scholarly journals Facilitation and practice in verb acquisition

2006 ◽  
Vol 33 (3) ◽  
pp. 487-518 ◽  
Author(s):  
TAMAR KEREN-PORTNOY
Keyword(s):  
Word Order ◽  
Inverse Correlation ◽  
Early Learning ◽  
Common Word ◽  
Syntactic Knowledge ◽  
Early Stages ◽  
Subsequent Learning ◽  
Syntax Acquisition ◽  
Intensive Use ◽  
Verb Acquisition

This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning – as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice – as evidenced by intensive use and common word order errors – and this slows down learning during the early stages of acquiring a structure.The facilitation and practice hypotheses were tested on naturalistic production samples of six Hebrew-acquiring children ranging from ages 1;1 to 2;7 (average ages 1;6 to 2;4 months). Results show that most structures did in fact accelerate; the notion of ‘practice’ is supported by the inverse correlation found between number of verbs and number of errors in the earliest productions in a given structure; and the absence of acceleration in a minority of the structures is due to the fact that they involve relatively less practice.

Prosodic differences between declaratives and interrogatives in infant-directed speech

2016 ◽  
Vol 44 (4) ◽  
pp. 968-994 ◽  
Author(s):  
SUSAN GEFFEN ◽  
TOBEN H. MINTZ
Keyword(s):  
Word Order ◽  
American English ◽  
Standard American English ◽  
Prosodic Cues ◽  
Syntax Acquisition ◽  
Syntactic Information ◽  
English Speaking ◽  
Syntactic Properties ◽  
Maternal Speech

AbstractIn many languages, declaratives and interrogatives differ in word order properties, and in syntactic organization more broadly. Thus, in order to learn the distinct syntactic properties of the two sentence types, learners must first be able to distinguish them using non-syntactic information. Prosodic information is often assumed to be a useful basis for this type of discrimination, although no systematic studies of the prosodic cues available to infants have been reported. Analysis of maternal speech in three Standard American English-speaking mother–infant dyads found that polar interrogatives differed from declaratives on the patterning of pitch and duration on the final two syllables, butwh-questions did not. Thus, while prosody is unlikely to aid discrimination of declaratives fromwh-questions, infant-directed speech provides prosodic information that infants could use to distinguish declaratives and polar interrogatives. We discuss how learners could leverage this information to identify all question forms, in the context of syntax acquisition.

Merging verb cluster variation

2018 ◽  
Vol 18 (1) ◽  
pp. 144-196 ◽  
Author(s):  
Sjef Barbiers ◽  
Hans Bennis ◽  
Lotte Dros-Hendriks
Keyword(s):  
Word Order ◽  
Verbal Material ◽  
Syntactic Knowledge ◽  
Word Order Variation ◽  
Order Variation ◽  
Language Area ◽  
Verb Clusters ◽  
Dutch Language ◽  
Cluster Variation ◽  
Occurrence Patterns

Abstract In this paper we argue that verb clusters in Dutch varieties are merged and linearized in fully ascending (1-2-3) or fully descending (3-2-1) orders. We argue that verb clusters that deviate from these orders involve non-verbal material: adjectival participles, or nominal infinitives. As a result, our approach does not involve any unmotivated movements that are specific for verb clusters. Support for our analysis comes from (i) the interpretation of verb clusters; (ii) the fact that order variation depends on the types of verbs involved, which can be explained by selectional requirements of the verbs; and (iii) the geographic co-occurrence patterns of various orders. First, the 1-3-2 and 3-1-2 orders are argued to be ascending orders with a non-verbal 3. Indeed these orders occur in grammars that have ascending, rather than descending, verb clusters. Secondly, the 1-3-2 order is argued to be an interrupted V1-V2 cluster with a non-verbal 3. Indeed, this order is most common in the region where non-verbal material can interrupt the verb cluster. Our analysis of word order variation in verb clusters in terms of principles of grammar is further supported by an experiment in which we asked a large number of speakers distributed over the Dutch language area to rank all logically possible orders, including orders that are not common in their own variety of Dutch. The results demonstrate that speakers apply their syntactic knowledge to rank verb cluster orders that they do not use themselves. We argue that this knowledge cannot be due to familiarity with the various orders.

scholarly journals MicroRNA-21 is upregulated during the proliferative phase of liver regeneration, targets Pellino-1, and inhibits NF-κB signaling

2010 ◽  
Vol 298 (4) ◽  
pp. G535-G541 ◽  
Author(s):  
Rebecca T. Marquez ◽  
Erik Wendlandt ◽  
Courtney Searcey Galle ◽  
Kathy Keck ◽  
Anton P. McCaffrey
Keyword(s):  
Liver Regeneration ◽  
Cultured Cells ◽  
Inverse Correlation ◽  
Luciferase Reporter ◽  
Mrna Levels ◽  
Messenger Rnas ◽  
Early Stages ◽  
Small Regulatory Rnas ◽  
Reporter Assays ◽  
Parenchymal Cells

During liver regeneration, normally quiescent liver cells reenter the cell cycle, nonparenchymal and parenchymal cells divide, and proper liver architecture is restored. The gene expression programs regulating these transitions are not completely understood. MicroRNAs are a newly discovered class of small regulatory RNAs that silence messenger RNAs by binding to their 3′-untranslated regions (UTRs). A number of microRNAs, including miR-21, have been shown to be involved in regulation of cell proliferation. We performed partial hepatectomies on mice and allowed the liver to regenerate for 1, 6, 12, 24, and 48 h and 4 and 7 days. We compared the expression of miR-21 in the posthepatectomy liver to the prehepatectomy liver by Northern blot and found that miR-21 was upregulated during the early stages of liver regeneration. NF-κB signaling is also activated very early during liver regeneration. It has been previously reported that NF-κB upregulates the miR-21 precursor transcript. The predicted miR-21 target, Pellino ( Peli1), is a ubiquitin ligase involved in activating NF-κB signaling. We observed an inverse correlation between miR-21 and Peli1 mRNA levels during liver regeneration. miR-21 overexpression in cultured cells inhibited a Peli1 3′-UTR luciferase reporter. Using NF-κB reporter assays, we determined that miR-21 overexpression inhibits NF-κB signaling. In conclusion, miR-21 expression was upregulated during early stages of liver regeneration. Targeting of Peli1 by miR-21 could potentially provide the basis for a negative feedback cycle regulating NF-κB signaling.

scholarly journals Introduction

2000 ◽  
Vol 18 ◽  
pp. 1-6 ◽  
Author(s):  
Dagmar Bittner ◽  
Wolfgang U. Dressler ◽  
Marianne Kilani-Schoch
Keyword(s):  
Early Stages ◽  
Verb Acquisition

This 18th issue of ZAS-Papers in Linguistics consists of papers on the development of verb acquisition in 9 languages from the very early stages up to the onset of paradigm construction.

Мектепке чейинки мекемелерде чет тилди окутуунун ыкмасы

2019 ◽  
pp. 82-84
Author(s):  
К.У. Чомокеева
Keyword(s):  
Child Development ◽  
Foreign Language ◽  
19Th Century ◽  
Early Learning ◽  
Foreign Languages ◽  
Psychological State ◽  
Educational Institutions ◽  
Early Stages ◽  
The 19Th Century

Аннотация: Бул макалада билим алуудагы приоритеттүү багыттардын бири - чет тилин үйрөнүү. Көптөгөн мектепке чейинки билим берүү мекемелери жана ар кандай борборлор баланын алгачкы өнүгүү этабында чет тилдерди үйрөтүү программасын иштеп чыгууда. Чет тилин эрте окутуу ыкмасы 19-кылымда илимий методикалык бутак сыяктуу жаралган. Бүгүнкү күндө азыркы коомдо чет мамлекеттер менен болгон ар түрдүү мамиле күч алып, тил коомдо талапка ылайык болуп калды. Макалада чет тилин эрте окутуу маселеси каралган. Окутуудагы ыкма жана технология сунушталган. Макала балдардын психологиялык өзгөчөлөгүн козгоп өтөт. Түйүндүү сөздөр: Лингвистика, эрте окуу, мектепке чейинки мекеме. Аннотация: Одним из самых приоритетных направлений в образовании стало изучение иностранного языка. Многие дошкольные образовательные учреждения и различные центры разрабатывают программы обучения иностранным языкам на ранних этапах развития ребенка. Интегративные занятия применяются для разностороннего воспитания дошкольника, для развития его языковых и общих способностей. Методика раннего обучения иностранным языкам начала зарождаться ещё в 19 веке как отрасль методической науки. В статье рассмотрена проблема раннего обучения иностранного языка. Предложены методы и технологии обучения. Также рассмотрено психологическое состояние детей. Ключевые слова: Лингвистика, раннее обучение, дошкольное учреждение. Annotation: One of the top priorities in education has been the study of a foreign language. Many pre-school educational institutions and various centers develop programs for teaching foreign languages in the early stages of child development. Integrative classes are used for the versatile upbringing of a preschooler, for the development of his language and general abilities. The method of early learning of foreign languages began to emerge as early as the 19th century as a branch of methodological science. The article deals with the problem of early learning of a foreign language. Methods and technologies of training are proposed. Also considered the psychological state of children. Keywords: Linguistics, early learning, preschool institution

scholarly journals The development of verbal morphology and word order in an Indonesian-German bilingual child: A case study

2018 ◽  
Vol 19 (1) ◽  
pp. 33-53
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Ni Luh Sutjiati Beratha ◽  
I Wayan Pastika ◽  
I Nyoman Suparwa
Keyword(s):  
Word Order ◽  
Software Systems ◽  
Verbal Morphology ◽  
Internal Factors ◽  
Bilingual Child ◽  
Video Recordings ◽  
Linguistic Interference ◽  
Verb Acquisition ◽  
Natural Settings

Abstract The contexts and circumstances of the occurrence of cross-linguistic influence in bilingual children’s language development are still a matter of debate. The present study argues that in the early development of a bilingual child exposed to two typologically distinct languages (Indonesian and German), the child developed two separate linguistic systems. The child, raised in Indonesia, was exposed to Indonesian by her Indonesian mother and to German by her German father. The study focuses on the early stages of verbal morphology and word order, from ages 1;3 to 2;2. The corpus took the form of conversational text or speech based on spontaneous interactions in natural settings. The data was collected using diary records, supplemented by weekly video recordings. In analysing the data, two software systems were used: ELAN and Toolbox. The speech was segmented based on utterances. All verbal morphology and word order was coded. The results show that verbal morphology in Indonesian and German was acquired by the child at different times, with the development of German verbs occurring later than Indonesian verb acquisition. In addition, there is evidence of interaction between the two developing systems. Cross-linguistic interference was identified when the child used the Indonesian vocatives-predicate combination in German utterances while, at the same time, the child also applied the German verb-final clause structure in Indonesian utterances when she should have produced German utterances. Thus, the results from this case study suggest that both language external and internal factors account for the occurrence of cross-linguistic influence.

scholarly journals First verbs: on the way to mini-paradigms

2000 ◽  
Vol 18 ◽  
pp. 173
Author(s):  
Dagmar Bittner ◽  
Wolfgang U. Dressler ◽  
Marianne Kilani-Schoch
Keyword(s):  
Language Acquisition ◽  
Longitudinal Data ◽  
Developmental Processes ◽  
Early Stages ◽  
Austrian Academy ◽  
Verb Acquisition ◽  
Academy Of Sciences ◽  
Deutsche Forschungsgemeinschaft ◽  
The Way

This 18th issue of ZAS-Papers in Linguistics consists of papers on the development of verb acquisition in 9 languages from the very early stages up to the onset of paradigm construction. Each of the 10 papers deals with first-Ianguage developmental processes in one or two children studied via longitudinal data. The languages involved are French, Spanish, Russian, Croatian, Lithuanien, Finnish, English and German. For German two different varieties are examined, one from Berlin and one from Vienna. All papers are based on presentations at the workshop 'Early verbs: On the way to mini-paradigms' held at the ZAS (Berlin) on the 30./31. of September 2000. This workshop brought to a close the first phase of cooperation between two projects on language acquisition which has started in October 1999: a) the project on "Syntaktische Konsequenzen des Morphologieerwerbs" at the ZAS (Berlin) headed by Juergen Weissenborn and Ewald Lang, and financially supported by the Deutsche Forschungsgemeinschaft, and b) the international "Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition" coordinated by Wolfgang U. Dressler in behalf of the Austrian Academy of Sciences.  

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