Rhythmic structures in content word untterances.

2009 ◽  
Vol 125 (4) ◽  
pp. 2573-2573
Author(s):  
Joo‐Kyeong Lee ◽  
Sunmi Kang
Keyword(s):  
Content Word ◽  
Rhythmic Structures

scholarly journals Phonological Words and Stuttering on Function Words

1998 ◽  
Vol 41 (5) ◽  
pp. 1019-1030 ◽  
Author(s):  
James Au-Yeung ◽  
Peter Howell ◽  
Lesley Pilgrim
Keyword(s):  
Older People ◽  
Content Word ◽  
Initial Position ◽  
Function Word ◽  
Function Words ◽  
Auxiliary Verbs ◽  
Phonological Word ◽  
The People

Stuttering on function words was examined in 51 people who stutter. The people who stutter were subdivided into young (2 to 6 years), middle (6 to 9 years), and older (9 to 12 years) child groups; teenagers (13 to 18 years); and adults (20 to 40 years). As reported by previous researchers, children up to about age 9 stuttered more on function words (pronouns, articles, prepositions, conjunctions, auxiliary verbs), whereas older people tended to stutter more on content words (nouns, main verbs, adverbs, adjectives). Function words in early positions in utterances, again as reported elsewhere, were more likely to be stuttered than function words at later positions in an utterance. This was most apparent for the younger groups of speakers. For the remaining analyses, utterances were segmented into phonological words on the basis of Selkirk’s work (1984). Stuttering rate was higher when function words occurred in early phonological word positions than other phonological word positions whether the phonological word appeared in initial position in an utterance or not. Stuttering rate was highly dependent on whether the function word occurred before or after the single content word allowed in Selkirk’s (1984) phonological words. This applied, once again, whether the phonological word was utterance-initial or not. It is argued that stuttering of function words before their content word in phonological words in young speakers is used as a delaying tactic when the forthcoming content word is not prepared for articulation.

AUTOMATED ANALYSIS OF RHYTHMIC CHARACTERISTICS OF RUSSIAN- LITERARY PROSAIC TEXT AS A METHOD FOR DETERMINING THE TEXT AFFILIATION TO A LITERARY PERIOD

2020 ◽  
Vol 6 (99) ◽  
pp. 73-85
Author(s):  
ELENA I. BOYCHUK ◽  
ELENA V. MISHENKINA
Keyword(s):  
Statistical Methods ◽  
Russian Literature ◽  
Automated Analysis ◽  
Russian Language ◽  
Literary Texts ◽  
Russian Literary ◽  
Prose Rhythm ◽  
Literary Period ◽  
Rhythmic Structures

The article analyses the rhythmic characteristics of Russian-language literary texts using the automated PRD (Prose Rhythm Detector) application. The authors consider the main approaches to the periodization of Russian literature of the XIX-XXI centuries in order to determine the affiliation of works to a particular epoch based on the specifics of the text rhythmic structures. The quantitative and statistical methods of the analysis are used.

Linguistic Inquiry and Word Count (LIWC)

2012 ◽  
pp. 206-229 ◽  
Author(s):  
Cindy K. Chung ◽  
James W. Pennebaker
Keyword(s):  
Group Dynamics ◽  
Language Processing ◽  
Behavioral Outcomes ◽  
Content Word ◽  
Analysis Tool ◽  
Word Count ◽  
Psychological States ◽  
Psychological Measures ◽  
Potential Applications ◽  
Linguistic Inquiry

Linguistic Inquiry and Word Count (LIWC; Pennebaker, Booth, & Francis, 2007) is a word counting software program that references a dictionary of grammatical, psychological, and content word categories. LIWC has been used to efficiently classify texts along psychological dimensions and to predict behavioral outcomes, making it a text analysis tool widely used in the social sciences. LIWC can be considered to be a tool for applied natural language processing since, beyond classification, the relative uses of various LIWC categories can reflect the underlying psychology of demographic characteristics, honesty, health, status, relationship quality, group dynamics, or social context. By using a comparison group or longitudinal information, or validation with other psychological measures, LIWC analyses can be informative of a variety of psychological states and behaviors. Combining LIWC categories using new algorithms or using the processor to assess new categories and languages further extend the potential applications of LIWC.

On the Nature and Scales of Statistical Estimations Divergence and its Linkage with Statistical Learning

2011 ◽  
pp. 52-63
Author(s):  
Vassiliy Simchera ◽  
Ali Serhan Koyuncugil
Keyword(s):  
Statistical Learning ◽  
Modern Science ◽  
Content Word ◽  
Human Existence ◽  
Empirical Distributions ◽  
Statistical Estimations ◽  
Special Order

Besides the well-known commonplace, and sometimes also simply fantastic reasons for the existing breaks in the estimations of one and the same phenomena, substitution of concepts, manipulations, intentional distortions, all possible manipulations and frank lie there are their own technological reasons in the statistics for the similar breaks, which are being generated by some sort of circumstances of insurmountable force, which one should differ from well-known posy reasons, and therefore to consider in a special order. Predetermined objectively by conditioned divergence of the theoretical and empirical distributions, gaps between a nature and phenomenon, shape and its content, word and deed, these reasons (different from subjective reasons), limited by the extreme possibilities of human existence, can be overcome through the expansion of humans knowledge’s, which assumes reconsideration of the very basis of the modern science. Below we present some of the approaches towards such a reconsideration, which opens possibilities for the reduction of the huge gaps in modern statistical estimations of the same phenomena and its linkage with statistical learning.

Out of the Room and into the Hall: Making Content Word Walls Work

2010 ◽  
Vol 84 (1) ◽  
pp. 31-36 ◽  
Author(s):  
Peggy H. Yates ◽  
Kristen Cuthrell ◽  
Molli Rose
Keyword(s):  
Content Word ◽  
Word Walls

scholarly journals Comparing the Lexical Features of EAP Students’ Essays by Prompt and Rating

2015 ◽  
Vol 32 (2) ◽  
pp. 30
Author(s):  
Maxime Lavallée ◽  
Kim McDonough
Keyword(s):  
High Frequency ◽  
Content Word ◽  
Lower Percentage ◽  
Lexical Diversity ◽  
Word Use ◽  
Proficiency Levels ◽  
Writing Class ◽  
Word Familiarity ◽  
Novice Writers ◽  
Holistic Rubric

Previous research has shown that high frequency lexical items, such as AWL words and formulaic expressions, may differentiate between texts written by ex- pert and novice writers (Chen & Baker, 2010; Hancioğlu, 2009), and that lexical features related to breadth, depth, and accessibility differentiate among texts from L2 writers of different proficiency levels (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). The current study compared the essays written by EAP students in response to either a cause or an effect writing prompt. As part of their EAP writing class, the students (N = 94) had two weeks to read six source texts and take notes to prepare for an integrative-writing exam. Students’ essays were assessed by three raters using a holistic rubric, and five lexical features of their essays were analyzed: percentage of AWL word use, content word frequency, word familiarity, imagability, and lexical diversity. The results indicated that responses to the effect prompt were rated sig- nificantly lower than cause essays, contained more frequent and familiar words, and had a lower percentage of AWL words. However, there was no significant correlation between essay ratings and lexical features. Potential explanations for the findings and pedagogical implications are discussed. Des recherches antérieures ont révélé que les items lexicaux à haute fréquence, tels la liste des mots académiques et les formules rigides, peuvent varier selon que le texte soit écrit par un expert ou un débutant (Chen & Baker, 2010; Hancioğlu, 2009), et que les éléments lexicaux liés à l’envergure, la profondeur et l’accessi- bilité varient dans les textes écrits par des auteurs L2 de compétences différentes (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). La présente étude a comparé des rédactions écrites par des élèves d’anglais académique où la tâche d’écriture évoquait des causes ou des effets. Le cours d’anglais académique exigeait que les élèves (N=94) lisent, en deux semaines, six textes originaux et qu’ils prennent des notes pour se préparer à un examen écrit intégratif. Trois évaluateurs se sont appuyés sur une rubrique globale pour analyser cinq éléments lexicaux : pourcentage de l’utilisation des mots de la liste des mots académiques, fréquence des mots lexicaux, capacité à évoquer des images mentales et diversité lexicale. Les résultats démontrent que les évaluations des rédactions basées sur la tâche d’écriture évoquant des effets étaient nettement inférieures aux évaluations des rédactions basées sur la tâche d’écriture évoquant des causes. Ces premières comptaient également plus de mots familiers et répandus, et moins de mots figurant dans la liste des mots académiques. Les auteurs présentent des hypothèses pour expliquer ces résultats, ainsi que les impli- cations pédagogiques de leur recherche. 

Query-based multi-documents summarization using linguistic knowledge and content word expansion

2015 ◽  
Vol 21 (7) ◽  
pp. 1785-1801 ◽  
Author(s):  
Asad Abdi ◽  
Norisma Idris ◽  
Rasim M. Alguliyev ◽  
Ramiz M. Aliguliyev
Keyword(s):  
Content Word ◽  
Linguistic Knowledge

The Processing of Printed Language by Aphasic Adults

1982 ◽  
Vol 25 (2) ◽  
pp. 314-319 ◽  
Author(s):  
John L. Locke ◽  
John W. Deck
Keyword(s):  
Word Recognition ◽  
Oral Reading ◽  
Semantic Processing ◽  
Semantic Analysis ◽  
Content Word ◽  
Function Word ◽  
Phonological Recoding ◽  
Reading Theory ◽  
The Face

Eight aphasic and eight brain-damaged nonaphasie patients silently "read" a short passage while performing an internal search for specified consonant letters of varying phonological and syntactic salience. The nonaphasie patients showed the phonological and syntactic effects customarily achieved by normal readers. For example, they were more likely to find a letter if it were pronounced than if it were silent, and they were more likely to find a letter if it were in a content word than in a function word. The aphasics had reliable phonological effects hut no observable syntactic effects. Those aphasics with relatively large phonological effects performed better on a separate task requiring the oral reading of isolated words. For reading theory, the primary message from this study is that phonological recoding may occur between word recognition and the completion of semantic analysis, and that recoding may not by itself be sufficient to reading for meaning. For aphasia theory, the main implication of this study is that aphasics read by applying the appropriate phonological strategies, but that such strategies are limited in the face of ineffective syntactic and semantic processing, as occurs in aphasia.

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