The development of synthetic compounds in German: Relating diachrony with L1 acquisition

The development of synthetic compounds with deverbal heads in German, namely nominalizations with ung (such as Kindererziehung ‘child education’) and the nominalized infinitive (such as Eierlegen ‘laying of eggs’) has not been studied for language acquisition, due to their late emergence and the poor documentation in later acquisition stages. The historical emergence of synthetic compounding has had little attention. Our aim is to bring together both ‘emergence-driven’ perspectives for investigating what formal properties of synthetic compounding can be observed from the perspective of the most frequent nominalization patterns of present-day German for abstract nouns. The theoretical comparison shows that both developments (child language development and the historical development) display an increase in morphological complexity: while both kinds of nominalizations start with simple verbs, prefix and particle verbs follow. In a next step, the nominalization patterns are widened in favor of complex bases.

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Korpuslinguistische Perspektiven auf die sprachhistorische Entwicklung der nominalisierten Infinitive im Deutschen

Linguistik Online ◽

10.13092/lo.102.6829 ◽

2020 ◽

Vol 102 (2) ◽

pp. 155-181

Author(s):

Martina Werner

Keyword(s):

Middle High German ◽

Old High German ◽

Synthetic Compounds ◽

Morphological Complexity ◽

Abstract Nouns ◽

Increase In Productivity ◽

Reverse Development

Nominalized infinitives (NIs, such as (das) Lachen ‘(the) laughing’, (das) Um-die-Ecke-Wohnen lit. ʻ(the) around-the-corner-living’) are the morphologically most elaborated deverbal nominalization patterns without restrictions in present-day German. However, this was not the case in earlier stages of German. The article reconstructs the steps behind the increase in productivity of the NI since Old High German with the support of historical corpora from Old High, Middle High, Early New High, and present-day German. It will be shown that the increase in productivity is due to an interplay of morphology and syntax. Syntactically, NIs develop from the verbal infinitive together with a syncretism with the pre-Old High German nominal gerund. Morphologically, NIs replace -ung-derived nouns in order to form abstract nouns in Middle High German. In a further step, the morphological complexity of NIs increases, because syntagmata are nominalized, including the emergence of synthetic compounds. In a reverse development taking place from Middle High German onwards, nominalized infinitives can also get result-readings which coincides with pluralizability (such as das Schreiben ‘letter’ – die Schreiben ‘letters’).

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Markedness, operator movement and discourse effects in the acquisition of purpose clause constructions in a second language

Second language Research ◽

10.1191/026765897676970618 ◽

1997 ◽

Vol 13 (1) ◽

pp. 10-33

Author(s):

Malcolm A. Finney

Keyword(s):

Syntactic Structure ◽

L2 Acquisition ◽

Additional Hypothesis ◽

Late Emergence ◽

Initial Learning ◽

The Matrix ◽

Prepositional Object ◽

L1 Acquisition ◽

Matrix Verb ◽

Operator Movement

This article appraises the effects of gap position and discourse information in the acquisition of purpose clause constructions (PCs) by adult Francophones learning English as L2. L1 acquisition studies reveal children having little difficulty interpreting a PC with a subject gap only (SPC) while a PC with an object gap (OPC) has been problematic to interpret. This may be the result of the number of syntactic operations–including operator movement–involved in its derivation plus lexically specified restrictions on the matrix verb. There are grounds for hypothesizing a late emergence of OPCs in English for French speakers. They are not allowed in French and, in addition to lexical restrictions associated with the choice of matrix verb, are marked semantically and typologically; an OPC with a prepositional object gap is additionally syntactically marked. This may thus result in the late acquisition of OPCs relative to SPCs. An additional hypothesis addresses whether L2 learners are adept at using discourse clues to interpret syntactic structure. Results indicate initial difficulty interpreting only PCs with prepositional object gaps, providing support for the hypothesis that syntactically (structurally) marked constructions may create initial learning difficulty in L2 acquisition.

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High-Resolution, Low-Voltage SEM of Cell Wall Regeneration of Yeast Shizosaccharomyces Pombe Protoplasts

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100103127 ◽

1988 ◽

Vol 46 ◽

pp. 208-211

Author(s):

M. Osumi ◽

N. Yamada ◽

T. Nagatani

Keyword(s):

Electron Microscope ◽

Scanning Electron Microscope ◽

Low Voltage ◽

Cell Wall Regeneration ◽

The Past ◽

The Poor ◽

Probe Size ◽

Beam Damage ◽

Biological Field ◽

Scanning Electron

Even though many early workers had suggested the use of lower voltages to increase topographic contrast and to reduce specimen charging and beam damage, we did not usually operate in the conventional scanning electron microscope at low voltage because of the poor resolution, especially of bioligical specimens. However, the development of the “in-lens” field emission scanning electron microscope (FESEM) has led to marked inprovement in resolution, especially in the range of 1-5 kV, within the past year. The probe size has been cumulated to be 0.7nm in diameter at 30kV and about 3nm at 1kV. We have been trying to develop techniques to use this in-lens FESEM at low voltage (LVSEM) for direct observation of totally uncoated biological specimens and have developed the LVSEM method for the biological field.

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Zone-axis ALCHEMI for the rapid assessment of site occupancies in garnets

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100144905 ◽

1986 ◽

Vol 44 ◽

pp. 706-707

Author(s):

M.T. Otten ◽

P.R. Buseck

Keyword(s):

Single Crystals ◽

Rapid Assessment ◽

Site Occupancy ◽

Zone Axis ◽

Synthetic Compounds ◽

X Ray ◽

Large Group ◽

Crystallographic Planes

ALCHEMI (Atom Location by CHannelling-Enhanced Microanalysis) is a TEM technique for determining site occupancies in single crystals. The method uses the channelling of incident electrons along specific crystallographic planes. This channelling results in enhanced x-ray emission from the atoms on those planes, thereby providing the required site-occupancy information. ALCHEMI has been applied with success to spinel, olivine and feldspar. For the garnets, which form a large group of important minerals and synthetic compounds, the channelling effect is weaker, and significant results are more difficult to obtain. It was found, however, that the channelling effect is pronounced for low-index zone-axis orientations, yielding a method for assessing site occupancies that is rapid and easy to perform.

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Artefacts in the x-ray microanalysis of frozen-hydrated biological samples

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100127724 ◽

1987 ◽

Vol 45 ◽

pp. 658-659

Author(s):

Patrick Echlin

Keyword(s):

Electron Scattering ◽

Biological Samples ◽

Fracture Face ◽

Detailed Structure ◽

X Ray ◽

Morphological Appearance ◽

The Poor ◽

Freeze Dried

A number of papers have appeared recently which purport to have carried out x-ray microanalysis on fully frozen hydrated samples. It is important to establish reliable criteria to be certain that a sample is in a fully hydrated state. The morphological appearance of the sample is an obvious parameter because fully hydrated samples lack the detailed structure seen in their freeze dried counterparts. The electron scattering by ice within a frozen-hydrated section and from the surface of a frozen-hydrated fracture face obscures cellular detail. (Fig. 1G and 1H.) However, the morphological appearance alone can be quite deceptive for as Figures 1E and 1F show, parts of frozen-dried samples may also have the poor morphology normally associated with fully hydrated samples. It is only when one examines the x-ray spectra that an assurance can be given that the sample is fully hydrated.

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Influence of the Acoustic Reflex on Vowel Recognition

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.2903.420 ◽

1986 ◽

Vol 29 (3) ◽

pp. 420-424 ◽

Cited By ~ 4

Author(s):

Michael Dorman ◽

Ingrid Cedar ◽

Maureen Hannley ◽

Marjorie Leek ◽

Julie Mapes Lindholm

Keyword(s):

Auditory System ◽

Sound Pressure ◽

Dynamic Range ◽

Recognition Accuracy ◽

Pressure Level ◽

Acoustic Reflex ◽

The Poor ◽

Stapedial Reflex ◽

Vowel Recognition ◽

High Sound

Computer synthesized vowels of 50- and 300-ms duration were presented to normal-hearing listeners at a moderate and high sound pressure level (SPL). Presentation at the high SPL resulted in poor recognition accuracy for vowels of a duration (50 ms) shorter than the latency of the acoustic stapedial reflex. Presentation level had no effect on recognition accuracy for vowels of sufficient duration (300 ms) to elicit the reflex. The poor recognition accuracy for the brief, high intensity vowels was significantly improved when the reflex was preactivated. These results demonstrate the importance of the acoustic reflex in extending the dynamic range of the auditory system for speech recognition.

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Reading Longer Words: Insights Into Multisyllabic Word Reading

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.86 ◽

2017 ◽

Vol 2 (1) ◽

pp. 86-94 ◽

Cited By ~ 2

Author(s):

Lindsay Heggie ◽

Lesly Wade-Woolley

Keyword(s):

Systematic Approach ◽

Word Reading ◽

Explicit Instruction ◽

Working Memory Capacity ◽

Reading Difficulties ◽

Instructional Programs ◽

Morphological Knowledge ◽

Morphological Complexity ◽

Reading Accuracy ◽

Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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