Chapter 13 Word-level derivation: word class changing and valency changing

2011 ◽  
Keyword(s):  
Word Class ◽  
Word Level

Early lexical development: comprehension and production

1979 ◽  
Vol 6 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Helen Benedict
Keyword(s):  
Word Class ◽  
Class Analysis ◽  
Lexical Development ◽  
Word Acquisition ◽  
Word Level ◽  
Production Development ◽  
Comprehension Development

ABSTRACTLists of the first 50 words comprehended and produced by eight infants between 0; 9 and 1; 8 were compared. Comprehension development began earlier (around 0; 9) and reached the 50-word level (age 1; 1) earlier than production development (ages 1; 0 and 1; 6 respectively) and rate of word acquisition for comprehension was twice that of production, confirming the hypothesis that comprehension precedes production for lexical development. Word-class analysis revealed differences in the proportion and type of action words in comprehension and production vocabularies. It is suggested that action is central to lexical development but is expressed differently in comprehension, where action words are used to initiate actions, and production, where non-action words accompany the child's actions.

scholarly journals Determinants of early lexical acquisition: Effects of word- and child-level factors on Dutch children's acquisition of words

2021 ◽  
pp. 1-21
Author(s):  
Josje VERHAGEN ◽  
Mees VAN STIPHOUT ◽  
Elma BLOM
Keyword(s):  
Word Length ◽  
Short Form ◽  
Mixed Effects ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Lexical Acquisition ◽  
Word Class ◽  
Word Level ◽  
Dutch Children

Abstract Previous research on the effects of word-level factors on lexical acquisition has shown that frequency and concreteness are most important. Here, we investigate CDI data from 1,030 Dutch children, collected with the short form of the Dutch CDI, to address (i) how word-level factors predict lexical acquisition, once child-level factors are controlled, (ii) whether effects of these word-level factors vary with word class and age, and (iii) whether any interactions with age are due to differences in receptive vocabulary. Mixed-effects regressions yielded effects of frequency and concreteness, but not of word class and phonological factors (e.g., word length, neighborhood density). The effect of frequency was stronger for nouns than predicates. The effects of frequency and concreteness decreased with age, and were not explained by differences in vocabulary knowledge. These findings extend earlier results to Dutch, and indicate that effects of age are not due to increases in vocabulary knowledge.

Phrasal Construction Tonology

2014 ◽  
Vol 38 (4) ◽  
pp. 649-689 ◽  
Author(s):  
Otelemate G. Harry ◽  
Larry M. Hyman
Keyword(s):  
Word Class ◽  
Word Level ◽  
Tonal Patterns

Although it is common for “replacive” tonal patterns to be assigned by word-level morphological constructions, it is far less common for such overriding schemas to be assigned by specific phrase-level syntactic constructions. Kalabari, an Ijo language of Nigeria, does exactly this: Whenever the noun is preceded by a modifier, it loses its tones and receives different “melodies” depending on the constructional word class of the preceding specifier/modifier, either /HL/, /HLH/, /LH/, or /L/. In this paper, we first document the assignment of these different syntactic melodies and then provide evidence for how they developed diachronically. We then present a brief survey of other linguistic phenomena which partially resemble the Kalabari system, but conclude that tone is the only phrasal phonological property that can be assigned by construction from word to word.

Word class effect in online processing of proverbs: A reaction-time study

2019 ◽  
Vol 10 (1) ◽  
pp. 173-196
Author(s):  
Lückert Claudia
Keyword(s):  
Language Processing ◽  
American English ◽  
Word Class ◽  
Distributional Analysis ◽  
Time Study ◽  
Class Effect ◽  
Online Processing ◽  
Word Level ◽  
Processing Demands ◽  
Word Classes

Abstract Proverbs (as Easy come, easy go) are a type of conventionalized multiword unit that can be used as separate, complete statements in speech or writing (Mieder 2007; Steyer 2015). The rationale of this study is to examine word class effects in online processing of proverbs. In Lückert and Boland (submitted), we reported facilitative effects associated with proverb keywords which suggests that word-level properties are active alongside properties of the level of the multiword unit. Previous research has shown that individual word classes have different effects in online language processing. Numerous studies revealed that verbs are processed more slowly (Cordier et al. 2013) and involve greater processing demands compared to nouns (Macoir et al. 2019). The results of the present study suggest that verbs rather than nouns facilitate proverb processing. A distributional analysis of word classes in proverb corpora implies a trend to prefer verbs over nouns in American English proverbs.

Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

2020 ◽  
Vol 51 (3) ◽  
pp. 544-560 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Emily A. Diehm
Keyword(s):  
Written Language ◽  
Morphological Knowledge ◽  
English Orthography ◽  
Word Level ◽  
Novel Approach ◽  
Language Pathology ◽  
The One ◽  
Critical Intervention ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

Purpose Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade ( n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. Supplemental Material https://doi.org/10.23641/asha.12290687

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Nonconscious Activation of Achievement Goals

2009 ◽  
Vol 68 (4) ◽  
pp. 193-200 ◽  
Author(s):  
Stefan Engeser
Keyword(s):  
Achievement Goals ◽  
Priming Effect ◽  
Achievement Goal ◽  
Word Class ◽  
Achievement Motive ◽  
Goal Priming ◽  
Series Of Experiments ◽  
Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

His Lordship's -ship and the King of Golfdom. Against a purely functional analysis of suffixhood

2010 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Heike Baeskow
Keyword(s):  
Functional Analysis ◽  
Conceptual Knowledge ◽  
Semantic Information ◽  
Word Formation ◽  
Distributed Morphology ◽  
Word Class ◽  
Formation Processes ◽  
Functional Elements ◽  
Grammatical Morphemes ◽  
Independent Model

For many decades there has been a consensus among linguists of various schools that derivational suffixes function not only to determine the word-class of the complex expressions they form, but also convey semantic information. The aspect of suffix-inherent meaning is ignored by representatives of a relatively new theoretical direction – Neo-Construction Grammar – who consider derivational suffixes to be either purely functional elements of the grammar or meaningless phonological realizations of abstract grammatical morphemes. The latter view is maintained by adherents of Distributed Morphology, who at the same time emphasize the importance of conceptual knowledge for derivational processes without attempting to define this aspect. The purpose of this study is first of all to provide support for the long-standing assumption that suffixes are inherently meaningful. The focus of interest is on the suffixes -ship, -dom and -hood. Data from Old English and Modern English (including neologisms) will show that these suffixes have developed rich arrays of meaning which cannot be structurally derived. Moreover, since conceptual knowledge is indeed an important factor for word-formation processes, a concrete, theory-independent model for the representation of the synchronically observable meaning components associated with -ship, -dom and -hood will be proposed.

On the order of word-class preserving derivational suffixes in the Hungarian verb

2011 ◽  
Vol 4 (2) ◽  
pp. 201-214
Author(s):  
Ferenc Kiefer ◽  
András Komlósy
Keyword(s):  
Word Class

The main aim of the paper is to show that the order of verbal derivational suffixes in Hungarian is determined by three factors: (i) by morphological constraints, (ii) by productivity and (iii) by prototypicality. The suffixes required by the morphology must precede all other suffixes. In general, the more prototypical suffixes appear closer to the stem. The prototypicality cline correlates with the productivity cline in the following way: the more prototypical is the less productive. The paper discusses the properties of the stem-forming, the causative, the factitive, the diminutive and the possibility suffixes in more detail.

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