The “complex first” paradox

2008 ◽  
Vol 9 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Markus Werning
Keyword(s):  
Word Meaning ◽  
Empirical Observation ◽  
Evolution And Development ◽  
Concrete Nouns ◽  
Word Classes ◽  
Development Of Language

The Complex-First Paradox regards the semantics of nouns and consists of a set of together incompatible, but individually well confirmed propositions about the evolution and development of language, the semantics of word classes and the cortical realization of word meaning. Theoretical and empirical considerations support the view that the concepts expressed by concrete nouns are more complex and their neural realizations more widely distributed in cortex than those expressed by other word classes. For a cortically implemented syntax–semantics interface, the more widely distributed a concept’s neural realization is, the more effort it takes to establish a link between the concept and its expression. If one assumes the principle that in ontogeny and phylogeny capabilities demanding more effort develop, respectively, evolve later than those demanding less effort, the empirical observation seems paradoxical that the meanings of concrete nouns, in ontogeny and phylogeny, are acquired earlier than those of other word classes.

scholarly journals ALTERNATIVA PEDAGÓGICA PARA LA ESTIMULACIÓN DEL LENGUAJE Y LA COMUNICACIÓN EN LA EDUCACIÓN PREESCOLAR

2017 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Aleida Ofelia Delgado Varona ◽  
Esnedy Muñagorri Salabarría ◽  
Rafael Marciano Batista García
Keyword(s):  
Educational Process ◽  
School Education ◽  
Empirical Observation ◽  
Cultural Approach ◽  
Palabras Clave ◽  
Language And Communication ◽  
Analysis And Synthesis ◽  
Language Communication ◽  
Development Of Language ◽  
Stimulation Of

Esta ponencia ofrece una alternativa pedagógica desde el texto literario infantil, dirigida a favorecer la estimulación del desarrollo del lenguaje y la comunicación en los niños del tercer año de vida. La propuesta se sustenta en el enfoque cognitivo – comunicativo y socio- cultural para la enseñanza de la lengua, donde se valora la estimulación del desarrollo desde la edad temprana como una prioridad en el proceso educativo de la Educación Preescolar, por la importancia de este período en la formación de la personalidad, lo que impone a este nivel de educación la tarea de perfeccionar los procedimientos pedagógicos a la luz de los nuevos enfoques, de modo especial el lenguaje, como principal medio de comunicación y cognición. Se utilizaron métodos teóricos: análisis y síntesis, inducción y deducción, modelación y empíricos: observación, entrevistas, análisis de documento. En la aplicación del diagnóstico se corroboran las limitaciones de acuerdo a la etapa, que significan la cientificidad del problema abordado. Con la aplicación de la propuesta se constatan los avances. PALABRAS CLAVE: estimulación; lenguaje; comunicación; literatura infantil. PEDAGOGICAL ALTERNATIVE FOR THE STIMULATION OF LANGUAGE AND COMMUNICATION IN PRE-SCHOOL EDUCATION ABSTRACT This paper offers a pedagogical alternative from the children's literary text, aimed at encouraging the development of language and communication in children in the third year of life. The proposal is based on the cognitive-communicative and socio-cultural approach to language teaching, which evaluates the stimulation of development from the earliest age as a priority in the educational process of pre-school education, due to the importance of this period In the formation of personality, which imposes at this level of education the task of perfecting pedagogical procedures in the light of new approaches, especially language, as the main means of communication and cognition. Theoretical methods were used: analysis and synthesis, induction and deduction, modeling and empirical: observation, interviews, document analysis. In the application of the diagnosis, the limitations according to the stage, which signify the scientific of the problem addressed, are corroborated. The implementation of the proposal shows the progress. KEYWORDS: stimulation; language; communication; children's literature.

scholarly journals METALINGUISTIC AWARENESS OF RUSSIAN-HEBREW BILINGUAL PRESCHOOLERS (BASED ON THE DEFINITION TEST)

2021 ◽  
Vol 16 ◽  
pp. 234-239
Author(s):  
Irina Ovchinnikova ◽  
Miriam Minkov ◽  
Mila Schwartz
Keyword(s):  
Word Meaning ◽  
Metalinguistic Awareness ◽  
Concrete Nouns ◽  
Definition Of

Our study of Russian-Hebrew bilingual preschoolers’ metalinguistic awareness is based on the results of the definition test with 56 children. The results uncover six strategies to generate a definition of concrete nouns in two languages. The preschoolers preferred to how an object functions while explaining the word meaning in both languages. References to the category by hypernyms, synonyms or co-hyponyms cover 10% of Russian definitions and 5% of those in Hebrew. The bilinguals often failed to define a noun in Hebrew. They could not find a relevant hypernym, overcoming the difficulty by generating descriptive definitions with a specific qualification of the object. Manipulating the L2 structure, they showed their metalinguistic awareness.

scholarly journals Basic Factors Motivating the Extension of Word Meaning

2020 ◽  
Vol 10 (5) ◽  
pp. 60
Author(s):  
Aytaj Sadiq Hasanova
Keyword(s):  
Cognitive Linguistics ◽  
Word Meaning ◽  
Semantic Structure ◽  
Linguistic Analyses ◽  
Thinking Processes ◽  
Human Thinking ◽  
Development Of Language ◽  
Relationship Of ◽  
The Relationship ◽  
Linguistic Phenomenon

The present study was conducted to investigate the psycholinguistic bases and realization mechanism of semantic changes. Semantic extension that occurs in words comprehended in original nominative meaning has many times been the objective of linguistic investigations. As modern linguistics focuses more and more on the relationship of language and cognition, language and psychology, linguistic analyses and studies of word semantics are also directed to cognitive and thinking processes. The article aims to scrutinize main factors that bring about semantic changes. The semantic structure of a word undergoes multilateral changes throughout the historical development of language. Most words in language may assume additional meanings in functional speech that are not fixed in their lexicographic definitions. These peripheral or potential semantic components of meaning are realized in the thoughts of people in certain contexts. One of the reasons bringing about polysemy is explained by generalizing character of human thinking. The current study explains the approaches of both traditional and cognitive linguistics towards the above-mentioned linguistic phenomenon. The article also provides the interpretation of semantic development on the basis of the element of reality—the minimum unit that is comprehended, introduced in the theory of Linguo-Psychological Unity (LPU) newly created in Azerbaijani linguistics.

scholarly journals Indonesian-English code mixing in Raditya Dika’s Manusia Setengah Salmon

2016 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Santika Wulandari
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Data Reduction ◽  
Qualitative Approach ◽  
Data Display ◽  
Code Mixing ◽  
Abstract Nouns ◽  
Concrete Nouns ◽  
Collection Data ◽  
Word Classes

<p>This study was aimed at investigating Indonesian-English code mixing in Raditya Dika’s <em>Manusia Setengah Salmon</em>, particularly to find out the word classes of the code mixing, the meaning of the code mixing, the dominant use of the code mixing, and the reasons for using the code mixing. Content analysis in qualitative approach was applied in this study. To collect the data, it was through data collection, data reduction, data display, and conclusion drawing. The results showed that there are 65 sentences or utterances consisted English nouns as code mixing. They were categorized into countable nouns (87.69%), uncountable nouns (3.08%), abstract nouns (6.15%), concrete nouns (1.54%), and plural nouns (1.54%). Among them, countable nouns are more dominant than others. Also, three kinds of translating process found are: borrowing consisted of 25 sentences, literal consisted of 14 sentences, and adaptation consisted of 28 sentences.</p>

scholarly journals Dutch Sensory Modality Norms

2020 ◽  
Author(s):  
Laura Jane Speed ◽  
Marc Brysbaert
Keyword(s):  
Word Processing ◽  
Sensory Modality ◽  
Word Meaning ◽  
Open Science ◽  
Perceptual Modality ◽  
Sensory Modalities ◽  
Perceptual Modalities ◽  
Word Classes ◽  
Science Framework ◽  
The Relationship

Word meaning is thought to be grounded in the sensory modalities. In order to test such hypotheses in experiments, linguistic stimuli needs to be carefully selected and controlled for. To aid in such investigations, we present a new set of sensory modality norms for over 24,000 Dutch words. The sensory norms comprise perceptual strength ratings in six perceptual modalities: audition, gustation, haptics, olfaction, vision, and interoception. The new norms improve on existing Dutch sensory norms in three ways: 1) they significantly expand on the number of words rated; 2) they include multiple word classes; 3) they add a new perceptual modality: interoception. We show that the sensory norms are able to predict word processing behavior and outperform existing ratings of sensory experience: concreteness and imageability. The data are available via the Open Science Framework (https://osf.io/ubvy2) and serve as a valuable resource for research into the relationship between language and perception.

scholarly journals INTERJEKSI DALAM BAHASA INDONESIA: ANALISIS PRAGMATIK

Pujangga ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Bambang Widiatmoko ◽  
Waslam Waslam
Keyword(s):  
Key Words ◽  
Word Meaning ◽  
Lexical Meaning ◽  
Pragmatic Analysis ◽  
Word Classes ◽  
Main Factors ◽  
Speech Situation ◽  
Bahasa Indonesia ◽  
Main Factor

<p> ABSTRAK <br />Dalam buku Tata Bahasa Baku Bahasa Indonesia dijelaskan bahwa interjeksi atau kata seru adalah kata tugas yang mengungkapkan rasa hati pembicara. Berbeda dengan  kelas kata lain (yaitu verba, ajektiva, adverbial, dan nomina), kata tugas hanya memiliki makna gramatikal dan tidak memiliki arti leksikal. Dalam penelitian ini penulis membahas interjeksi dalam bahasa Indonesia dengan menggunakan analisis pragmatik. Tujuan penelitian ini adalah menemukan dan menjelaskan faktor utama pembentuk interjeksi dalam bahasa Indonesia. Hasil penelitian menunjukkan bahwa faktor untama pembentuk interjeksi dalam bahasa Indonesia adalah faktor makna kata/makna satuan bahasa dan situasi bicara. <br /> </p><p>Kata Kunci: interjeksi,  kata tugas, arti gramatikal, arti leksikal,  pragmatik, makna kata,             situasi bicara.  <br /> </p><p>ABSTRACT <br /> <br />In the Bahasa Indonesia standard book, i.e. Tata Bahasa Baku Bahasa Indonesia it is explained that interjections is a task word that expresses the speaker’s heart. Unlike other word classes (i.e. verbs, ajectives, adverbials, and nouns), the interjection has only  grammatical meaning and has no lexical meaning. In this study, the author discusses interjection in the Bahasa Indonesia by using pragmatic analysis. The objective  of the study was to find and explain the main factors of the  interjection forming in Bahasa Indonesia. The results  showed that the main factor  forming interjection in Bahasa Indonesia is the meaning of the word (or the unit of language) and speech situation.  <br /> </p><p>Key Words: interjection, task word,  grammatical meaning,  lexical meaning,  pragmatic                analysis, word meaning speech situation. </p>

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