scholarly journals String Transformation Based Morphology Learning

Informatica ◽  
2019 ◽  
Vol 43 (4) ◽  
Author(s):  
László Kovács ◽  
Gabor Szabo
Keyword(s):  
Morphology Learning

The Way to Waimanalo

Runaway ◽  
2017 ◽  
Author(s):  
Anthony Chaney
Keyword(s):  
World War Ii ◽  
Cultural Relativism ◽  
Public Performance ◽  
The Social ◽  
The Us ◽  
Us Government ◽  
Margaret Mead ◽  
Office Of Strategic Services ◽  
Morphology Learning ◽  
The Way

The narrative setting for this chapter is the new Oceanic Institute and its sister facility, Sea Life Park, in Waimanalo, Hawaii, in the early 1960s, where Bateson is studying the way dolphins communicate with each other. Among his colleagues – pioneers in dolphin training for public performance and ocean scientists with military contracts – Bateson was beloved but misunderstood. At issue was Bateson’s deep scorn for modern utilitarian science and B.F. Skinner behaviorism. The source of this scorn can be found in Bateson’s background: his youth in British naturalism and as the son of the founder of genetics William Bateson; his 1936 marriage to Margaret Mead, their work in Papau New Guinea and Bali, and their part, along with Ruth Benedict, in Boasian cultural relativism and the culture and personality school of anthropology; Bateson's anthropological morphology, learning theory, and concept of schismogenesis; and his black ops work with the Office of Strategic Services (OSS) in World War II. In the aftermath of the war, the US government opened its doors to the social sciences to aid in its Cold War policies. Bateson’s marriage to Margaret Mead crumbled amidst his refusal to accompany her through these doors.

The promotion of learners’ mental activity while studying Russian morphology

2021 ◽  
Vol 82 (6) ◽  
pp. 7-15
Author(s):  
O. A. Skryabina
Keyword(s):  
Secondary School ◽  
Research Methods ◽  
Personality Development ◽  
Mental Activity ◽  
Russian Language ◽  
Theoretical Research ◽  
Modern School ◽  
Morphology Learning ◽  
Process Observation ◽  
Systematic Thinking

The object of the study is the methodology of teaching Russian morphology at secondary school. The subject matter of the research is the teaching potential of morphology for building a system of skills necessary for speech activity and the development of learners’ systematic thinking. The study aims to search for methodological factors that can enhance learners’ mental activity in the process of mastering the morphology of the Russian language. Theoretical research methods (analysis, synthesis, systematisation, generalisation of results) in conjunction with practical research methods (modelling the process of teaching morphology, learning process observation) are employed in the study. The paper examines theoretical sources, practices in teaching morphology at school and suggests ways to reverse negative trends in education. The relevance of the problem is highlighted, in the first place, by the fundamental importance of morphology for learners’ personality development. Secondly, it is emphasised by the fact that modern school-leavers lack the system of morphological skills. Lastly, negative trends in teaching this branch of linguistics as part of the school Russian course persist, which also underlines the relevance of the research. The study focuses on the theoretical aspects of the addressed problem and takes into consideration modern knowledge of psychology, psycholinguistics, linguistics, the methodology of teaching Russian. Additionally, the paper presents methods and techniques of teaching such difficult morphological topics as «The Pronoun», «The Participle», «The Numeral». It is concluded that problem-based learning is effective as its implementation will enable teachers to enhance their students’ mental activity in the process of cognition and optimise the outcomes of teaching Russian morphology at secondary school.

scholarly journals Distributional Effects and Individual Differences in L2 Morphology Learning

2016 ◽  
Vol 67 (1) ◽  
pp. 171-207 ◽  
Author(s):  
Patricia J. Brooks ◽  
Nicole Kwoka ◽  
Vera Kempe
Keyword(s):  
Individual Differences ◽  
Distributional Effects ◽  
Morphology Learning

scholarly journals The Acquisition of Morphology: Learning the Contribution of Suffixes to the Meanings of Derivatives

1993 ◽  
Vol 25 (2) ◽  
pp. 155-170 ◽  
Author(s):  
William E. Nagy ◽  
Irene-Anna N. Diakidoy ◽  
Richard C. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Diagnostic Tool ◽  
Fourth Grade ◽  
Seventh Grade ◽  
School Students ◽  
Significant Development ◽  
Morphology Learning ◽  
Development Of Students

This study explored the development of students' knowledge of the meanings of 10 common English suffixes. A test was constructed to assess students' knowledge of the contribution of suffixes to the meanings of derivatives. Students were asked to choose which of several sentences correctly used a suffixed word. The suffixed words consisted of novel combinations of familiar stems and suffixes (e.g., butterless). Students were also tested on parallel items using familiar nonsuffixed words. The test was administered to 630 fourth-grade, seventh-grade, and high school students. Knowledge of the meanings of common English suffixes was found to undergo significant development between fourth grade and high school. Even in high school, however, there were some students who showed little knowledge of the meanings of these suffixes. The test identified students who have particular difficulties with English suffixes, and thus it has potential as a diagnostic tool.

scholarly journals Segmentation of root and pattern morphology

2021 ◽  
Author(s):  
Sara Finley ◽  
Elissa Newport
Keyword(s):  
Semantic Information ◽  
Artificial Grammar ◽  
Form Complex ◽  
Grammar Learning ◽  
Semantic Associations ◽  
English Speaking ◽  
Lexical Items ◽  
Morphology Learning ◽  
Types Of Information ◽  
Complex Words

Morphology is the study of how form and meaning are combined to form complex words. While previous studies of morphology learning rely on semantic associations of continuous affixes (e.g., prefixes and suffixes), the present study focuses on the learnability of non-continuous (non-concatenative) forms, without the use of semantic information. We performed three artificial grammar learning experiments testing the types of information that adult, English speaking learners can extract from hearing words made up of CCC ‘roots’. In Experiment 1, participants were exposed to 24 CVCVC words made up of 12 CCC roots and four VV residues, repeated 15 times. In Experiments 2 and 3 the number of CCC items was increased to 72 (repeated five times), but with four additional templates (e.g., CVCCV in addition to CVCVC) in Experiment 2, and the addition of a prefix in Experiment 3. The results were parallel across all three experiments: participants could readily identify familiar items compared to both ungrammatical and novel grammatical items, and could correctly identify novel words compared to ungrammatical items, but only when the ungrammatical item was sufficiently different from the items heard in training. These results suggest that while learners can extract discontinuous information from lexical items, learners rely heavily on their memory for these lexical items, suggesting a possible bias against learning non-concatenative morphology.

Sign in / Sign up

Export Citation Format

Share Document