Agrammatism at the sentence level: the role of morphology and prosody

2012 ◽  
pp. 134-149
Keyword(s):  
2020 ◽  
Author(s):  
Manyu Li

This secondary-analysis register report aims at testing the role of emotion in the intervention effect of an experimental intervention study in academic settings. Previous analyses of the National Study of the Learning Mindset (Yeager et al., 2019) showed that in a randomized controlled trial, high school students who were given the growth mindset intervention had, on average higher GPA than did students in the control condition. Previous analyses also showed that school achievement levels moderated the intervention effect. This study further explores whether the emotion students experienced during the growth mindset intervention plays a role in the intervention effect. Specifically, using a sentence-level automated text analysis for emotional valence (i.e. sentiment analysis), students’ written reflections during the intervention are analyzed. Linear mixed models are conducted to test if valence reflected in the written texts predicted higher intervention effect (i.e. higher post-intervention GPA given pre-intervention GPA). The moderating role of school achievement levels was also examined. A 10% random sample of the data was analyzed as a pilot study for this registered report to test for feasibility and proof-of-concept. Results of the pilot data showed small, yet significant relations between emotional valence and intervention effects. The results of this study have implications on the role of emotion in the results of intervention or experimental studies, especially those that are conducted in academic settings. This study also introduces a user-friendly text-based analytic method for experimental psychologists to detect and analyze sentence-level emotional valence in an intervention or experimental study.


Author(s):  
Brandi Jett ◽  
Emily Buss ◽  
Virginia Best ◽  
Jacob Oleson ◽  
Lauren Calandruccio

Purpose Three experiments were conducted to better understand the role of between-word coarticulation in masked speech recognition. Specifically, we explored whether naturally coarticulated sentences supported better masked speech recognition as compared to sentences derived from individually spoken concatenated words. We hypothesized that sentence recognition thresholds (SRTs) would be similar for coarticulated and concatenated sentences in a noise masker but would be better for coarticulated sentences in a speech masker. Method Sixty young adults participated ( n = 20 per experiment). An adaptive tracking procedure was used to estimate SRTs in the presence of noise or two-talker speech maskers. Targets in Experiments 1 and 2 were matrix-style sentences, while targets in Experiment 3 were semantically meaningful sentences. All experiments included coarticulated and concatenated targets; Experiments 2 and 3 included a third target type, concatenated keyword-intensity–matched (KIM) sentences, in which the words were concatenated but individually scaled to replicate the intensity contours of the coarticulated sentences. Results Regression analyses evaluated the main effects of target type, masker type, and their interaction. Across all three experiments, effects of target type were small (< 2 dB). In Experiment 1, SRTs were slightly poorer for coarticulated than concatenated sentences. In Experiment 2, coarticulation facilitated speech recognition compared to the concatenated KIM condition. When listeners had access to semantic context (Experiment 3), a coarticulation benefit was observed in noise but not in the speech masker. Conclusions Overall, differences between SRTs for sentences with and without between-word coarticulation were small. Beneficial effects of coarticulation were only observed relative to the concatenated KIM targets; for unscaled concatenated targets, it appeared that consistent audibility across the sentence offsets any benefit of coarticulation. Contrary to our hypothesis, effects of coarticulation generally were not more pronounced in speech maskers than in noise maskers.


Terminology ◽  
1998 ◽  
Vol 5 (2) ◽  
pp. 203-228 ◽  
Author(s):  
Bernardo Magnini

The role of generic lexical resources as well as specialized terminology is crucial in the design of complex dialogue systems, where a human interacts with the computer using Natural Language. Lexicon and terminology are supposed to store information for several purposes, including the discrimination of semantic-ally inconsistent interpretations, the use of lexical variations, the compositional construction of a semantic representation for a complex sentence and the ability to access equivalencies across different languages. For these purposes it is necessary to rely on representational tools that are both theoretically motivated and operationally well defined. In this paper we propose a solution to lexical and terminology representation which is based on the combination of a linguistically motivated upper model and a multilingual WordNet. The upper model accounts for the linguistic analysis at the sentence level, while the multilingual WordNet accounts for lexical and conceptual relations at the word level.


2016 ◽  
Vol 37 (2) ◽  
pp. 109-129 ◽  
Author(s):  
Elena Florit ◽  
Kate Cain ◽  
Maria Chiara Levorato

This study examined Italian 7- to 9-year-olds’ understanding of the connective but when used to relate two events in sentences embedded in short stories. Performance was largely accounted for by the cognitive complexity of the sentence that included the connective and the salience of its meaning (confirmed in a second study with adults). Additional influences on children’s performance were the category of the story in which the critical sentence was embedded and the child’s text comprehension abilities. Further, by 9 years of age, performance resembled that of adults. These findings make an advance in explaining the role of information presented in a text at different levels and an individual’s linguistic abilities in children’s understanding of the connective but in stories and its development.


2015 ◽  
Vol 79-80 ◽  
pp. 18-29 ◽  
Author(s):  
Dave Kush ◽  
Clinton L. Johns ◽  
Julie A. Van Dyke
Keyword(s):  

2017 ◽  
Vol 73 (3-4) ◽  
pp. 35-60
Author(s):  
Bojana Veljovic ◽  
Radivoje Mladenovic

This paper analyzes verb tenses which primarily refer to past actions in the vernacular of the Sirinic Zupa in the northern part of the Sar Mountains. The authors ascertain the inventory of forms which make up the preterite system of this vernacular, the syntactic and semantic conditions of their use, stylistic potential of each unit and the linguistic circumstances that make (im)possible their combining or interchangeability at the sentence level or within more extensive narrative sections. It turned out that the perfect has the most stable position - it is the most frequent form with the widest domain of use, while the aorist is the basic form which denotes actions experienced in the past stated by perfective verbs, and its place within the system is relatively stable. The past tense is most commonly used in stylistically neutral narration which involves zero emotional engagement, while the information about experiencing the action (or its lack) is usually absent from the narrative level or is part of the broader context, since it is not one of the primary perfective forms. When composing the narration, i.e. when recounting more complex events, the past tense is not normally used autonomously; it is combined with other forms of more specified semantics (aorist, imperfect, narrative imperative, future or present in the past). The role of the past tense in these contexts is to localize actions in time and to prepare for their introduction, while other forms give information on whether the effect of the action was experienced (aorist, imperfect), on whether the action was repetitive in the past (imperative, future), and the like. The imperfect is characterized by a much narrower use, while its syntactic and semantic potential is limited, which points to the fact that the process of its elimination is well under way, while the pluperfect has almost disappeared from the system.


Author(s):  
Jelena Zarić ◽  
Telse Nagler

AbstractPrevious studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.


1986 ◽  
Vol 3 ◽  
pp. 85 ◽  
Author(s):  
Esther Geva

The purpose of this study was to examine whether and at what level of proficiency the meaning of conjunctions is comprehended by adult L2 learners, and whether and at what level of proficiency conjunctions facilitate integration of information in text. Subjects were sixty immigrant or foreign ESL students and thirty-six students whose first language was English. Subjects completed a series of tasks focussing on intrasentential, intersentential and discourse level comprehension of conjunctions. They also read three college level one-page texts, which could appear in one of three versions: normal-intact, implicit-all conjunctions omitted, and highlighted-all conjunctions printed in bold typeface. Each text was followed by a set of high-level comprehension questions focussing on logical relationships in these texts. Analyses have shown that a discourselevel measure of knowledge of conjunctions was more closely related to how L2 learners comprehend logical relationships in written discourse than were discrete, sentence level items. In addition, the more advanced ESL students were more capable of inferencing or using available logical relationships under the three text versions than were the intermediate ESL students. Finally, highlighting. conjunctions had an adverse effect on intermediate level students and a facilitating effect on the advanced level students. The theoretical and practical implications of these results are discussed.


2009 ◽  
Vol 25 (3) ◽  
pp. 355-376 ◽  
Author(s):  
Bronwen Dyson

This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and describes what this should predict for ESL learners. A study is then presented that tested these predictions on oral data collected from two Mandarin speaking, adolescent, ESL learners over one academic year. The study found the acquisition of structures both predicted and not predicted by Processability Theory. While the results afford some evidence consistent with the claims about stages of development, they also provide counter-evidence to the hypothesis that the acquisition of morphology drives development up to stage 5: one learner acquired the predicted syntax for stages 3 and 4 without the morphology, and both learners acquired syntactic structures before associated morphology. Indeed, the findings suggest that the acquisition of morphology, and syntax, varies with learner orientation. To explain these findings, the article presents a proposal that draws on both Processability Theory and generative approaches to second language acquisition (SLA), and concludes by considering the implications of the study.


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