, Lebel, and LaCharité (1993), poses problems. This principle, whose implementation implies arithmetic counting, goes counter to standard views of generative phonology against counting. In this article, an analysis of deletion contexts found in loanwords which accounts for the data observed on structural grounds only is developed without any appeal to arithmetic counting. Based on the adaptation of French rising diphthongs and nasal vowels in two languages, Fula and Kinyarwanda, it is argued that an analysis based solely on the segmental representations of the foreign forms to adapt and the segmental and syllabic constraints of the borrowing language is sufficient to make correct predictions regarding the adaptation patterns found in these languages.

Loanword Adaptation in Lama: Testing the TCRS Model

1997 ◽  
Vol 42 (4) ◽  
pp. 415-463 ◽  
Author(s):  
Charles H. Ulrich
Keyword(s):  
Theory Of Constraints ◽  
Loanword Adaptation ◽  
Source Language ◽  
Phonological Constraints ◽  
Data Support ◽  
French And English

AbstractWhen words are borrowed from one language into another, they are often adapted to conform with the phonological constraints of the borrowing language. This article looks at the adaptation of six hundred loanwords from French and English into Lama in light of the predictions of the Theory of Constraints and Repair Strategies. The Lama data support the Minimality Principle, which predicts that ill-formed structures will be repaired as economically as possible, and the Preservation Principle, which predicts that epenthesis will be favoured over deletion. They also support the claim that the form in which loanwords are stored in the borrowing language is equivalent to the output of the phonology of the source language, even when that includes segments which are ill-formed in the borrowing language. However, the Lama data do not support the Threshold Principle, which predicts deletion when adaptation would be too costly.

Toward a Metatheoretical Model of Cognitive Development

1976 ◽  
Vol 7 (3) ◽  
pp. 247-253 ◽  
Author(s):  
Patricia Kennedy Arlin
Keyword(s):  
Cognitive Development ◽  
Structure And Function ◽  
Performance Model ◽  
Competence Model ◽  
Product And Process ◽  
And Performance ◽  
And Function ◽  
Performance Structure

Recently Piaget's model of cognitive development has been seriously questioned. This questioning was due partially to the inadequacy of the model in explaining creative, scientific and mature thought in adulthood. Various proposals have suggested the existence of a fifth stage in cognitive to represent adult thought. A second tradition has focused on the Piagetian model as a competence model. This has initiated a search for an appropriate performance model to describe the processes by which knowledge is actively constructed and applied. The present work reviews the theoretical positions and the research relevant to issue and proposes a synthesis through which cognitive development can be viewed as being both product and process, competence and performance, structure and function simultaneously.

Family Identification with the Firm, Non-family Stakeholders Orientation, and Economic Performance--Model

2020 ◽  
Author(s):  
Mª de la Cruz Déniz‐Déniz ◽  
Mª Katiuska Cabrera-Suárez ◽  
Josefa D. Martín-Santana
Keyword(s):  
Economic Performance ◽  
Performance Model

Theory of Constraints

Controlling ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 55-56 ◽  
Author(s):  
Roman Stoi ◽  
Boris A. Kühnle
Keyword(s):  
Theory Of Constraints

PhD Competence Model

2016 ◽  
Vol 4 (Suppl. 1) ◽  
pp. A3.5
Author(s):  
Marlies Stouthard
Keyword(s):  
Competence Model

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

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