Sun, 27 Jul 2008 06:12:01 BST CiteULike: Tag language http://www.citeulike.org/tag/language CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/zibuyu/article/270 <i>Proc R Soc Lond B Biol Sci, Vol. 268, No. 1482. (7 November 2001), pp. 2261-2265.</i><br /><br />Words in human language interact in sentences in non-random ways, and allow humans to construct an astronomic variety of sentences from a limited number of discrete units. This construction process is extremely fast and robust. The co-occurrence of words in sentences reflects language organization in a subtle manner that can be described in terms of a graph of word interactions. Here, we show that such graphs display two important features recently found in a disparate number of complex systems. (i) The so called small-world effect. In particular, the average distance between two words, d (i.e. the average minimum number of links to be crossed from an arbitrary word to another), is shown to be d approximately equal to 2-3, even though the human brain can store many thousands. (ii) A scale-free distribution of degrees. The known pronounced effects of disconnecting the most connected vertices in such networks can be identified in some language disorders. These observations indicate some unexpected features of language organization that might reflect the evolutionary and social history of lexicons and the origins of their flexibility and combinatorial nature. The small world of human language. R Ferrer I Cancho RV Solé doi:10.1098/rspb.2001.1800 Proc R Soc Lond B Biol Sci, Vol. 268, No. 1482. (7 November 2001), pp. 2261-2265. 2004-11-22T00:17:30-00:00 2001 Proc R Soc Lond B Biol Sci 0962-8452 268 1482 2261 2265 complex language network http://www.citeulike.org/user/zeichnendes/article/158531 <i>Information Theory, IEEE Transactions on, Vol. 2, No. 3. (1956), pp. 113-124.</i><br /><br />We investigate several conceptions of linguistic structure to determine whether or not they can provide simple and "revealing" grammars that generate all of the sentences of English and only these. We find that no finite-state Markov process that produces symbols with transition from state to state can serve as an English grammar. Furthermore, the particular subclass of such processes that produce<tex>n</tex>-order statistical approximations to English do not come closer, with increasing<tex>n</tex>, to matching the output of an English grammar. We formalize-the notions of "phrase structure" and show that this gives us a method for describing language which is essentially more powerful, though still representable as a rather elementary type of finite-state process. Nevertheless, it is successful only when limited to a small subset of simple sentences. We study the formal properties of a set of grammatical transformations that carry sentences with phrase structure into new sentences with derived phrase structure, showing that transformational grammars are processes of the same elementary type as phrase-structure grammars; that the grammar of English is materially simplified if phrase structure description is limited to a kernel of simple sentences from which all other sentences are constructed by repeated transformations; and that this view of linguistic structure gives a certain insight into the use and understanding of language. Three models for the description of language N Chomsky Information Theory, IEEE Transactions on, Vol. 2, No. 3. (1956), pp. 113-124. 2005-04-11T17:57:26-00:00 1956 Information Theory, IEEE Transactions on 2 3 113 124 cfg cs fsm grammar language linguistics http://www.citeulike.org/user/yongchul/article/2327922 <i>SIGMOD Rec., Vol. 18, No. 2. (June 1989), pp. 36-45.</i> ODE (Object Database and Environment): the language and the data model R Agrawal NH Gehani doi:10.1145/66926.66930 SIGMOD Rec., Vol. 18, No. 2. (June 1989), pp. 36-45. 2008-02-04T02:17:49-00:00 1989 SIGMOD Rec. 0163-5808 18 2 36 45 ACM language model object oodb http://www.citeulike.org/user/yongchul/article/2324784 <i>(1985), pp. 147-159.</i> Reliable object storage to support atomic actions Brian Oki Barbara Liskov Robert Scheifler doi:10.1145/323647.323642 (1985), pp. 147-159. 2008-02-03T04:14:26-00:00 1985 147 159 ACM argus language object persistency storage http://www.citeulike.org/user/Yodhvh/article/958812 <i>Noûs, Vol. 10, No. 3. (1976), pp. 333-337.</i> Identities and Reduction: A Reply Robert Causey Noûs, Vol. 10, No. 3. (1976), pp. 333-337. 2006-11-23T08:16:23-00:00 1976 Noûs 10 3 333 337 and language reduciton http://www.citeulike.org/user/ylwhj/article/305879 <i>(17 August 1977)</i><br /><br />The second of three books published by the Center for Environmental Structure to provide a "working alternative to our present ideas about architecture, building, and planning," <I>A Pattern Language</I> offers a practical language for building and planning based on natural considerations. The reader is given an overview of some 250 patterns that are the units of this language, each consisting of a design problem, discussion, illustration, and solution. By understanding recurrent design problems in our environment, readers can identify extant patterns in their own design projects and use these patterns to create a language of their own. Extraordinarily thorough, coherent, and accessible, this book has become a bible for homebuilders, contractors, and developers who care about creating healthy, high-level design. "Brilliant....Here's how to design or redesign any space you're living or working in--from metropolis to room. Consider what you want to happen in the space, and then page through this book. Its radically conservative observations will spark, enhance, organize your best ideas, and a wondrous home, workplace, town will result"--San Francisco Chronicle. A handbook designed for the layman which aims to present a language which people can use to express themselves in their own communities or homes, and to better communicate with each other. A Pattern Language: Towns, Buildings, Construction (Center for Environmental Structure Series) Christopher Alexander Sara Ishikawa Murray Silverstein (17 August 1977) 2005-08-28T12:42:33-00:00 1977 Oxford University Press a buildings construction language pattern towns http://www.citeulike.org/user/yish/article/342181 <i>Interaction Studies, Vol. 6, No. 2. (2005), pp. 223-252.</i><br /><br />This study explores the use of deictic gestures, vocalizations and words compared to content-loaded, or representational gestures and words in children’s early one- and two-element utterances. We analyze the spontaneous production of four children, observed longitudinally from 10–12 to 24–25 months of age, focusing on the components of children’s utterances (deictic vs. representational), the information encoded, and the temporal relationship between gestures and vocalizations or words that were produced in combination. Results indicate that while the gestural and vocal modalities are meaningfully and temporally integrated form the earliest stages, deictic and representational elements are unevenly distributed in the gestural vs. the vocal modality, and in one vs. two-element utterances. The findings suggest that while gestural deixis plays a primary role in allowing children to define and articulate their vocal productions, representational skills appear to be markedly more constrained in the gestural as compared to the vocal modality. Gestural-vocal deixis and representational skills in early language development Elena Pizzuto Micaela Capobianco Antonella Devescovi Interaction Studies, Vol. 6, No. 2. (2005), pp. 223-252. 2005-10-06T05:48:59-00:00 2005 Interaction Studies 1572-0373 6 2 223 252 John Benjamins Publishing Company deictic early gestures language representational vocalizations words http://www.citeulike.org/user/yish/article/467344 <i>Trends Cogn Sci (28 December 2005)</i><br /><br />The classic issue of color naming and color cognition has been re-examined in a recent series of articles. Here, we review these developments, and suggest that they move the field beyond a familiar rhetoric of 'nature versus nurture', or 'universals versus relativity', to new concepts and new questions. Language, thought and color: recent developments. Paul Kay Terry Regier doi:10.1016/j.tics.2005.12.007 Trends Cogn Sci (28 December 2005) 2006-01-17T21:38:41-00:00 2005 Trends Cogn Sci 1364-6613 cognition color language linguistics sapir-whorf sociocognitive http://www.citeulike.org/user/yish/article/504116 <i>(15 October 1989)</i><br /><br />From his return to Cambridge in 1929 to his death in 1951, Wittgenstein influenced philosophy almost exclusively through teaching and discussion. These lecture notes indicate what he considered to be salient features of his thinking in this period of his life. Wittgenstein's Lectures on the Foundations of Mathematics, Cambridge, 1939 Ludwig Wittgenstein (15 October 1989) 2006-02-13T15:29:12-00:00 1989 University Of Chicago Press foundations ijceell06 infinity language mathematics narrative philosophy http://www.citeulike.org/user/yish/article/216486 <i>(04 September 2004)</i> Situated Language And Learning: A Critique Of Traditional Schooling James Gee (04 September 2004) 2005-06-02T02:12:39-00:00 2004 Routledge language learning literacy school situated http://www.citeulike.org/user/yish/article/524167 <i>(30 April 1973)</i> Philosophical Investigations Ludwig Wittgenstein (30 April 1973) 2006-02-28T13:01:44-00:00 1973 Blackwell Publishers family games language languagegames mathgamespatterns philosopy resemblence http://www.citeulike.org/user/yEvb0/article/1417342 <i>Language and Linguistics Compass, Vol. 0, No. 0. (0000), pp. ???-???.</i><br /><br />Abstract In this essay, I examine the current state of research on the connections between language and sexuality and argue that the time has arrived for such research to adopt a more vigorous use of the scientific method, which will allow for testing the predictions made by the various theoretical interventions that have been proposed since the 1990s. I begin by outlining the major theoretical debate within the field, namely, the question of the place of social identity within a theory of language and sexuality and then detail several areas and trends in the research, including research focused on lexical and grammatical variation, language and sexual identity, language and heterosexuality, language and eroticism, and finally experimental approaches to language and sexuality. I conclude with a call for more integration of deductive and inductive approaches within the field. Sociolinguistic Horizons: Language and Sexuality Robin Queen doi:10.1111/j.1749-818X.2007.00019.x Language and Linguistics Compass, Vol. 0, No. 0. (0000), pp. ???-???. 2007-06-27T20:03:34-00:00 0000 Language and Linguistics Compass 0 0 ??? ??? acquisition development language sexuality http://www.citeulike.org/user/yEvb0/article/1462724 <i>Memory & Cognition, Vol. 35, No. 2. (March 2007), pp. 283-296.</i> Spatial language influences memory for spatial scenes Feist I Michele Gentner Dedre Memory & Cognition, Vol. 35, No. 2. (March 2007), pp. 283-296. 2007-07-17T15:16:32-00:00 2007 Memory & Cognition 0090-502X 35 2 283 296 Psychonomic Society Publications language memory http://www.citeulike.org/user/yEvb0/article/1475822 <i>Developmental Science, Vol. 0, No. 0. (0000), pp. ???-???.</i><br /><br />Abstract Two alternative accounts have been proposed to explain the role of gestures in thinking and speaking. The Information Packaging Hypothesis (Kita, 2000) claims that gestures are important for the conceptual packaging of information before it is coded into a linguistic form for speech. The Lexical Retrieval Hypothesis (Rauscher, Krauss & Chen, 1996) sees gestures as functioning more at the level of speech production in helping the speaker to find the right words. The latter hypothesis has not been fully explored with children. In this study children were given a naming task under conditions that allowed and restricted gestures. Children named more words correctly and resolved more tip-of-the-tongue states when allowed to gesture than when not, suggesting that gestures facilitate access to the lexicon in children and are important for speech production as well as conceptualization. The effects of prohibiting gestures on children's lexical retrieval ability Karen Pine Hannah Bird Elizabeth Kirk doi:10.1111/j.1467-7687.2007.00610.x Developmental Science, Vol. 0, No. 0. (0000), pp. ???-???. 2007-07-23T19:32:35-00:00 0000 Developmental Science 0 0 ??? ??? development gesture language http://www.citeulike.org/user/yEvb0/article/1471822 <i>Child Development, Vol. 78, No. 4. (2007), pp. 1322-1342.</i><br /><br />This paper explores how children use two possible solutions to the verb-mapping problem: attention to perceptually salient actions and attention to social and linguistic information (speaker cues). Twenty-two-month-olds attached a verb to one of two actions when perceptual cues (presence/absence of a result) coincided with speaker cues but not when these cues were placed into conflict (Experiment 1), and not when both possible referent actions were perceptually salient (Experiment 2). By 34 months, children were able to override perceptual cues to learn the name of an action that was not perceptually salient (Experiment 3). Results demonstrate an early reliance on perceptual information for verb mapping and an emerging tendency to weight speaker information more heavily over developmental time. Action Speaks Louder Than Words: Young Children Differentially Weight Perceptual, Social, and Linguistic Cues to Learn Verbs Amanda Brandone Khara Pence Roberta Golinkoff Kathy Hirsh-Pasek doi:10.1111/j.1467-8624.2007.01068.x Child Development, Vol. 78, No. 4. (2007), pp. 1322-1342. 2007-07-21T19:18:33-00:00 2007 Child Development 78 4 1322 1342 acquisition development language learning linguistics perception http://www.citeulike.org/user/yEvb0/article/1470287 <i>Child Development, Vol. 78, No. 4. (2007), pp. 1265-1287.</i><br /><br />To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age = 5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages = 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children. Children With Autism Illuminate the Role of Social Intention in Word Learning Julia Parish-Morris Elizabeth Hennon Kathy Hirsh-Pasek Roberta Golinkoff Helen Tager-Flusberg doi:10.1111/j.1467-8624.2007.01065.x Child Development, Vol. 78, No. 4. (2007), pp. 1265-1287. 2007-07-20T21:27:03-00:00 2007 Child Development 78 4 1265 1287 acquisition autism development language theoryofmind http://www.citeulike.org/user/yEvb0/article/1472323 <i>Child Development, Vol. 78, No. 4. (August 2007), pp. 1255-1264.</i> Lost in Translation: Methodological Considerations in Cross-Cultural Research Pena D Elizabeth doi:10.1111/j.1467-8624.2007.01064.x Child Development, Vol. 78, No. 4. (August 2007), pp. 1255-1264. 2007-07-22T00:39:42-00:00 2007 Child Development 0009-3920 78 4 1255 1264 Blackwell Publishing language methods http://www.citeulike.org/user/yEvb0/article/1472335 <i>Child Development, Vol. 78, No. 4. (August 2007), pp. 1052-1067.</i> Mothers Use of Cognitive State Verbs in Picture-Book Reading and the Development of Childrens Understanding of Mind: A Longitudinal Study Adrian Clemente Villanueva doi:10.1111/j.1467-8624.2007.01052.x Child Development, Vol. 78, No. 4. (August 2007), pp. 1052-1067. 2007-07-22T00:39:43-00:00 2007 Child Development 0009-3920 78 4 1052 1067 Blackwell Publishing acquisition development language theoryofmind http://www.citeulike.org/user/yEvb0/article/1184476 <i>Child Development, Vol. 78, No. 2. (April 2007), pp. 376-396.</i> Language and Theory of Mind: A Study of Deaf Children Schick Brenda De Villiers Peter De Villiers Jill Hoffmeister Robert doi:10.1111/j.1467-8624.2007.01004.x Child Development, Vol. 78, No. 2. (April 2007), pp. 376-396. 2007-03-24T18:29:46-00:00 2007 Child Development 0009-3920 78 2 376 396 Blackwell Publishing acquisition deaf development language linguistics theoryofmind http://www.citeulike.org/user/yEvb0/article/1184472 <i>Child Development, Vol. 78, No. 2. (April 2007), pp. 448-458.</i> Fragile But Real: Children's Capacity to Use Newly Acquired Words to Convey Preverbal Memories Morris Gwynn Baker-Ward Lynne doi:10.1111/j.1467-8624.2007.01008.x Child Development, Vol. 78, No. 2. (April 2007), pp. 448-458. 2007-03-24T18:29:46-00:00 2007 Child Development 0009-3920 78 2 448 458 Blackwell Publishing acquisition development language linguistics memory http://www.citeulike.org/user/yEvb0/article/1135611 <i>Child Development, Vol. 78, No. 1. (February 2007), pp. 190-212.</i> Grammar and the Lexicon: Developmental Ordering in Language Acquisition Dixon A James Marchman A Virginia doi:10.1111/j.1467-8624.2007.00992.x Child Development, Vol. 78, No. 1. (February 2007), pp. 190-212. 2007-03-02T08:59:00-00:00 2007 Child Development 0009-3920 78 1 190 212 Blackwell Publishing acquisition development language linguistics http://www.citeulike.org/user/yEvb0/article/1420305 <i>Language and Linguistics Compass, Vol. 1, No. 3. (2007), pp. 155-167.</i><br /><br />Abstract Current work in linguistics is not well represented in the school curriculum in the USA, partly because of a mismatch with traditional foci in the K-12 (kindergarten through twelfth grade) standard course of studies and because there are very few materials for teaching about the nature of language and language variation. This article sketches the process of developing curricular materials to accompany the 3-hour video documentary, Do You Speak American? and suggests some of the decisions that must be made in developing materials for educational settings concerning scientific knowledge about language. Developing Language Awareness Materials for Nonlinguists: Lessons Learned from the Do You Speak American? Curriculum Development Project Jeffrey Reaser Carolyn Adger doi:10.1111/j.1749-818X.2007.00011.x Language and Linguistics Compass, Vol. 1, No. 3. (2007), pp. 155-167. 2007-06-28T18:43:57-00:00 2007 Language and Linguistics Compass 1 3 155 167 education language linguistics http://www.citeulike.org/user/yEvb0/article/1420271 <i>NeuroImage, Vol. 25, No. 4. (1 May 2005), pp. 1068-1076.</i><br /><br />The present study investigates the functional neuroanatomy of music perception with functional magnetic resonance imaging (fMRI). Three different subject groups were investigated to examine developmental aspects and effects of musical training: 10-year-old children with varying degrees of musical training, adults without formal musical training (nonmusicians), and adult musicians. Subjects made judgements on sequences that ended on chords that were music-syntactically either regular or irregular. In adults, irregular chords activated the inferior frontal gyrus, orbital frontolateral cortex, the anterior insula, ventrolateral premotor cortex, anterior and posterior areas of the superior temporal gyrus, the superior temporal sulcus, and the supramarginal gyrus. These structures presumably form different networks mediating cognitive aspects of music processing (such as processing of musical syntax and musical meaning, as well as auditory working memory), and possibly emotional aspects of music processing. In the right hemisphere, the activation pattern of children was similar to that of adults. In the left hemisphere, adults showed larger activations than children in prefrontal areas, in the supramarginal gyrus, and in temporal areas. In both adults and children, musical training was correlated with stronger activations in the frontal operculum and the anterior portion of the superior temporal gyrus. Adults and children processing music: An fMRI study Stefan Koelsch Thomas Fritz Katrin Schulze David Alsop Gottfried Schlaug NeuroImage, Vol. 25, No. 4. (1 May 2005), pp. 1068-1076. 2007-06-28T18:24:59-00:00 2005 NeuroImage 25 4 1068 1076 fmri language music neuroscience syntax http://www.citeulike.org/user/yEvb0/article/1025492 <i>Nat Neurosci, Vol. 6, No. 7. (July 2003), pp. 674-681.</i><br /><br />The comparative study of music and language is drawing an increasing amount of research interest. Like language, music is a human universal involving perceptually discrete elements organized into hierarchically structured sequences. Music and language can thus serve as foils for each other in the study of brain mechanisms underlying complex sound processing, and comparative research can provide novel insights into the functional and neural architecture of both domains. This review focuses on syntax, using recent neuroimaging data and cognitive theory to propose a specific point of convergence between syntactic processing in language and music. This leads to testable predictions, including the prediction that that syntactic comprehension problems in Broca's aphasia are not selective to language but influence music perception as well. Language, music, syntax and the brain. AD Patel doi:10.1038/nn1082 Nat Neurosci, Vol. 6, No. 7. (July 2003), pp. 674-681. 2007-01-04T21:52:06-00:00 2003 Nat Neurosci 1097-6256 6 7 674 681 language linguistics music neuroscience syntax http://www.citeulike.org/user/yEvb0/article/1420251 <i>Science, Vol. 316, No. 5828. (25 May 2007), pp. 1128-1129.</i><br /><br />10.1126/science.1142103 MATHEMATICS: Cognitive Supports for Analogies in the Mathematics Classroom Lindsey Richland Osnat Zur Keith Holyoak doi:10.1126/science.1142103 Science, Vol. 316, No. 5828. (25 May 2007), pp. 1128-1129. 2007-06-28T18:06:42-00:00 2007 Science 316 5828 1128 1129 analogy development education language math http://www.citeulike.org/user/yEvb0/article/1326199 <i>Science, Vol. 316, No. 5828. (25 May 2007), 1159.</i><br /><br />This study shows that 4- and 6-month-old infants can discriminate languages (English from French) just from viewing silently presented articulations. By the age of 8 months, only bilingual (French-English) infants succeed at this task. These findings reveal a surprisingly early preparedness for visual language discrimination and highlight infants' selectivity for retaining only necessary perceptual sensitivities. 10.1126/science.1137686 Visual Language Discrimination in Infancy Whitney Weikum Athena Vouloumanos Jordi Navarra Salvador Soto-Faraco Nuria Sebastian-Galles Janet Werker doi:10.1126/science.1137686 Science, Vol. 316, No. 5828. (25 May 2007), 1159. 2007-05-25T00:13:35-00:00 2007 Science 316 5828 1159 acquisition development language vision http://www.citeulike.org/user/yEvb0/article/1313318 <i>Child Development, Vol. 78, No. 3. (June 2007), pp. 705-722.</i> A New Look at Infant Pointing Tomasello Michael Carpenter Malinda Liszkowski Ulf doi:10.1111/j.1467-8624.2007.01025.x Child Development, Vol. 78, No. 3. (June 2007), pp. 705-722. 2007-05-20T16:46:15-00:00 2007 Child Development 0009-3920 78 3 705 722 Blackwell Publishing acquisition development gesture language http://www.citeulike.org/user/yEvb0/article/1496988 <i>pp. 179-214.</i><br /><br />This article investigates the rhythmic relationship between gesture and speech. Four subjects were filmed in natural conversations with friends. From the resulting videos, several thousand time-stamped annotations pertaining to rhythm were manually recorded in a digital annotation tool, and exported for statistical analysis. They revealed a rich rhythmic relationship between the hands, head, and voice. Each articulator produced pikes (a general term for short, distinctive expressions, regardless of the modality) in complex synchrony with other articulators. Even eyeblinks were synchronized, with eyelids held closed until reopening on the rhythmic beat, akin to a pre-stroke hold before a gestural stroke. Average tempos similar to previously reported natural human tempos — e.g. Fraisse's (1982) 600 ms figure — were found in hands, head, and speech, although hands tended to move most quickly and speech most slowly. All three also shared a common tempo of around a third of a second, perhaps to synchronize inter-articulator meeting points. These findings lend empirical weight to earlier observations of a rhythmic relationship between gesture and speech, providing support for the theory of a common cognitive origin of the two modalities. Aspects of rhythm in gesture and speech Daniel Loehr pp. 179-214. 2007-07-26T16:30:24-00:00 179 214 communication gesture language linguistics rhythm speech http://www.citeulike.org/user/yEvb0/article/2599613 <i>Nat Neurosci, Vol. 11, No. 4. (April 2008), pp. 382-384.</i> Language evolution: neural differences that make a difference Asif Ghazanfar doi:10.1038/nn0408-382 Nat Neurosci, Vol. 11, No. 4. (April 2008), pp. 382-384. 2008-03-26T19:30:05-00:00 2008 Nat Neurosci 11 4 382 384 Nature Publishing Group evolution language neuroscience http://www.citeulike.org/user/yEvb0/article/2599603 <i>Nat Neurosci, Vol. 11, No. 4. (April 2008), pp. 426-428.</i> The evolution of the arcuate fasciculus revealed with comparative DTI James Rilling Matthew Glasser Todd Preuss Xiangyang Ma Tiejun Zhao Xiaoping Hu Timothy Behrens doi:10.1038/nn2072 Nat Neurosci, Vol. 11, No. 4. (April 2008), pp. 426-428. 2008-03-26T19:28:00-00:00 2008 Nat Neurosci 11 4 426 428 Nature Publishing Group evolution language neuroscience http://www.citeulike.org/user/yEvb0/article/1561935 <i>Memory & Cognition, Vol. 35, No. 4. (June 2007), pp. 640-650.</i> Suppression effects on musical and verbal memory Schendel A Zachary Palmer Caroline Memory & Cognition, Vol. 35, No. 4. (June 2007), pp. 640-650. 2007-08-15T06:10:59-00:00 2007 Memory & Cognition 0090-502X 35 4 640 650 Psychonomic Society Publications language memory music http://www.citeulike.org/user/yEvb0/article/1561924 <i>Memory & Cognition, Vol. 35, No. 4. (June 2007), pp. 762-773.</i> Diminutives facilitate word segmentation in natural speech: Cross-linguistic evidence Kempe Vera Brooks J Patricia Gillis Steven Samson Graham Memory & Cognition, Vol. 35, No. 4. (June 2007), pp. 762-773. 2007-08-15T06:10:57-00:00 2007 Memory & Cognition 0090-502X 35 4 762 773 Psychonomic Society Publications acquisition audition categorization development language learning linguistics morphology perception phonology speech http://www.citeulike.org/user/yestrada/article/515340 <i>Language Policy, Vol. 5, No. 1. (March 2006), pp. 41-62.</i> Change and Continuity: Chinese Language Policy in Singapore Tan Charlene doi:10.1007/s10993-005-5625-7 Language Policy, Vol. 5, No. 1. (March 2006), pp. 41-62. 2006-02-22T07:28:31-00:00 2006 Language Policy 1568-4555 5 1 41 62 Springer language http://www.citeulike.org/user/yaxu/article/1318648 <i>ACM Comput. Surv., Vol. 38, No. 4. (2006)</i> Realization of natural language interfaces using lazy functional programming Richard Frost doi:10.1145/1177352.1177353 ACM Comput. Surv., Vol. 38, No. 4. (2006) 2007-05-22T05:11:41-00:00 2006 ACM Comput. Surv. 0360-0300 38 4 ACM Press language http://www.citeulike.org/user/y4su0/article/586252 <i>Brain and Language, Vol. 97, No. 1. (April 2006), pp. 12-24.</i><br /><br />The current experiment investigated how sentential form-class expectancies influenced lexical-semantic priming within each hemisphere. Sentences were presented that led readers to expect a noun or a verb and the sentence-final target word was presented to one visual field/hemisphere for a lexical decision response. Noun and verb targets in the semantically related condition were compared to an unrelated prime condition, which also predicted part of speech but did not contain any lexical-semantic associates of the target word. The semantic priming effect was strongly modulated by form-class expectancy for RVF/LH targets, for both nouns and verbs. In the LVF/RH, semantic priming was obtained in all conditions, regardless of whether the form-class expectancy was violated. However, the nouns that were preceded by a noun-predicting sentence showed an extremely high priming value in the LVF/RH, suggesting that the RH may have some sensitivity to grammatical predictions for nouns. Comparisons of LVF/RH priming to calculations derived from the LSA model of language representation, which does not utilize word order, suggested that the RH might derive message-level meaning primarily from lexical-semantic relatedness. Priming nouns and verbs: Differential influences of semantic and grammatical cues in the two cerebral hemispheres Stella Arambel Christine Chiarello doi:10.1016/j.bandl.2005.07.003 Brain and Language, Vol. 97, No. 1. (April 2006), pp. 12-24. 2006-04-14T08:47:14-00:00 2006 Brain and Language 97 1 12 24 language http://www.citeulike.org/user/y4su0/article/586250 <i>Journal of Pragmatics, Vol. In Press, Corrected Proof</i><br /><br />Research in the field of cross-cultural pragmatics has tended to be based on the investigation of production strategies (i.e., what we say to whom in certain situations), receptive strategies (i.e., what we hear and how we interpret it) have received relatively little attention. This study investigates receptive strategies used by learners of Japanese, focusing on their knowledge of a back-channel cue as it occurs in spontaneous conversation between native speakers of Japanese. It reports on qualitative differences between native speakers and learners of Japanese with regard to the interpretation of the back-channel cue and the social context in which it is used. The data for this study was collected from 11 native speakers and 14 learners of Japanese, using five types of tasks with varying degrees of complexity: semantic differential stimulated recall, stimulated recall, multiple-choice, rating, and ranking. Learners' perception and interpretation of contextualization cues in spontaneous Japanese conversation: Back-channel cue Uun Hiroji Ishida doi:10.1016/j.pragma.2005.08.004 Journal of Pragmatics, Vol. In Press, Corrected Proof 2006-04-14T08:45:14-00:00 Journal of Pragmatics In Press, Corrected Proof language http://www.citeulike.org/user/xiangzhangchina/article/2277578 <i>Vol. 1507 (1998), pp. 449-464.</i><br /><br />We present a formal semantics for the Object Constraint Language (OCL) which is part of the Unified Modeling Language (UML) -- an emerging standard language and notation for object-oriented analysis and design. In context of information systems modeling, UML class diagrams can be utilized for describing the overall structure, whereas additional integrity constraints and queries are specified with OCL expressions. By using OCL, constraints and queries can be specified in a formal yet... On Formalizing the UML Object Constraint Language OCL Mark Richters Martin Gogolla Vol. 1507 (1998), pp. 449-464. 2008-01-22T21:04:35-00:00 1998 1507 449 464 Springer-Verlag formalization language http://www.citeulike.org/user/wspeng/article/1162 <i>(2004), pp. 384-403.</i> Object-oriented units of measurement Eric Allen David Chase Victor Luchangco Jan-Willem Maessen Guy Steele doi:10.1145/1028976.1029008 (2004), pp. 384-403. 2004-11-30T02:45:53-00:00 2004 384 403 ACM Press language modeling ontology http://www.citeulike.org/user/wspeng/article/2814487 <i>ECOOP 2005 - Object-Oriented Programming (2005), pp. 262-286.</i><br /><br />In this paper we investigate the addition of first-class relationships to a prototypical object-oriented programming language (a “middleweight” fragment of Java). We provide language-level constructs to declare relationships between classes and to manipulate relationship instances. We allow relationships to have attributes and provide a novel notion of relationship inheritance. We formalize our language giving both the type system and operational semantics and prove certain key safety properties. First-Class Relationships in an Object-Oriented Language Gavin Bierman Alisdair Wren doi:10.1007/11531142_12 ECOOP 2005 - Object-Oriented Programming (2005), pp. 262-286. 2008-05-19T23:37:06-00:00 2005 ECOOP 2005 - Object-Oriented Programming 262 286 language modeling object http://www.citeulike.org/user/wnpx/article/2288435 <i>Petri Net Technology for Communication-Based Systems (2003), pp. 124-144.</i><br /><br />The Petri Net Markup Language (PNML) is an XML-based interchange format for Petri nets. PNML supports any version of Petri net since new Petri net types can be defined by so-called Petri Net Type Definitions (PNTD). In this paper, we present the syntax and the semantics of PNML as well as the principles underlying its design. Moreover, we present an extension called modular PNML, which is a type independent module concept for Petri nets. The Petri Net Markup Language Michael Weber Ekkart Kindler Petri Net Technology for Communication-Based Systems (2003), pp. 124-144. 2008-01-25T08:07:49-00:00 2003 Petri Net Technology for Communication-Based Systems 124 144 language markup net petri http://www.citeulike.org/user/wnpx/article/2288426 <i></i><br /><br />In this paper a proposal for the Biology Petri Net Markup Language (BioPNML) is presented. The concepts and terminology of the interchange format as well as its syntax that is based on XML (eXtensible Markup Language) are introduced. The Biology Petri Net Markup Language Ming Chen Andreas Freier Jacob Köhler Alexander Regg 2008-01-25T08:02:10-00:00 biology language markup net petri http://www.citeulike.org/user/wnpx/article/379580 <i></i><br /><br />GXL - the graph transformation language presented in this abstract is a programmable graph rewriting language that combines ideas from current tree rewriting technology, exemplified by the TXL language, and general graph rewriting systems. From TXL it inherits the idea of scoping (limitation of a transformation rule to a particular subtree or subgraph) and parameterization (working with multiple independent copies of a subtree or subgraph). From graph rewriting it inherits the generalization to ... GXL - A Graph Transformation Language with Scoping and Graph Parameters Medha Sarkar Dorothea Blostein James Cordy 2005-11-03T17:28:43-00:00 graphrewriting language http://www.citeulike.org/user/wnpx/article/1234001 <i>Lecture Notes In Computer Science:Transactions on Computational Systems Biology VII, Vol. 4230 (2006), pp. 163-184.</i> A Specification Language and a Framework for the Execution of Composite Models in Systems Biology Ofer Margoninski Peter Saffrey James Hetherington Anthony Finkelstein Anne Warner doi:10.1007/11905455_9 Lecture Notes In Computer Science:Transactions on Computational Systems Biology VII, Vol. 4230 (2006), pp. 163-184. 2007-04-18T12:51:53-00:00 2006 Lecture Notes In Computer Science:Transactions on Computational Systems Biology VII 4230 163 184 Springer-Verlag dt language modeling sysbio http://www.citeulike.org/user/wintersweet/article/105634 <i>System, Vol. 31, No. 2. (June 2003), pp. 259-281.</i><br /><br />This study examines English-as-a-Second-Language (ESL) undergraduate students' experiences with Communicative Language Teaching (CLT), supported by in-class tasks and after-class newsgroup discussion. The article presents the students' perceptions of and their feelings about their learning experiences with this teaching approach, as well as the frames of reference within which they performed in an ESL class. With a focus on the students' experiences with socialization in their respective home countries and adjustment to student life at a major Midwestern university in the United States, the research investigates the students' participation over time with respect to class communication. Adopting a naturalist approach, this study captures the communication-related events that are significant to the students and presents these insiders' perspectives. In-depth interviews were employed to explore the students' history in order to obtain a holistic understanding of cultural and personal aspects of their experiences that are related to class communication. The findings reveal the students' communicative styles and further address their coping with second-language acquisition and academic adaptation. The article concludes with recommendations for future research and instruction. Reticence in class and on-line: two ESL students' experiences with communicative language teaching Teresa Chen doi:10.1016/S0346-251X(03)00024-1 System, Vol. 31, No. 2. (June 2003), pp. 259-281. 2005-02-27T08:33:17-00:00 2003 System 31 2 259 281 anxiety cll clt education english esl language reticence tesl http://www.citeulike.org/user/wintersweet/article/105594 <i>System, Vol. 29, No. 2. (June 2001), pp. 235-251.</i><br /><br />This study looks into the cultural dimension involved in the e-mail correspondence between university EFL students in Taiwan and pre-service bilingual/ESL teachers in the USA. E-mail entries and end-of-project reports were analyzed to yield insights into the cross-cultural communication process. The data analysis focused on the types of cultural information transmitted and effects of cultural assumptions and values on communication effectiveness. The findings revealed perceived fundamental characteristics of both Chinese and American cultures by the two groups of participants. It was also found that curiosity toward the other culture was a motivating factor for on-going correspondence, but cultural presumptions were sometimes a hindrance for communication; positive interpretations of cultural differences and empathy were key factors contributing to the removal of communication obstacles. Although there is no substitute for actual experiences of immersing into the target culture, cross-cultural e-mail correspondence sensitized the participants to cultural differences and served as a learning experience for better cross-cultural understanding. E-mail writing as a cross-cultural learning experience Meei-Ling Liaw Robert Johnson doi:10.1016/S0346-251X(01)00013-6 System, Vol. 29, No. 2. (June 2001), pp. 235-251. 2005-02-27T02:14:38-00:00 2001 System 29 2 235 251 comparative cross-cultural education efl e-mail english esl internationalization language learning reading taiwan teaching tefl tesl writing http://www.citeulike.org/user/wintersweet/article/105591 <i>System, Vol. 32, No. 1. (March 2004), pp. 3-19.</i><br /><br />This article reports on research into the motivation of Indonesian children aged 11-12 years old, as they begin formal study of English in an urban junior high school. The research used closed and open questionnaire items, backed up by class observations and interviews with a selected group of learners. Very high levels of motivation to learn the language were found throughout the cohort, including both integrative and instrumental orientations, but these two traditionally distinct constructs were found to be almost indistinguishable. The article argues that as English loses its association with particular Anglophone cultures and is instead identified with the powerful forces of globalization, the desire to 'integrate' loses its explanatory power in many EFL contexts. Individuals may aspire towards a 'bicultural' identity which incorporates an English-speaking globally-involved version of themselves in addition to their local L1-speaking self. It is speculated that changes in individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification, especially during the formative years of adolescence. Integrative motivation in a globalizing world Martin Lamb doi:10.1016/j.system.2003.04.002 System, Vol. 32, No. 1. (March 2004), pp. 3-19. 2005-02-27T01:50:33-00:00 2004 System 32 1 3 19 education efl english identity indonesia internationalization language learning motivation psychology http://www.citeulike.org/user/wintersweet/article/105587 <i>System, Vol. 33, No. 1. (March 2005), pp. 17-27.</i><br /><br />This case study examined the learning outcomes of three learners of English as a Foreign Language (EFL) enrolled in different Writing for Academic Purposes courses. Of the many learning outcomes observed, some express self-perceived intrapersonal and interpersonal changes, which in previous research have been named "by-products" of writing courses [Katznelson et al., 2001; Pally, M., Katznelson, H., Perpignan, H., Rubin, B., What is learned in sustained-content writing classes along with writing? Journal of Basic Writing 21 (1) (2002) 90-115; Rubin, B., Perpignan, H., Katznelson, H., 2003. Affective and social changes perceived by students in EFL Academic writing Courses: sources and links. A paper presented at EARLI 10th Bienniel Conference at the University of Padua, Padua, Italy. August 28, 2003]. The research questions for the current study were: (1) What meaningful connections can be made between the three learners' measured writing apprehension and their measured performance on timed essays on the one hand, and the course outcomes as perceived by the three learners on the other? (2) To what extent did the perceived non-writing learning outcomes - the "by-products" - express the long-term personal and social development of each learner? The data consisted of pre- and post-course scores on the Daly-Miller Writing Apprehension Scale (1975b) and on timed essays, learner responses to two open-ended questions and in-depth interviews, matched with the teachers' reflective journals. The findings throw light on the idiosyncratic nature of "by-products" and their relationship to other learning outcomes for each student, and, more importantly, on how these "by-products" impact their lives as lifelong learners. Learning for life: the potential of academic writing courses for individual EFL learners Bella Rubin Helen Katznelson Hadara Perpignan doi:10.1016/j.system.2004.06.008 System, Vol. 33, No. 1. (March 2005), pp. 17-27. 2005-02-27T01:28:16-00:00 2005 System 33 1 17 27 education efl english language learning motivation writing http://www.citeulike.org/user/wintersweet/article/105586 <i>System, Vol. 33, No. 1. (March 2005), pp. 1-16.</i><br /><br />How can learning styles best be measured? Reid's (1984) Perceptual Learning Styles Preference Questionnaire has been widely used in ESL/EFL research to investigate learning styles. Previous research revealed concerns with the reliability and validity of the PLSPQ, leading the researchers to devise a new Learning Styles Indicator (LSI), based on the PLSPQ, and tested on different populations. From the results of this testing arose additional concerns regarding the construction of the PLSPQ/LSI statements themselves. How then can learning styles instruments best be validated? Interviews of graduate students in a Master's in TESOL degree program revealed that quantitative means alone are insufficient to ascertain the effectiveness and usefulness of a learning styles instrument, particularly in the case of non-native speakers. A triangular approach utilizing a questionnaire, semi-structured oral interviews, and participant observations presents a fuller picture of instrument validation. Assessing and validating a learning styles instrument Andrea Decapua Ann Wintergerst doi:10.1016/j.system.2004.10.003 System, Vol. 33, No. 1. (March 2005), pp. 1-16. 2005-02-27T01:13:05-00:00 2005 System 33 1 1 16 education language learning psychology styles teaching tefl tesl tesol http://www.citeulike.org/user/wintersweet/article/103655 <i>The Modern Language Journal, Vol. 83, No. 1. (1999), pp. 23-34.</i><br /><br />This study considers how students' perceptions of their teachers' communicative style, particularly the extent to which teachers are perceived to support students' autonomy and to provide useful feedback about students' learning progress, are related to students' extrinsic and intrinsic motivational orientations. It also examines the link between these variables and various language learning outcomes, including effort, anxiety, and language competence. Students registered in a summer French immersion course (N = 78) completed a questionnaire that was used to assess the constructs described above. Correlational analyses determined that stronger feelings of intrinsic motivation were related to positive language learning outcomes, including greater motivational intensity, greater self-evaluations of competence, and a reduction in anxiety. Moreover, perceptions of the teacher's communicative style were related to intrinsic motivation, such that the more controlling and the less informative students perceived the teacher to be, the lower students' intrinsic motivation was. The implications of perceptions of teacher communicative style for motivation and language learning outcomes are discussed. Perceptions of Teachers' Communicative Style and Students' Intrinsic and Extrinsic Motivation Kimberly Noels Richard Clement Luc Pelletier The Modern Language Journal, Vol. 83, No. 1. (1999), pp. 23-34. 2005-02-24T23:13:18-00:00 1999 The Modern Language Journal 83 1 23 34 language learning motivation teaching tefl tesl tesol http://www.citeulike.org/user/wintersweet/article/103654 <i>Reading Research Quarterly, Vol. 34, No. 1. (1999), pp. 80-101.</i><br /><br />This study examines the degree to which English-speaking students learning Japanese utilize information from word elements and contextual clues in interpreting novel kanji compounds (i.e., words consisting of two or more Chinese characters). Fifty-nine college students inferred the meanings of novel compounds consisting of familiar characters under three conditions (i.e., words in isolation, contextual clues only, and both). Students were most likely to obtain correct answers when both types of clues were available, demonstrating their ability to combine information from multiple sources to interpret unfamiliar words. Furthermore, use of kanji clues and context use are not correlated, and proficiency correlates with context use, but not with kanji use. Thus, morphological analysis is an independent strategy from guessing word meanings from context. /// [Spanish] Este estudio examina el grado en el que estudiantes hablantes de ingles que aprenden japones utilizan la informacion sobre los elementos de la palabra y las pistas contextuales en la interpretacion de compuestos nuevos en kanji (i.e., palabras consistentes en dos o mas caracteres chinos). Cincuenta y nueve estudiantes universitarios infirieron los significados de compuestos nuevos formados por caracteres familiares en tres condiciones (i.e., palabras aisladas, solo pistas contextuales y ambas). Los estudiantes obtuvieron mas respuestas correctas cuando disponian de ambos tipos de pistas, demostrando la habilidad de combinar informacion de varias fuentes para interpretar palabras desconocidas. Mas aun, el uso de pistas kanji y del contexto no estan correlacionados y la habilidad correlaciona con el uso del contexto, pero no con el uso de pistas kanji. Por lo tanto, el analisis morfologico es una estrategia independiente de la prediccion de los significados de las palabras a partir del contexto. /// [German] Diese studie untersucht den Grad mit welchem Englisch sprechende Studenten, welche Japanisch lernen, Informationen aus Wort-Elementen gebrauchen und textinhaltliche Hinweise bei der Auslegung neuerer Kanji Komponenten (d.h. Worte bestehend aus zwei oder mehr chinesischen Schriftzeichen) verwerten. Neunundfunfzig College-Studenten machten Vorschlage zur Bedeutung neuer Komponenten, welche aus vertrauten Schriftzeichen-eingeteilt nach drei Bedingungen-bestanden (d.h. isoliert stehende Worte, nur Inhaltshinweise, und beides zusammen). Die Studenten gewannen die richtigen Antworten am besten, wenn sie uber beide Arten von Hinweisen verfugten, und dabei demonstrierten sie ihre Fahigkeit, Informationen aus einer Vielzahl von Quellen zu kombinieren, um ungewohnte Worte zu interpretieren. Ferner ist die Benutzung von Kanji-Hinweisen und der Gebrauch von Kontext ohne Bezug zueinander, und die Fertigkeit hangt ausschlieSSlich von Gebrauch und Verstehen des Textzusammenhanges ab, nicht jedoch mit dem Kanji Gebrauch. Folglich ist die morphologische Analyse eine in sich unabhangige Strategie, die sich vom Erraten der Bedeutung von Wortern aus dem Zusammenhang absetzt. /// [French] Cette etude examine jusqu'a quel point des anglophones apprenant le japonais utilisent l'information relative aux parties de mots et aux indices contextuels pour interpreter de nouvelles compositions de kanji (c'est-a-dire des mots consistant en deux ou plus de deux caracteres chinois). Cinquante neuf etudiants de premier cycle ont infere la signification de nouvelles compositions realisees a partir de caracteres familiers dans trois conditions differentes (mots isoles, indices contextuels uniquement, les deux types d'informations). La probabilite qu'ont les etudiants de parvenir a une reponse correcte est plus grande quand ils disposent des deux types d'indices, ce qui demontre leur capacite a combiner des informations de sources diverses pour interpreter des mots familiers. En outre, l'utilisation des indices kanji et du contexte ne sont pas en correlation, et la reussite est correlee avec l'utilisation du contexte, mais pas avec celle des kanji. L'analyse morphologique parait donc etre une strategie independante du fait de deviner le sens des mots a partir du contexte. Integration of Information from Context and Word Elements in Interpreting Novel Kanji Compounds Yoshiko Mori William Nagy Reading Research Quarterly, Vol. 34, No. 1. (1999), pp. 80-101. 2005-02-24T23:11:17-00:00 1999 Reading Research Quarterly 34 1 80 101 japan japanese kanji language learning