scholarly journals What reading aloud reveals about speaking: Regressive saccades implicate a failure to monitor, not inattention, in the prevalence of intrusion errors on function words

2019 ◽  
Vol 72 (8) ◽  
pp. 2032-2045 ◽  
Author(s):  
Elizabeth R Schotter ◽  
Chuchu Li ◽  
Tamar H Gollan
Keyword(s):  
Word Length ◽  
Reading Aloud ◽  
Content Word ◽  
Function Word ◽  
Function Words ◽  
Versus Content ◽  
Part Of Speech ◽  
Automatic Retrieval ◽  
Intrusion Errors ◽  
Word Skipping

Bilinguals occasionally produce language intrusion errors (inadvertent translations of the intended word), especially when attempting to produce function word targets, and often when reading aloud mixed-language paragraphs. We investigate whether these errors are due to a failure of attention during speech planning, or failure of monitoring speech output by classifying errors based on whether and when they were corrected, and investigating eye movement behaviour surrounding them. Prior research on this topic has primarily tested alphabetic languages (e.g., Spanish–English bilinguals) in which part of speech is confounded with word length, which is related to word skipping (i.e., decreased attention). Therefore, we tested 29 Chinese–English bilinguals whose languages differ in orthography, visually cueing language membership, and for whom part of speech (in Chinese) is less confounded with word length. Despite the strong orthographic cue, Chinese–English bilinguals produced intrusion errors with similar effects as previously reported (e.g., especially with function word targets written in the dominant language). Gaze durations did differ by whether errors were made and corrected or not, but these patterns were similar for function and content words and therefore cannot explain part of speech effects. However, bilinguals regressed to words produced as errors more often than to correctly produced words, but regressions facilitated correction of errors only for content, not for function words. These data suggest that the vulnerability of function words to language intrusion errors primarily reflects automatic retrieval and failures of speech monitoring mechanisms from stopping function versus content word errors after they are planned for production.

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.

Phonological Pairing as a Reading Aid for Retarded Children

1975 ◽  
Vol 7 (2) ◽  
pp. 181-186 ◽  
Author(s):  
Brenda Booker Miller
Keyword(s):  
Word Order ◽  
Mentally Retarded ◽  
Content Word ◽  
Learning Performance ◽  
Function Word ◽  
Serial List ◽  
Function Words ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
And Function

Thirty-three educable mentally retarded children were exposed to one of three modes of word presentation: phonologically paired words in the content-function order; phonologically paired words in the function-content order; serial list with words randomly assigned. The results of the investigation indicated that the demonstrated learning performance of mentally retarded children was significantly enhanced by the phonological pairing of words, phonological pairing in the content-function word order being superior to phonological pairing in the function-content word order. It was concluded that the incorporation of new words into the educable mentally retarded child's reading vocabulary can be enhanced by the phonological pairing of content and function words.

scholarly journals Exchange of Disfluency With Age From Function Words to Content Words in Spanish Speakers Who Stutter

2003 ◽  
Vol 46 (3) ◽  
pp. 754-765 ◽  
Author(s):  
James Au-Yeung ◽  
Isabel Vallejo Gomez ◽  
Peter Howell
Keyword(s):  
Developmental Change ◽  
Age Groups ◽  
Content Word ◽  
Spanish Speakers ◽  
Function Word ◽  
English Speakers ◽  
Function Words ◽  
Group 5 ◽  
Group 2 ◽  
Optional Function

The main purpose of the present study was to examine whether the developmental change in loci of disfluency from mainly function words to mainly content words, observed for English speakers who stutter (P. Howell, J. Au-Yeung, & S. Sackin, 1999), also occurs for comparable Spanish speakers who stutter. The participants were divided into 5 age groups. There were 7 participants in Group 1, from 3 to 5 years old; 11 in Group 2, from 6 to 9 years old; 10 in Group 3, from 10 to 11 years old; 9 in Group 4, from 12 to 16 years old; and 9 in Group 5, from 20 to 68 years old. Across all groups, 36 of the 46 participants were male. The study method involved segmenting speech into phonological words (PWs) that consist of an obligatory content word with optional function words that precede and follow it. The initial function words in the PWs were examined to establish whether they have a higher disfluency rate than the final ones (J. Au-Yeung, P. Howell, & L. Pilgrim, 1998). Disfluency on function words in a PW was higher when the word occurred before a content word rather than after a content word for all age groups. Disfluencies on function and content words were then examined to determine whether they change over age groups in the same way as for English speakers who stutter (Howell et al., 1999). The rate of disfluency on function words was higher than that on content words, particularly in the youngest speakers. Function word disfluency rate dropped off and content word disfluency rate increased across age groups. These patterns are similar to those reported for English. Possible explanations for these similarities across the two languages are discussed.

scholarly journals Exchange of Stuttering From Function Words to Content Words With Age

1999 ◽  
Vol 42 (2) ◽  
pp. 345-354 ◽  
Author(s):  
Peter Howell ◽  
James Au-Yeung ◽  
Stevie Sackin
Keyword(s):  
Initial Function ◽  
Age Groups ◽  
Spontaneous Speech ◽  
Content Word ◽  
Function Word ◽  
Function Words ◽  
Phonological Word ◽  
The Relationship ◽  
Fluent Speakers

Dysfluencies on function words in the speech of people who stutter mainly occur when function words precede, rather than follow, content words (Au-Yeung, Howell, & Pilgrim, 1998). It is hypothesized that such function word dysfluencies occur when the plan for the subsequent content word is not ready for execution. Repetition and hesitation on the function words buys time to complete the plan for the content word. Stuttering arises when speakers abandon the use of this delaying strategy and carry on, attempting production of the subsequent, partly prepared content word. To test these hypotheses, the relationship between dysfluency on function and content words was investigated in the spontaneous speech of 51 people who stutter and 68 people who do not stutter. These participants were subdivided into the following age groups: 2–6-year-olds, 7–9-year-olds, 10–12-year-olds, teenagers (13–18 years), and adults (20–40 years). Very few dysfluencies occurred for either fluency group on function words that occupied a position after a content word. For both fluency groups, dysfluency within each phonological word occurred predominantly on either the function word preceding the content word or on the content word itself, but not both. Fluent speakers had a higher percentage of dysfluency on initial function words than content words. Whether dysfluency occurred on initial function words or content words changed over age groups for speakers who stutter. For the 2–6-year-old speakers that stutter, there was a higher percentage of dysfluencies on initial function words than content words. In subsequent age groups, dysfluency decreased on function words and increased on content words. These data are interpreted as suggesting that fluent speakers use repetition of function words to delay production of the subsequent content words, whereas people who stutter carry on and attempt a content word on the basis of an incomplete plan.

scholarly journals FEATURES OF TRANSLATION OF UKRAINIAN SERVICE PARTS OF SPEECH INTO ENGLISH

2021 ◽  
Author(s):  
Olena Panchenko ◽  
Keyword(s):  
Communication Process ◽  
Function Word ◽  
Complex Sentence ◽  
Function Words ◽  
Parts Of Speech ◽  
New Words ◽  
Part Of Speech ◽  
Word Combination ◽  
Functional Part ◽  
Dictionary Translation

In the system of parts of speech functional words are important, because they serve as indicators of different relationships between words (prepositions), between words and sentences (conjunctions) or provide new words and sentence emotional shades (particles). Prepositions are function words that precede a noun or a word that replaces it, contributing to their joining phrases and sentences. Particles are functional words that are used to provide individual words or sentences more expressive and emotional connotations or creation morphological forms and new words. Conjunction is the functional part of speech that combines parts of a sentence or the sentence, expresses the semantic relations between homogeneous sentence members or parts of a complex sentence. The aim of this work is the analysis of Ukrainian functional parts of speech translation into English means. In order to illustrate translation of Ukrainian functional parts of speech in the artwork we’ve chosen a story written by V. Stefanyk «The stone cross» and its translation by A. Bilenko. This story is full of properly Ukrainian lexicon and complicated by using of Galytsky dialect. Researching the concept of functional parts of speech in modern linguistics, and the Ukrainian prepositions, particles and conjunctions dictionary translation, analysis of the Ukrainian functional words translation in the artwork allows doing the following conclusions. It was set that preposition is unchangable functional word that indicates syntactic subordination of noun (or its equivalent) to other words in the sentence or word-combination; not lexical but grammatical meaning is typical for preposition; the particle as a function word does not fulfill the nominative function, cannot be an independent member of sentences, but plays an important role in the communication process, because it provides new emotionally-expressive and semantic nuances to speech; conjunction is a word which connects two words or clauses or sentences and shows the relation between them. The study of Ukrainian functional parts of speech dictionary translation in English found that a large number of Ukrainian functional words have their equivalents in English. Particles often translated by adverbs or adjectives, prepositions and conjunctions – by their English equivalents.

scholarly journals Eye movements and word skipping during reading: Effects of word length and predictability

2010 ◽  
Author(s):  
Denis Drieghe ◽  
Timothy J. Slattery ◽  
Simon P. Liversedge ◽  
Keith Rayner
Keyword(s):  
Eye Movements ◽  
Word Length ◽  
Word Skipping

scholarly journals THE ANALYSIS OF STUDENTS’ PRONUNCIATION ERRORS IN READING ALOUD

2019 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Mutiana Budiman ◽  
Ikeu Kania
Keyword(s):  
Qualitative Method ◽  
Reading Aloud ◽  
Narrative Text ◽  
Part Of Speech

It was aimed to identify students’ pronunciation errors in reading aloud by finding out how far the students’ pronunciation errors in reading aloud and kind of words which are pronounced by the students through reading aloud. Qualitative method was used to find out the fact and the evidence of students’ pronunciation errors in reading aloud. The observation and the interview were conducted to explore the student’s experience and their problems in pronouncing English.The findings revealed that there were satisfactory results proved that the students made pronunciation errors in six part of speech; Nouns, Verbs, Adjectives, Adverbs, Prepositions and Conjunction. It was found that 26 pronunciation errors in noun (26.8%), 49 pronunciation errors in verb (50.5%), 6 pronunciation errors in adjective (6.2%), 12 pronunciation errors in adverb (12.4%), 3 pronunciation errors in preposition (3.1%) and 1 pronunciation error in conjunction (1.03%) from 7 students who had read the same narrative text. The reasons why the students made errors in pronouncing the words were the students have difficulties in pronouncing and spelling the words with affixes and prefixes in consonants, vowels, and diphtongs. They are: upon, aunt, lived, died,answered, knocked, cottage, dwarf, enough.

scholarly journals Unique function words characterize genomic proteins

2018 ◽  
Vol 115 (26) ◽  
pp. 6703-6708 ◽  
Author(s):  
Andrea Scaiewicz ◽  
Michael Levitt
Keyword(s):  
Domain Architecture ◽  
Protein Sequences ◽  
Genomic Diversity ◽  
Unique Function ◽  
Function Word ◽  
Sequence Motif ◽  
Function Words ◽  
Conserved Domain ◽  
Sequence Profiles ◽  
Multiple Domain

Between 2009 and 2016 the number of protein sequences from known species increased 10-fold from 8 million to 85 million. About 80% of these sequences contain at least one region recognized by the conserved domain architecture retrieval tool (CDART) as a sequence motif. Motifs provide clues to biological function but CDART often matches the same region of a protein by two or more profiles. Such synonyms complicate estimates of functional complexity. We do full-linkage clustering of redundant profiles by finding maximum disjoint cliques: Each cluster is replaced by a single representative profile to give what we term a unique function word (UFW). From 2009 to 2016, the number of sequence profiles used by CDART increased by 80%; the number of UFWs increased more slowly by 30%, indicating that the number of UFWs may be saturating. The number of sequences matched by a single UFW (sequences with single domain architectures) increased as slowly as the number of different words, whereas the number of sequences matched by a combination of two or more UFWs in sequences with multiple domain architectures (MDAs) increased at the same rate as the total number of sequences. This combinatorial arrangement of a limited number of UFWs in MDAs accounts for the genomic diversity of protein sequences. Although eukaryotes and prokaryotes use very similar sets of “words” or UFWs (57% shared), the “sentences” (MDAs) are different (1.3% shared).

scholarly journals Segmentation of vowel-initial words is facilitated by function words

2014 ◽  
Vol 42 (4) ◽  
pp. 709-733 ◽  
Author(s):  
YUN JUNG KIM ◽  
MEGHA SUNDARA
Keyword(s):  
Function Word ◽  
First Year ◽  
Function Words ◽  
Bottom Up ◽  
Fluent Speech ◽  
First Year Of Life

AbstractWithin the first year of life, infants learn to segment words from fluent speech. Previous research has shown that infants at 0;7·5 can segment consonant-initial words, yet the ability to segment vowel-initial words does not emerge until the age of 1;1–1;4 (0;11 in some restricted cases). In five experiments, we show that infants aged 0;11 but not 0;8 are able to segment vowel-initial words that immediately follow the function word the [ði], while ruling out a bottom-up, phonotactic account of these results. Thus, function words facilitate the segmentation of vowel-initial words that appear sentence-medially for infants aged 0;11.

scholarly journals Grammatical construction of function words between old and modern written Arabic: A corpus-based analysis

2019 ◽  
Vol 15 (2) ◽  
pp. 267-296
Author(s):  
Sultan Almujaiwel
Keyword(s):  
Heritage Language ◽  
Main Part ◽  
Function Words ◽  
Frequency Distributions ◽  
Standard Arabic ◽  
Part Of Speech ◽  
Grammatical Construction ◽  
Modern Arabic ◽  
Classical Arabic ◽  
Modern Standard

AbstractThis paper argues that Arabic function words (FWs) vary in usage between old and modern Arabic, thus prompting an experimental investigation into their changeability. This investigation is carried out by testing classical Arabic (CA) in Arabic heritage language (AHL) texts – those labeled as archistratum – and the modern standard Arabic (MSA) of Arabic newspaper texts (ANT), each group of which contains randomly collected 5 million (M) word texts. The linguistic theory of the grammar of Arabic FWs is explained through the differences between CA and MSA, despite Arabic FW changes and the unlearnability and/or unusability of some FW constructions between in these two eras of Arabic usage. The dispersion/distribution of the construction grammar (CxG) of FWs and the number (n) of word attractions/repulsions between the two distinct eras is explored using the very latest and most sophisticated Arabic corpus processing tools, and Sketch Engine’sSkeEn gramrelsoperators. The analysis of a 5 M word corpus from each era of Arabic serves to prove the non-existence of rigorous Arabic CxG. The approach in this study adopts a technique which, by contrasting AHL with ANT, relies on analyzing the frequency distributions of FWs, the co-occurrences of FWs in a span of 2n-grams collocational patterning, and some cases of FW usage changes in terms of lexical cognition (FW grammatical relationships). The results show that the frequencies of FWs, in addition to the case studies, are not the same, and this implies that FWs and their associations with the main part of speech class in a fusion language like Arabic have grammatically changed in MSA. Their constructional changes are neglected in Arabic grammar.

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