Parasitic vocabulary acquisition, cross-linguistic influence, and lexical retrieval in multilinguals

2014 ◽  
Vol 18 (2) ◽  
pp. 145-162 ◽  
Author(s):  
PETER ECKE
Keyword(s):  
Vocabulary Acquisition ◽  
Research Evidence ◽  
Developmental Changes ◽  
Lexical Retrieval ◽  
Lexical Development ◽  
The Third ◽  
Individual Word ◽  
Word Forms

The first part of this paper reviews research evidence for typological similarity and/or L2 status as determinants of cross-linguistic influence (CLI) in multilingual lexical production. The second part presents a model of vocabulary acquisition as a framework to explain CLI at the levels of form, (syntactic) frame, and meaning, as well as some of the developmental changes that have been reported for CLI patterns in relation to L3 learners’ proficiency. It is suggested that these patterns can be related to default processes and stages involved in the acquisition of individual word forms and their integration into networks of existing lexical triads, as described in the Parasitic Model of vocabulary acquisition. The third part of this paper points to research into the complexity and non-linearity of multilingual lexical development and the need to learn more about it.

Growth and moulting in nematodes: moulting and development of the hatched larva of Rotylenchulus reniformis

Parasitology ◽  
1984 ◽  
Vol 89 (1) ◽  
pp. 107-120 ◽  
Author(s):  
A. F. Bird
Keyword(s):  
Developmental Changes ◽  
Adult Males ◽  
Rotylenchulus Reniformis ◽  
Head Region ◽  
Immature Female ◽  
The Third ◽  
Final Moult ◽  
Developmental Sequences ◽  
Transmission Electron ◽  
Moist Environment

SummaryThe morphology of the post-hatch moulting and developmental sequence of an amphimictic population of Rotylenchulus reniformis has been examined in living and fixed material. Under suitable conditions of temperature and in a moist environment the 2nd-stage larva (L2) undergoes a series of 3 moults and developmental changes which result in the formation of males and immature females. After hatching and prior to the start of the first of these moults (the second moult), there is a pre-moult period, usually of 3–5 days duration. The morphology of the entire moulting and developmental sequences, from L2 to just after the final moult, has been followed in single living specimens of a parasitic nematode using differential interference contrast optics, and sections cut through different stages have been observed under the transmission electron microscope. These moulting sequences (at 24 °C) take place at similar times in developing males and females. The second moult takes place on the second day after commencement of moulting, the third on the third or fourth days and the fourth and final moult on the sixth or seventh days, followed by further development over several days to give rise to the adult male and the immature female. The ultrastructure associated with some of the more obvious of these developmental changes is described and includes the morphology of the head region and cuticles of L2, L4, adult males and immature females, the oesophageal glands of the immature female and the copulatory spicules and spermatozoa of the male.

Why Schools Should Care About Intellectual Styles

2012 ◽  
Vol 11 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Li-fang Zhang
Keyword(s):  
Research Evidence ◽  
School Context ◽  
Educational Institutions ◽  
Type I ◽  
Type Ii ◽  
Learning And Development ◽  
The Third ◽  
Intellectual Styles ◽  
Processing Information ◽  
Research Findings

Traditionally, many educators and psychologists believed that successes and failures within the school context are attributable mainly to individual differences in such classic variables as ability, personality, and learning motivation. This article presents research evidence demonstrating that intellectual styles, that is, people’s preferred ways of processing information and dealing with tasks, also play critical roles in students’ learning and development and in teachers’ practices. It further demonstrates that some styles are more valued than are others and that styles are malleable.The article is divided into four parts. The first part briefly introduces the background of the research to be presented. The second reviews the key literature, supporting the position that intellectual styles are value laden, with creativity-generating styles (also known as Type I styles) being more adaptive than are norm-favoring styles (also known as Type II styles). The third part highlights some research findings indicating that styles can be modified. The final and fourth part of the article discusses the implications of the research evidence for various parties of educational institutions at all levels—generally referred to as “schools” in this article.

Hypostase development in Ornithogalum caudatum (Liliaceae) and notes on other types of modifications in the chalaza of angiosperm ovules

1980 ◽  
Vol 58 (19) ◽  
pp. 2059-2066 ◽  
Author(s):  
Varien R. Tilton
Keyword(s):  
Embryo Sac ◽  
Mitotic Division ◽  
Integral Function ◽  
Developmental Changes ◽  
Storage Tissue ◽  
Storage Product ◽  
The Third ◽  
Carbohydrate Storage ◽  
Mature Ovule ◽  
Ornithogalum Caudatum

Seven types of chalazal modifications have been reported to occur as normal developmental changes in angiosperm ovules. Among them is the hypostase, a group of usually lignified cells. In Ornithogalum, hypostase differentiation becomes evident during the meiotic–mitotic interphase. Differentiation proceeds toward the micropylar end of the ovule at first but later becomes bidirectional. Differentiation is usually completed after the third mitotic division of the megagametophyte has occurred. One to three hypostase cells per ovule have what appears to be a nonstarch carbohydrate storage product. The greatest proportion of starch reserves in the mature ovule occurs in the chalazal end of the nucellus and, although the hypostase does not seem to be an important storage tissue, it probably has an integral function in the translocation of nutrients into the megagametophyte and, after fertilization, into the embryo sac.

COMPARING THE L1 AND L2 MENTAL LEXICON

2001 ◽  
Vol 23 (1) ◽  
pp. 41-69 ◽  
Author(s):  
Brent Wolter
Keyword(s):  
Native Speaker ◽  
Research Question ◽  
Mental Lexicon ◽  
The Body ◽  
Word Knowledge ◽  
Lexical Development ◽  
Individual Word ◽  
Tentative Model ◽  
L1 And L2

This paper explores the possibility that, contrary to the findings of past studies, the L1 and L2 mental lexicon may in fact be structurally similar, with depth of individual word knowledge determining a given word's degree of integration into the mental lexicon. The paper begins by reviewing the body of evidence relevant to the research question, and then presents the design and results of an investigation comparing nonnative and native speaker patterns of responses in light of depth of word knowledge scores. In discussing the results of the study, a tentative model for the process by which words are integrated into the mental lexicon is proposed, and the long-standing belief that a shift from predominantly syntagmatic to predominantly paradigmatic responses is indicative of lexical development is challenged.

scholarly journals The Use of Images for Teaching Abstract Words Versus Concrete Words: A Semiotic Study

2019 ◽  
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Hassan Saleh Mahdi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
New Words ◽  
The Third ◽  
Post Test ◽  
Abstract Words ◽  
Concrete Words

Semiotics has been investigated in the literature to enhance second language vocabulary acquisition. The previous studies have examined how semiotics could aid second language (L2) learner to learn concrete words. This study aims at investigating the effect of semiotics on learning abstract words. Fifty-five Arab learners of English as a foreign language (EFL) participated in the study and assigned into three groups. The first group was taught abstract words using semiotics. The second group was taught concrete words using semiotics. The third group was taught the same words using a traditional way, i.e., without semiotics. Results of the post-test indicated that participants in semiotics groups (either concrete or abstract) outscored the participants who did not use semiotics to learn new words. The study concluded that semiotics is a useful tool to enhance learning new words. Also, semiotics can be more helpful in learning concrete words than abstract words.

scholarly journals Relating unsupervised word segmentation to reported vocabulary acquisition

2017 ◽  
Author(s):  
Elin Larsen ◽  
Alejandrina Cristia ◽  
Emmanuel Dupoux
Keyword(s):  
Gold Standard ◽  
Evaluation Method ◽  
Word Segmentation ◽  
Lexical Development ◽  
Word Forms ◽  
Parental Reports ◽  
Predictor Model ◽  
Set Up ◽  
Frequency Counts ◽  
The Ideal

A range of computational approaches have been used to model the discovery of word forms from continuous speech by infants. Typically, these algorithms are evaluated with respect to the ideal ’gold standard’ word segmentation and lexicon. These metrics assess how well an algorithm matches the adult state, but may not reflect the intermediate states of the child’s lexical development. We set up a new evaluation method based on the correlation between word frequency counts derived from the application of an algorithm onto a corpus of child-directed speech, and the proportion of infants knowing the words according to parental reports. We evaluate a representative set of 4 algorithms, applied to transcriptions of the Brent corpus, which have been phonologized using either phonemes or syllables as basic units. Results show remarkable variation in the extent to which these 8 algorithm-unit combinations predicted infant vocabulary, with some of these predictions surpassing those derived from the adult gold standard segmentation. We argue that infant vocabulary prediction provides a useful complement to traditional evaluation; for example, the best predictor model was also one of the worst in terms of segmentation score, and there was no clear relationship between token or boundary F-score and vocabulary prediction.

The Latin third stem and its survival in Romance

2018 ◽  
Author(s):  
Martin Maiden
Keyword(s):  
Romance Languages ◽  
Past Participle ◽  
The Third ◽  
The Past ◽  
Word Forms ◽  
History Of ◽  
Definition Of

The implications of Aronoff’s classic example of a morphome—the Latin third stem—for the history of the Romance languages are considered; the third stem is shown to persist in Romance in the form of the past participle (also, in Romanian, in the supine) and to display truly ‘morphomic’ properties in diachrony. Some criticisms of the morphomic status of the third stem in Latin are reviewed. The significance of apparent counterexamples in Portuguese and elsewhere is considered. The diachronic data disclose a probably crucial distinction between derivational and inflexional domains in the definition of morphomic patterns. Such patterns reveal themselves as robust only within inflexional morphology, and it is suggested that perfect lexical identity between alternating word forms is crucial to the existence and persistence of morphomic patterns.

The Oxford Handbook of Inflection

2015 ◽  
Keyword(s):  
Final Section ◽  
Characteristic Property ◽  
Building Blocks ◽  
The Third ◽  
The Pacific ◽  
Word Forms ◽  
Practical Standpoint ◽  
Important Object ◽  
Paradigmatic Structure ◽  
High Degree

Inflection is the expression of grammatical information through changes in word forms. This confrontation between general principles of syntactic organization and the often idiosyncratic properties of words has brought about systems whose properties—among them an often high degree of complexity—are an important object of investigation in their own right. Because it is something that many languages happily do without, inflection has a curious and often contentious status within linguistics. But even so, there is a fascinating and well-delimited set of facts out there to be explored, for which this handbook will be a guide. The volume is made up of twenty-four chapters, which together take a theoretically ecumenical approach, with particular attention paid to draw the examples from a wide variety of languages. The first section covers the fundamental building blocks of inflectional form and content: morphemes, features, and means of exponence. The second section focuses on what is probably the most characteristic property of inflectional systems, paradigmatic structure, and the non-trivial nature of the mapping between function and form. The third section covers change and variation over time, and the fourth section covers computational issues from a theoretical and practical standpoint. Section five addresses psycholinguistic questions. The final section is devoted to sketches of individual inflectional systems, illustrating a range of typological possibilities across a genetically diverse set of languages from Africa, Asia and the Pacific, Australia, Europe, and South America.

Reforming Housing Assistance

2019 ◽  
Vol 686 (1) ◽  
pp. 250-285 ◽  
Author(s):  
Robert Collinson ◽  
Ingrid Gould Ellen ◽  
Jens Ludwig
Keyword(s):  
Low Income ◽  
Research Evidence ◽  
Current System ◽  
Housing Assistance ◽  
Market Conditions ◽  
Assistance Programs ◽  
Limited Government ◽  
The Third ◽  
Federal Housing ◽  
The Impact

This article reviews current federal housing assistance policies and briefly summarizes research evidence about the efficacy of the different programs. We identify three key challenges that these programs face in meeting their stated objectives and suggest strategies for addressing them. The first challenge is the large variation in market conditions across the country, which makes it difficult to design assistance programs that are universally appropriate. We call for adjusting the type of assistance across markets, allowing for a greater match between subsidies and needs. The second set of challenges concerns subsidy generosity, structure, and targeting. The current system provides large subsidies to a small number of low-income households while providing nothing to most. Assuming limited government resources, we call for exploring the impact of more modest or time-limited subsidies to serve more people with more attention to targeting. The third challenge is the relatively poor location of housing in current assistance programs. We suggest strategies to help more assisted families reach high-opportunity areas.

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