scholarly journals Qualia-based lexical knowledge for the disambiguation of the Japanese postpositionno

2009 ◽  
Author(s):  
Sumiyo Nishiguchi
Keyword(s):  
Lexical Knowledge

Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

2021 ◽  
pp. 174702182199892
Author(s):  
Chiara Valeria Marinelli ◽  
Marika Iaia ◽  
Cristina Burani ◽  
Paola Angelelli
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Knowledge ◽  
Priming Effects ◽  
Lexical Priming ◽  
Distributional Properties ◽  
Developing Readers ◽  
Priming Paradigm ◽  
Italian Children

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

Lexical Knowledge and Lexical Use in Autism

2006 ◽  
Vol 36 (6) ◽  
pp. 795-805 ◽  
Author(s):  
Michael R. Perkins ◽  
Sushie Dobbinson ◽  
Jill Boucher ◽  
Simone Bol ◽  
Paul Bloom
Keyword(s):  
Lexical Knowledge

scholarly journals Knowledge Sources for Constituent Parsing of German, a Morphologically Rich and Less-Configurational Language

2013 ◽  
Vol 39 (1) ◽  
pp. 57-85 ◽  
Author(s):  
Alexander Fraser ◽  
Helmut Schmid ◽  
Richárd Farkas ◽  
Renjing Wang ◽  
Hinrich Schütze
Keyword(s):  
State Of The Art ◽  
Lessons Learned ◽  
Knowledge Sources ◽  
Lexical Knowledge ◽  
Context Free Grammar ◽  
The Impact ◽  
Context Free ◽  
Probabilistic Context

We study constituent parsing of German, a morphologically rich and less-configurational language. We use a probabilistic context-free grammar treebank grammar that has been adapted to the morphologically rich properties of German by markovization and special features added to its productions. We evaluate the impact of adding lexical knowledge. Then we examine both monolingual and bilingual approaches to parse reranking. Our reranking parser is the new state of the art in constituency parsing of the TIGER Treebank. We perform an analysis, concluding with lessons learned, which apply to parsing other morphologically rich and less-configurational languages.

Up front: the acquisition of a concept and a word

1982 ◽  
Vol 9 (3) ◽  
pp. 645-657 ◽  
Author(s):  
Susan Cohen Levine ◽  
Susan Carey
Keyword(s):  
Intermediate State ◽  
Lexical Knowledge ◽  
As If

ABSTRACTThirty-six 2- to 3-year-old children were given linguistic and non-linguistic tasks in order to determine whether the words front and back introduce the concept of ‘front–back’ orientation or whether the concept precedes the words. Contrary to prediction, a complex disjunctive concept of ‘front–back’ orientation was found to precede any knowledge of the words front and back. Results of the linguistic task show that the word back is comprehended before front, and further that children at an intermediate state of lexical knowledge interpret front as if it means back.

Quantitative and qualitative differences in the lexical knowledge of monolingual and bilingual children on the LITMUS-CLT task

2017 ◽  
Vol 31 (11-12) ◽  
pp. 931-954 ◽  
Author(s):  
Carmit Altman ◽  
Tamara Goldstein ◽  
Sharon Armon-Lotem
Keyword(s):  
Bilingual Children ◽  
Lexical Knowledge
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