Kind Of Vocabulary Research Articles

Psicología Positiva y Psicología Popular de la Autoayuda: un Romance Histórico, Psicológico y Cultural

In this paper, the psychological discourse about the subject provided both by positive psychology and by self-help literature is compared. To specify the object of analysis we define a set of psychological categories and subcategories, to which we have dubbed as “positive” individualism and which cultural and historical back-ground has been analyzed in previous works. Besides these categories, we analyze other aspects such as the kind of vocabulary and the type of rhetoric deployed by both kind of literature to defend their arguments. To carry out these analyses we used a mixed methodology, combining the word-count technique, the ANOVA, the correspondences analysis, and key-words in context. We added a critic discussion of the texts to the data obtained. The hypothesis set out here postulate that both positive psychology and self-help literature share common psychological roots: they defend the same idea of happiness in a similar way psychological concepts in order to describe and explain the individual, and develop analogous psychological practices and techniques aiming to help the individual to search his own well-being. We also postulate that this commonality is not shared by other psychological models, although they have a comparable interventional and practical vein, such as cognitive-behavioral psychotherapy, which we also analyze in this paper. The results obtained are congruent with the set of hypothesis here suggested.

Spaanse vreemde woorden in het Nederlands periode 2000-2013. Aanvullingen op de Dikke Van Dale

t Toe purpose of this research is to look into the recent influence of Spanish, both peninsular and from the centre and south of America, (approximately 400 million native speakers altogether) on Dutch (23 million). Spanish foreign words will be analyzed according to the European historical-cultural method, this is, they will be dealt with within a historical frame (in this case from the year 2000). By creating a corpus of Spanish foreign words, I will try to clarify which are the most influential semantic fields on Dutch nowadays. From this division into semantic fields, it will be possible to see what kind of vocabulary has been influential and which has been the degree of contact during the first thirteen years of 21st century.

La relación entre el aprendizaje léxico y el desarrollo gramatical

ResumenEl presente trabajo se centra en estudiar la relación que existe entre el desarrollo de léxico y el de la morfosintaxis. Concretamente pretendemos explorar el tipo de vocabulario que mejor predice el desarrollo de la morfología verbal y el de la complejidad gramatical, así como establecer el tipo de relación entre desarrollo léxico y desarrollo morfosintáctico. La muestra comprende 517 niños de edades comprendidas entre los 18 meses y los 30 meses. Los datos se han recogido a partir de la adaptación al catalán del instrumento MacArthur-Bates Communicative Development Inventories (CDI). Los resultados muestran que el mejor predictor del desarrollo morfológico y gramatical es el vocabulario de clase cerrada, conjuntamente con el vocabulario general. Por otra parte, se observa una relación predominantemente lineal entre el desarrollo del léxico y el desarrollo morfosintáctico.

The vocabulary of Martianus Capella commentators. Some observations

The oldest commentary traditions on Martianus Capella are not a rich source for neologisms in the strict sense of the word. Newly formed words, arisen from contact with, for example, vernacular languages, are hardly used in these texts. And yet, they are highly interesting sources when one is interested in lexicog­ raphy. They are full of Latinized forms of Greek terminology, and of old words with new meanings, particulary in the area of the technical vocabulary of the seven liberal arts. They have, as will be illustrated in this paper, new forms caused by a faulty transmission of the text. What do we consider these ? Are they new words ? Are they plain errors ? They are, in most cases, edited as errors, or rather dismissed as errors and emended out of existence in scholarly editions, which, consequently, makes it hard to trace them. The focus of this paper will be on this kind of vocabulary ; not so much the phenomenon of the new formation of words, but rather the sheer interest in vocabulary, and especially the technical vocabulary to which the ninth-century commentaries on Martianus Capella testify.

Lightning and Frenzy: Music education, adolescence, and the anxiety of influence

Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, affectation and pretentiousness—and raises in turn questions about the relation between high art and popular art. These matters connect also with questions concerning the kinds of vocabularies and ways of thought into which young people need to be initiated if they are to develop creatively and authentically.

Maize-Beer, Gossip, and Slander: Female Tavern Proprietors and Urban, Ethnic Cultural Elaboration in Bolivia, 1870-1930

This article analyzes the ways in which chicheras, or sellers of maize beer, integrated themselves into urban chola (mixed ethnic identity) neighborhoods in Sucre, Bolivia in the years 1870—1930, the years in which Bolivia urbanized, modernized, and formed a national identity. The article utilizes one of the only sources available where one can find the actual words of early twentieth-century cholas and chicheras, slander suits. Chicheras, more than any other cholas, became involved in the numerous slander suits that took place in the local courts in Sucre. Chiceras' ambivalent social positions put them into the court system more often than any other group of cholas. In the legal cases it became particularly evident that chiceras controlled important social aspects of the neighborhoods because of the kinds of vocabulary that they used in their interactions not only with other cholas, but with elites as well. They were the people most frequently involved in legal suits because in their roles as proprietors of chicherias they were central to neighborhood gossip and politics and they wielded that centrality into a kind of power that integrated them into the neighborhoods and cemented their positions as leaders. Their story provides one of the best examples of cultural miscegenation available for the national period in Bolivian history.

Enhancing Children's Vocabularies

In an old study of pupils in grades 1 to 9, vocabulary correlated .91 with mental age (IQ) on the Stanford Revision of the Binet-Simon IQ scale (Terman 1918). Miner (1957) found, across twenty-one studies, a median correlation of .83 between the vocabulary subtest score and the general intellectual functioning score. Thorndike (1973) found, across fifteen countries, that the average correlations between vocabulary and reading comprehension were .71 for ten-year-olds, .75 for fourteen-year-olds, and .66 for eighteen-year-olds. The commonly accepted correlation between IQ and academic achievement is .70, with a median in the range of about .90 at Grade 1 to about .50 for college students. Vocabulary is central to IQ. Also, vocabulary knowledge correlates almost .50 with mathematics computation, slightly higher with mathematics problem solving, and higher with nearly all other academic subjects in the curriculum. Thus it is clear that vocabulary is vital to IQ, to general intellectual functioning, to reading comprehension, to academic achievement in general, and to achievement in other subjects in the curriculum in particular. Dale, O'Rourke, and Bamman (1971) interjected a note of caution about the kind of vocabulary gains that might reasonably be expected. Conversely, they indicated that any motivated person can increase his or her working vocabulary 10 percent by concentrating on those words, parts of words, and expressions that are only partly known. Surprisingly, the results of experimental efforts to enhance children's vocabularies have been equivocal at best (Royer 1983; McKeown, Beck, Omanson, and Popie 1985). Improving reading comprehension through vocabulary instruction has also proved equivocal (Jenkins and Dixon 1983; Graves 1986; Stahl 1986). Nagy (1988) noted that few people have had the intense, pro-

Saving the Phenomena

A according to a widely shared view of science, scientific theories predict and explain facts about observables: objects and properties which can be perceived by the senses, sometimes augmented by instruments. In the tradition associated with logical positivism, this view receives an influential formulation in terms of a supposed distinction between two kinds of vocabularies and an allied claim about the structure of theories. According to the positivists, facts about observables are reported by means of observation-sentences, expressed in an vocabulary. Explanation, prediction, and theory-testing involve the deduction of observation-sentences from other sentences, some of which may be formulated in a vocabulary, containing terms which do not signify observables. Such deductions are possible because theories also contain correspondence rules that systematically coordinate the terms of the theoretical vocabulary with terms from the observational vocabulary.'

The Journey As Cosmic Reverie: A Reading of Maurice Sendak's In the Night Kitchen

The Journey As Cosmic Reverie: A Reading of Maurice Sendak's In the Night Kitchen by William F. Touponce It indicates something of the latent puritanism of our expressivity as critics that we have not yet developed an adequate vocabulary to talk about the aesthetic pleasures of reading children's literature, especially picturebooks. This kind of vocabulary is sorely needed in discussing an author such as Maurice Sendak, who intends to convey, in the case of In the Night Kitchen at least, an intense sort of aesthetic pleasure involving the whole body (Cott 52). Not being a critic himself, Sendak only provides us with a few general indications about how his texts should be read. He particularly objects to critics who have complained about the lack of plot in his picturebooks. Barbara Bader's reading of In the Night Kitchen could serve as an example here. She concludes by finding it inadequate as an aesthetic experience because its story of a journey, "Mickey's pleasant dream," as she calls it, lacks tension. There is no struggle or dramatic series of events developing a narrative interest (Bader 524). She compares the book unfavorably to the comic strip Little Nemo in Slumberland, to which it alludes, because the hero of these stories always has exciting, frightening adventures. It seems to me that Bader, and other critics like her (with the exception of Jill May, who discusses the actual responses of children to this text), are missing something essential about this picturebook, namely, that its sources of aesthetic pleasure lie elsewhere than in the plot. What I hope to show is that the book is above all a cosmic reverie of well-being and pleasure of the sort described by Gaston Bachelard. I want first to outline some pertinent features of Bachelard' s critique of reading which is founded on pleasure and not on cognition as are most reader-oriented theories. Then I will go on to produce an oneiric reading of Sendak's In the Night Kitchen. To begin with, Bachelard's critique of reading is not a psychoanalytic one, narrowly speaking. Rather it is linked both phenomenologically to the cultural enjoyment of identity, and to the archetypes of the collective unconscious as investigated by Jung. It is the presence of an archetype in a story which assures for Bachelard the possibility of an author's communicating his/her reverie, for we communicate with the writer because we already possess these primordial images in the depth of ourselves. In his Poetics of Reverie, Bachelard speaks often of a permanent core of childhood which sustains reverie in each of us throughout life. Furthermore, the subject engaged in reverie is free of unconscious repression. Unlike the situation in the nocturnal dream, the subject of reverie is capable of piloting his/her own journey. Above all, reverie can be spoken. It communicates by means of poetic word-images that transcend whatever torment the author went through in producing them. Bachelard does not seek the meaning of reverie in the author's badly lived past, for the literary work in his poetics dominates the artist's life, has made a complete break with it. Therefore we should not seek the meaning of reverie in that past, but "above" it, in the jouissance des images by which the work came into being (8-10). No doubt this is a mode of subjective criticism, but Bachelard does not give us, besides the archetypes of reverie, some general coordinates by which to orient ourselves. Appropriate to his imagistic method of reading while dreaming in the state of reverie (lire-rever), they are coordinates of the imagination. In searching for words and images which stimulate reverie in the reader, Bachelard is led to distinguish broadly between those produced by the formal imagination and those produced along the axis of the material imagination (the implied foundations of which are the archetypes of earth, air, fire and water and their mixtures). It is only images produced from the latter axis which truly sustain us and commit us to a journey. The formal imagination invariably leads to fixity and conceptual definition. What is more, in reverie based on the material imagination, we can...

Style and Personality in the Literary Work

Jn this paper I want to describe and defend a certain conception of literary style. If we look at literary style in the way I shall suggest, it will explain many of the problems that surround this elusive concept such as why something can be an element of style in the work of one author and not in another, what the difference is between individual style and general style, and how style differs from signature. The ordinary conception of style is that it consists of nothing but a set of verbal elements such as a certain kind of vocabulary, imagery, sentence structure and so on. On my conception, however, a literary style is rather a way of doing certain things, such as describing characters, commenting on the action and manipulating the plot. I shall claim that an author's way of doing these things is an expression of her personality, or, more accurately, of the personality she seems to have. The verbal elements of style gain their stylistic significance by contributing to the expression of this personality, and they cannot be identified as stylistic elements independently of the personality they help to express. Many theorists and critics have written as if style were an expression of personality. A good recent example is an essay on the first paragraph of Henry James' novel The Ambassadors, in.which the writer, Ian Watt, claims that

John Brinsley

Summary John Brinsley (1566-c.1630) seems to have been the first English scholar to publish a comprehensive language-teaching course for students of Latin. His first textbook, which appeared in 1612, was a lengthy discussion of teaching method; it was followed by a grammar, and by translations of Latin texts of varying degrees of difficulty, arranged in a special format to assist private study. His last publication was a dictionary devoted to the kind of vocabulary relevant to the practical needs of the early 17th century, when Latin was still the language of the professions. So valuable did English schoolmasters find his works — which also stressed the necessity of studying the vernacular — that they were reprinted two or three times, and one (the grammar) reached a fifteenth edition. But they did not attain the continuing success which they deserved, because they were superseded from the 1630’s by the textbooks of Jan Amos Comenius (1592–1670) which were more specifically directed towards the growing scientific interests of the seventeenth century. Although the name of Brinsley has long been known to historians of education, no comprehensive account has previously been given of his writings or of his biography. This study is an attempt to supply more detailed information about both, and to assess his importance in the history of applied linguistics.

‘New and Non‐New’

‘Speak that I may see thee’—a line from one of Ben Jonson’s plays serves to remind us that in language we reveal ourselves in a quite distinctive way. And perhaps nowhere is language more sharply revelatory than in those phrases which fall almost automatically from our lips, routine verbal gestures scarcely attended to.I suppose, for the average layman, the most sustained theological discourse that he hears exists in the weekly sermon. Even with that general kind of context in mind, there would seem to have grown up in the last few years two kinds of vocabularies which stand in an interesting relationship to each other. As we look at the lists vertically we can see two quite distinct theological profiles—some features of more consequence than others, but taken together, an interesting whole.

ON THE CHANGE OF VOICE, SPEECH, INTELLIGENCE, AND OTHER CHANGES IN A DEAF-MUTE FOLLOWING TO OPERATIVE HEARING RESTORATION

A 13 year old male deaf student who showed a hearing loss of 65db in the right ear by pure tone test and 75db in the left due to malformation of the external and middle ears on both sides.Since the X-ray of the mastoid showed, moderately developed pneumatization, and the cochlear nerve seemed to have normal function, surgery was performed on the right ear on September 26, 1956, to create a conductive route to the inner ear. At the time of surgery, there was malformation of incus and stapes was missing. Fenestration was performed after the incus was removed. Fol-lowing the fenestration, his hearing in the right ear began to show tremendous recovery and his hearing acuity showed a 25db loss by pure tone testing on December 26, 1956 (3 months after the operation).After the surgery, patient was observed carefully in regard to the development of voice, speech, intelligence and so on.Three months' music training enabled him to sing some easy songs rythmically, though not so well. The range of voice which had been 5 semitones (b-e') was widened up to almost normal being 17 semitones (ges-b') 6 months after the surgery. It was not more than a half year when the differential sensitivity in pitch and intensity of sound was found to be recovered to normal. Six months after the operation, the ratio of amplitude of respiratory curves be tween one taken from the chest and the abdomen was 5 to 3 which was close to normal, while it was, 3 months after the operation, 2 to 1. The pronounciation of individual words became correct, which was che-cked with sonagraph, analizing every syllable of the words. But the conversational ability was not improved so much as expected. I. Q. according to WISC was 54 at 2 months after the surgery, but it was improved up to 72 after the surgery. Regarding the numbers and kinds of vocabulary, no remarkable improvement could be seen. The length of sentence (as mesured numbers of words) has gradually increased and became almost mormal.