Categorization Of Verbs Research Articles

R-linguistics. The Principle of Linguistic Duality

Introduction. R-linguistics uses the axiomatic method in its approach to modeling the world and language [1]. Axioms define the categories of language, their properties and ways of formation. On this basis, when processing the accumulated data in the form of relations, it is possible to form systems of categories and determine the verbs connecting these categories. A reasonable question arises: if categories (to be such) must satisfy certain axioms, does this requirement apply to verbs as well? The purpose of this article is to deal with this issue.Methodology and sources. The results of the previous parts of the series are used as research tools. The axioms and methods of verb categorization formulated earlier are used to develop the necessary mathematical representations of the verb axiomatics.Results and discussion. The article introduces the axiom for the verbs of the language (the axiom of the verbal cross) and shows that this axiom is related to the categorization axiom (the correctness axiom). Although this connection is not identical, it becomes such with the additional use of the axiom of extensiveness. This relationship made it possible to formulate the fundamental principle of linguistics – the principle of duality.Conclusion. The axiomatics of verbs and categories of a language turns out to be connected, and one determines the other, so that by and large it does not matter which of them is the source of the model of the world and the appearance of language. This unity is formulated as the principle of duality in linguistics. The manifestations of the principle of duality in the language are diverse, but this article focuses on the discussion of the appearance in the language of verbs-processes and adverbs. This transition is considered, starting with obtaining the initial data about the world, to the emergence of ideas about processes and adverbs as a feature system of verbs.

The associative system of early-learned Hebrew verbs and body parts: a comparative study with American English

Abstract This paper compares the associative system of early-learned verbs and body parts in Hebrew with previously published data on American English (Maouene, Josita, Shohei Hidaka & Linda B. Smith. 2008. Body parts and early-learned verbs. Cognitive Science 32(7). 1200–1216). Following the methodology of the former study, 51 Hebrew-speaking college students gave the first body part that came to mind for each of 103 early-learned Hebrew verbs, 81 of which were translational equivalents. Rate of convergence and divergence and underlying patterns were used to make inferences about the constraints at work. Overall convergence (92.3% of the Hebrew data and 93.7% of the English data) reveal similar entropy levels, comparable semantic field shapes of verbs organized by body parts and similar general cluster patterns of verbs by body parts. Most divergence lies in the infrequent responses (offered fewer than 1% of the time) which arise around body parts that are internal, very detailed, very general categorically, used in figurative language, uniquely provided and tend to be subject to cultural taboos. This is a new contribution, as previous work has not quantified the relative proportion of convergent to divergent associations. We discuss how these findings support neural and developmental continuity and stability in the verbal system with respect to the categorization of verbs by body parts cross-culturally.

Modeling the Role of Polysemy in Verb Categorization

Recent work has indicated that static word embeddings can predict human semantic categories (Majewska et al. 2021). In this paper, we consider the role of polysemy in semantic categorization, by comparing sense-level embeddings with previously studied static embeddings in their prediction of human-produced categories. We find that the polysemy is crucial for predicting human categories; sense-level embeddings dramatically outperform static embeddings in predicting semantic categories. Our findings highlight the role of polysemy in semantic categorization that is exclusively based on linguistic input.

A Contrastive Analysis of Turkish and Spanish Psych Verbs

This study aims at studying psych verbs in Spanish and Turkish. Psych verbs are analyzed in many languages because they generally behave different than other verbs. The study’s main aim is to compare and contrast psych verb categorizations in Turkish and Spanish and defining the similarities and differences between them. Doing so, it is possible to decide whether or not these structures have the same features that separate them from other verbs in two languages which are not typologically similar. In regard to degree, psych verb categorization is similar when looking at the experiencer roles. However, the number of categories is different based on the theta roles and case marking in two languages. Related to type, Spanish does not have dative and ablative themes in psych verb constructions unlike Turkish. However, the structures of gustar-type verbs, which requires the theme to agree with the verb untraditionally, have similar structures in two languages.

What you “mean” is not what I “mean”: Categorization of verbs by Germans and Koreans using the semantic differential

Although there are different approaches to classifying verb categories, the approaches are often not consistent with the results of experimental studies investigating the neurocognitive reality of the categories. One proposal for addressing these inconsistencies is embodiment theory, which states that verbs can be categorized based on accompanying sensorimotor mental simulations. Despite numerous studies on this topic, it remains unclear whether verbs can actually be categorized by means of these sensorimotor simulations and whether these categories are crosslingual.In this study, verbs were examined using the semantic differential in 106 native German and Korean speakers. The aim was to determine with which semantic dimensions each verb can be described and whether verb subcategories can be defined.We were able to show that every verb has an individual semantic profile and that subcategories of verbs exist. For the German and Korean participants, most of the verb categories were comparable and therefore mostly crosslingual. However, there were also distinct subcategories of verbs which can probably be correlated with subtle cognitive and experience-based differences between the participating groups. We conclude from this research that it is problematic to use a single verb classification system for the German and Korean languages.

Semantik Bir Fiil Kategorisi Olarak Akış Fiilleri

Kelime türleri üzerine yapılan kategorik çalışmalarda “fiiller” araştırmacılar için zengin bir çalışma alanı sunmaktadır. Fiiller genellikle yapı ve çatı bakımından ele alınıp incelenmekteyken bunlara anlam bilimin temel alındığı çalışmaların eklenmesiyle inceleme sahası daha da genişlemiştir. Dil bilimin inceleme alanlarından birisi olan ve alanyazında semantik olarak da adlandırılan anlam bilim disiplinler arası özelliğe sahiptir. Fiillerin anlam bilim temelli sınıflandırmasına yabancı araştırmacıların öncülük ettiği bilinmektedir. Yerli veya yabancı araştırmacıların konuyla ilgili farklı önerileri bulunmakla birlikte “akış deneyimi kuramı” bugüne kadar söz konusu başlık altında ele alınmamıştır. Akış deneyimi, Csikszentmihalyi’nin farklı meslek gruplarından insanlarla yaptığı mülakat sonucu ortaya koyduğu bir teoridir. Genel olarak kişinin içinde bulunduğu psikolojik bir durumu tanımlamaktadır. Mevcut çalışmalarda teori; tüketim alışkanlıkları, turizm faaliyetleri, sanat etkinlikleri, dini ritüeller gibi hayatın içinden pek çok etkinlikle ilişkilendirilmiştir. Fakat bugüne kadar dil bilimle ilişkilendiren bir çalışma yapılmamıştır. Bu çalışmada Türkçede yer alan ve “meşgul olma; kendini verme ya da dalma anlamına gelen odaklanmış yoğunlaşma” anlamı taşıyan fiiller ele alınmış ve bu özellikteki eylemler için “akış fiilleri” yeni bir kavram olarak önerilmiştir.

Is prosodic information alone sufficient for guiding early grammatical acquisition?

An infant perceptual experiment investigated the role of prosody. All-nonsense-word sentences (e.g., Guin felli crale vur ti gosine), each in structure 1 ([[Determiner + Adjective + Noun] [Verb + Determiner + Noun]]) and structure 2 ([[Determiner + Noun] [Verb + Preposition + Determiner + Noun]]), were recorded (by mimicking real-word French sentences) with disambiguating prosodic groupings matching the two major constituents. French-learning 20- and 24-month-olds were familiarized with either structure 1 or structure 2. All infants were tested with noun-use trials (e.g., Le crale "the crale-Noun") versus verb-use trials (Tu crales "You crale-Verb"). Structure-2-familiarized infants, but not structure-1-familiarized infants, discriminated the test trials, demonstrating that prosody alone guides verb categorization. Noun categorization requires determiners, as shown in earlier work [S. Massicotte-Laforge and R. Shi, J. Acoust. Soc. Am. 138(4), EL441-EL446 (2015)].

Verb Learning in 14- and 18-Month-Old English-Learning Infants

ABSTRACTThe present study investigates English-learning infants’ early understanding of the link between the grammatical category verb and the conceptual category event, and their ability to recruit morphosyntactic information online to learn novel verb meanings. We report two experiments using an infant-controlled Habituation-Switch Paradigm. In Experiment 1, we habituated 14- and 18-month-old infants with two scenes each labeled by a novel intransitive verb embedded in the frame “is ___ing”: a penguin-spinning scene paired with “it’s doking”, a penguin-cartwheeling scene paired with “it’s pratching”. At test, infants in both age groups dishabituated when the scene-sentence pairings got switched (e.g., penguin-spinning—“it’s pratching”). This finding is consistent with two explanations: (1) infants were able to link verbs to event concepts (as opposed to other concepts, e.g., objects) and (2) infants were simply tracking the surface-level mapping between scenes and sentences, and it was scene-sentence mismatch that elicited dishabituation, not their knowledge of verb-event link. In Experiment 2, we investigated these two possibilities, and found that 14-month-olds were sensitive to any type of mismatch, whereas 18-month-olds dishabituated only to a mismatch that involved a change in word meaning. Together, these results provide evidence that 18-month-old English-learning infants are able to learn novel verbs by recruiting morphosyntactic cues for verb categorization and use the verb-event link to constrain their search space of possible verb meanings.

Xinkan Verb Categorization: Morphosyntactic Marking on Intransitive Verbs

In this paper, lexical categorization of Xinkan verbs is explored. Based on data gathered from my own fieldwork and past documentation of the Xinkan languages, I argue that intransitive verbs are organized in a way that is similar to the organization of split-intransitive systems. This analysis is supported by the morphological distribution of two intransitive verb classifiers, -ɬaʔ and -ʔ, coupled with the semantic interpretations of the roots to which they attach. Consequently, the analysis contributes to the ongoing discussion about verb categorization and semantic alignment in general and the typological characteristics of this language family in specific.

Évaluer les connaissances à l’école élémentaire à partir d’un réseau d’inclusion de classes

The purpose of this work is to show that a class inclusion network that makes explicit the hierarchy between concepts involved within a knowledge domain can be used to create school evaluations and to analyze the mistakes made by pupils, to show their consistency and to identify the determinants of this consistency. This idea is demonstrated by an experiment with 124 grade 4 pupils involved in a task of verb categorization after four learning sessions regarding verb conjugation.

Harder Words: Learning Abstract Verbs with Opaque Syntax

Highly abstract predicates (e.g. think) present a number of difficulties for language learners (Gleitman et al., 2005). A partial solution to learning these verbs is that learners exploit regularities in the syntactic frames in which these verbs occur. While agreeing with this general approach to learning verbs, we caution that this strategy is not sufficient for learning another class of abstract verbs known as “raising” verbs (seem) since their argument structure frames cannot always be directly read off of the surface syntax. We conducted a novel verb learning study to test the role played by subject (in)animacy in determining the syntactic frame of novel verbs that could be categorized as raising verbs. Animacy is useful since raising but not control verbs admit inanimate subjects (The rock seems/#claims to be heavy). We outline a two-step process of probabilistic verb categorization that relies on subject animacy in addition to more traditional Syntactic Bootstrapping assumptions. We conclude by suggesting more general applications of this process to learning other kinds of opaque abstract predicates.

Syntactic Categorization in French-Learning Infants.

Recent work showed that infants recognize and store function words starting from the age of 6-8 months. Using a visual fixation procedure, the present study tested whether French-learning 14-month-olds have the knowledge of syntactic categories of determiners and pronouns, respectively, and whether they can use these function words for categorizing novel words to nouns and verbs. The prosodic characteristics of novel words stimuli for noun versus verb uses were balanced. The only distinguishing cue was the preceding determiners versus subject pronouns, the former being the most common for nouns and the latter the most common for verbs, i.e., Det + Noun, Pron + Verb. We expected that noun categorization may be easier than verb categorization because the co-occurrence of determiners with nouns is more consistent than that of subject pronouns with verbs in French. The results showed that infants grouped the individual determiners as one common class, and that they appeared to use the determiners to categorize novel words into nouns. However, we found no evidence of verb categorization. Unlike determiners, pronouns were not perceived as a common syntactic class.

The distributional structure of grammatical categories in speech to young children

AbstractWe present a series of three analyses of young children's linguistic input to determine the distributional information it could plausibly offer to the process of grammatical category learning. Each analysis was conducted on four separate corpora from the CHILDES database (MacWhinney, 2000) of speech directed to children under 2;5. We showthat, in accord with other findings, a distributional analysis which categorizeswords based on their co‐occurrence patterns with surroundingwords successfully categorizes the majority of nouns and verbs. In Analyses 2 and 3, we attempt to make our analyses more closely relevant to natural language acquisition by adopting more realistic assumptions about howyoung children represent their input. In Analysis 2, we limit the distributional context by imposing phrase structure boundaries, and find that categorization improves even beyond that obtained from less limited contexts. In Analysis 3, we reduce the representation of input elements which young children might not fully process and we find that categorization is not adversely affected: Although noun categorization is worse than in Analyses 1 and 2, it is still good; and verb categorization actually improves. Overall, successful categorization of nouns and verbs is maintained across all analyses. These results provide promising support for theories of grammatical category formation involving distributional analysis, as long as these analyses are combined with appropriate assumptions about the child learner's computational biases and capabilities.

Forms of meaning, meaning of forms

If work in psychology has clearly brought to light that ‘conceptual flexibility’ exists in the categorization of objects, which led to re-questioning the traditional conception of categorization which considers rigid and discontinuous categories, it is not the case in linguistics and psycholinguistics. We propose, through highlighting the role of analogy in the categorization of verbs, to defend the idea of semantic flexibility which constitutes a linguistic counterpart to psychologists' advances on categorization. Accordingly, it is shown that the production of ‘metaphoric’ verbal utterances by adults and more particularly by 2/3-year-old children reflects analogical categorization of verbs which makes it possible to argue in favour of a computational model of the role of analogy in the semantic network of the verb lexicon.

Aspectual distinctions in Spanish as a foreign language: The early stages of oral production

This study investigated the early stages of development in the use of preterit and imperfect forms in the oral production of 15 first-year learners of Spanish as a foreign language. The data was analyzed according to the semantic categorization of verbs typically used in studies designed to test the aspect hypothesis. Each participant produced five oral monologues whose topics were chosen to elicit a variety of personal and impersonal narratives dealing with recent and habitual past events. The results generally support the claims of the aspect hypothesis regarding the gradual spread of perfective and imperfective forms according to the semantic category of the verbs involved. The type of narrative elicited appears to be an important factor in the frequency and accuracy of use of preterit and imperfect forms by the learners.

中期エジプト語の動詞カテゴリーをめぐって

In the preface of his grammar book (1997), Erhart Graefe commented on the development of Middle Egyptian grammar, “die ‘Erneuerungszyklen’ erinnern an die der Computer.” A goal of the present paper is to introduce some recent ideas of Middle Egyptian grammar to Japanese readers.Many issues regarding Egyptian verb categorization have been discussed since they were proposed by H. J. Polotsky in 1944, 1965 and 1976. In late 1980's, these proposals led a majority of students to share his concept of Standard Theory. Standard Theory held that with a few exceptions, verbs in Middle Egyptian should be transposed into nouns or adverbs. Yet, since it is no longer considered standard since Mark A. Collier denied the existence of adverbialization in 1990, what is “standard” now?In Japan, Standard Theory has not been clearly understood because no Japanese Egyptologists specialize in Egyptian grammar. First, I will present what has and what has not been established in the Standard Theory to gain a stepping-stone to the newer theory. Among Polotskyan books, I mainly reference those authored by W. Schenkel and E. Graefe, because they have often updated and revised their texts, following the acceptance of latest ideas of the period. Texts by G. Englund (1988), L. M. J. Zonhoven (1992), and J. Hoch (1997) are considered when appropriate.Japanese introductory or popular works by K. Yoshinari (1988) and Sh. Akiyama (1998) are ambivalent with regard to approving the existence of the verbal sentence as A. Gardiner does by following Polotskyan Theory. Today, when the adverbialization of verbs is abandoned, a contradiction between Schenkel and Graefe exists. Schenkel proposes that nominalized verb forms should be regarded as verbal, admitting no room for transposition, while Graefe supports nominalization, which was shared by Ockinga (1998) and Malaise & Winand (1999).Another goal of the paper is to organize the confusing grammatical designations various grammarians have used in different ways in the development of grammar. Complicated terms are also at issue in Japan. “Prospective” is a typical case here. The distinction between prospective and subjunctive has been demonstrated by J. P. Allen (1984) and P. Vernus (1990). Forms that were classified as prospective in the past are now called subjunctive, and the newly approved forms are now referred to as prospective.The present paper comes from a practical perspective, to clarify the somewhat complicated situation of grammatical development for non-grammarian Egyptologists. It is also apparent in Japan that a study of this kind should presuppose a correct understanding of Structural Linguistics, Transformational Grammar and Cognitive Linguistics.

Conceptual Mechanisms Underlying Noun and Verb Categorization: Evidence from Paraphasia

Proceedings of the Twentieth Annual Meeting of the Berkeley Linguistics Society: General Session Dedicated to the Contributions of Charles J. Fillmore (1994)

On the Metaphysical Distinction Between Processes and Events

In theMetaphysics, Aristotle pointed out that some activities are engaged in for their own sake, while others are directed at some end. The test for distinguishing between them is to ask, ‘At any time during a period in which someone is Xing, is it also true that they have Xed?’ If both are true, the activity is being done for its own sake. If not, it is being done for the sake of some end other than itself. For example, if I am thinking, it is true that I have thought. But if I’m making a blouse, it is not true that I have made a blouse, at least not this particular blouse. That’s not true until I have completed the project.There have been a number of attempts to deepen our understanding of this distinction. Anthony Kenny devoted a chapter of Action, Emotion, and Will to this issue, exploring the effect tense has on implication relations, and using that as a basis for dividing verbs of action into state-verbs, activity-verbs and performance-verbs. In more recent years the trend has been to generalize these categories so as to include occurrences other than actions, i.e., occurrences which do not involve intentions. While interest in this area tends to focus primarily on linguistic issues, such as the categorization of verbs, or on the logical analysis of sentences, there has been some interest in related metaphysical issues. In 1978 Alexander Mourelatos published ‘Events, Processes, and States,’ a paper which has turned out to be quite influential, in which he proposes an ontological trichotomy of occurrences. In his view, processes and events form distinct categories within the general category of occurrences. In this paper I will examine the reasoning underlying Mourelatos’s claim, arguing that the differences between processes and events cannot provide the basis for an ontological subcategorization of occurrences.

The Term "al-fiʿl al-mutaʿaddī bi-ḥarf jarr" (lit. “the verb which ‘passes over’ through a preposition”) in Medieval Arabic Grammatical Tradition

Contrary to the categorization of verbs with regard to their taʿaddin which modern scholarship has customarily ascribed to the medieval Arab grammarians, the term al-fiʿl al-mutaʿaddī bi-ḥarf jarr is generally not regarded by these grammarians as a subcategory of al-fiʿl al-mutaʿaddī. Furthermore, Arab grammarians do not restrict the application of the term al-fiʿl al-mutaʿaddī bi-ḥarf jarr to constructions in which the prepopositions in question are governed; this has far-reaching repercussions on the notion of ẓarf. The grammarians’ conception of al-fiʿl al-mutaʿaddī bi-ḥarf jarr, surveyed in this article, is explained both against the backdrop of the early transformations the term taʿaddin underwent, and within the grammarians’ general theoretical framework.