Number Of Verbs Research Articles

Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood.

In young children in particular, processing numerical magnitudes is influenced by spatial characteristics of those magnitudes (e.g., extent). Gradually, children will learn to dissociate numerosity from spatial information and understand that objects represent discrete numerical quantities. In the present study, we investigated whether 5-year-old children extract numerosity disregarding spatial stimulus characteristics and in what way numerosity extraction is associated with verbal number skills (counting and initial addition). Five-year-old children were presented with a newly developed task to measure numerosity extraction on two timepoints, several months apart. Each item contained three rows of differently sized rectangles. Children had to identify which two rows contained the same number of rectangles. On congruent items, these two rows were similar in length. On incongruent items, the two rows equal in numerosity varied in length. Analyses indicated that some 5-year-old children showed numerosity extraction, but others had difficulties to disentangle numerosity from spatial characteristics. Numerosity extraction was predicted over time by initial addition but not counting skills, although there was a concurrent association between counting skills and numerosity extraction at timepoint 2. Numerosity extraction did not predict either initial addition or counting over time. These results suggest that the ability to disentangle numerosity from spatial characteristics is still developing around 5 years of age and that verbal number skills foster this development. Verbal number skills probably further refine nonsymbolic magnitude processing (in this study, numerosity extraction), while nonsymbolic magnitude processing does not underlie verbal number skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for Can You Count on What You See? Numerosity Extraction and Its Association With Verbal Number Skills in Early Childhood

Supplemental Material for Can You Count on What You See? Numerosity Extraction and Its Association With Verbal Number Skills in Early Childhood

Understanding ‘many’ through the lens of Ukrainian багато

We reveal an ongoing language change in Ukrainian involving a construction with a subject comprised of the indefinite quantifier багато ‘many’ modifying a noun phrase in the Genitive Plural. Number agreement on the verb varies, allowing both Singular (in 69.1% of attestations) and Plural (in 30.9% of attestations). Based on statistical analysis of corpus data, we investigate the influence of the factors of year of creation, word order of subject and verb, and animacy of the subject on the choice of verb number. We find that, while all combinations of word order and animacy are robustly attested, VS word order and inanimate subjects tend to prefer Singular, whereas SV word order and animate subjects tend to prefer Plural. Since about the 1950s, the proportion of Plural has been increasing, overtaking Singular in the current decade. We propose that this Singular vs. Plural variation is motivated by the human embodied experience of construing a group of items as either a homogeneous mass (and therefore Singular) or a multiplicity of individuals (and therefore Plural). This proposal is supported by the identification of micro-constructions that prefer Singular and show reduced individuation of human beings.

Recreating the Poetics of the Landscape of the Asya Novel by I. S. Turgenev in the Kyrgyz Language

The subject of this study is the Kyrgyz text of the translation of the Asya story and its original. The article uses the method of comparative analysis to compare the style of the Asya story by I. S. Turgenev with his translation into the Kyrgyz language, carried out by professional translator Murzabek Omurzakov, in the aspect of recreating landscape sketches. The purpose of the study is to identify stylistic deviations of the translation text from the original and evaluate the transformation of epithets and lexemes denoting natural phenomena. As a result of the study, it is determined that the artistic originality of the original is not adequately reflected in the translation, and deviations from the stylistic features of the original are identified. Frequent repetitions are indicated, which reduced the beauty and poetry of the original narrative. Also, as a result of the analysis, the attitude of the author of the translation is revealed, which led to the substitution of concepts and epithets; a number of verbs with the meaning of the attribute are weakened and are not reproduced. It was also possible to find out how to convey such aspects of the landscape in the Kyrgyz language as the reflection of light and color shades. The author of the translation, using equivalent lexemes, recreates with maximum accuracy the poetics of the landscape as an artistic form. The results obtained have practical significance in teaching Russian literature courses at schools and universities.

ABOUT THE WORKS "KOFIYA" AND "SHARHI MULLO"

The article also emphasizes that Jami comes with verbal prepositions, the scientist fully explains the form of verbal prepositions, places of their application, the meanings of prepositions that require one form or another. This scientific article analyzes the following issues: In the work "Al-Favoidu-z-Ziyoiyya" by Abdurahman Jami, known as "Sharhi Mullo", the main feature of the verb is that it belongs to one of the three tenses, expressing an independent meaning. In particular, Abdurahman Jami's chapter on "verbs" includes past and present forms, imperative forms, transitive and intransitive verbs, passive pronouns, a number of meaningful verbs expressing suspicion and (reliable) knowledge (or thinking and calculation), auxiliary verbs, verbs actions expressing closeness, verbs expressing admiration, verbs of praise and insults. It is widely noted that the scholar does not limit himself to providing general information about these verbs, but clearly and accurately interprets the functions and meanings of each verb in this category, expresses their relationship and classifies them separately. The article is devoted to the unique style of Abdurahman Jami, especially his desire for originality. For example, a scientist thinks deeply, clearly expressing the essence, structure, (etymology) of words, grammatical rules. As a result of the study, the article emphasizes that no other complete works of classical Arabic linguistics have been found, which indicates the high scientific significance of the work "Al-Fawaidu-z-Ziyoyya". The results of the study will serve as a resource for those interested in classical Arabic.

Effects of Time Intervals and Semantic Weight on Action Fluency Tasks in Older Adults

Objectives: The purpose of this study was to investigate the differences in performance of action fluency tasks (AFT) based on time intervals and the semantic weight of verbs among groups of healthy young and older adults and to explore the correlation between working memory and the performance. Methods: A total of 62 Korean-speaking individuals, consisting of 31 healthy young and older adults, participated in the AFT and their performance was analyzed by the semantic weight of verbs (Heavy vs. Light) and time interval (first 30 sec vs. last 30 sec). They also participated in a working memory task. To measure working memory capacity, word span tasks (WST) - forward and backward were conducted. Results: In both groups, performance on the AFT was higher in the first 30 sec and there were more productions of heavy verbs compared to light verbs. Additionally, a positive correlation was observed in the older adults between the number of heavy verbs produced in both the first 30 sec and last 30 sec and the scores on the WST-backward. Conclusion: In this study, through a qualitative analysis based on time intervals and semantic weight, we confirmed that the first 30 sec of the AFT can be a useful source for analyzing results. Furthermore, it highlighted that the semantic weight of verbs could serve as an efficient method for predicting aging.

텍스트 마이닝 기반 고등학교 일본어 교육에 적합한 일본 대중음악 선별 연구

Language training with songs is not only effective in engaging learners, but also in improving their language skills. While a lot of research on the topic of English education using pop songs have been conducted, few have tried and tested the effectiveness of teaching Japanese using Japanese pop songs. This study aims to propose criteria for selecting songs suitable for language teaching, considering the educational goals set forth in the Japanese language curriculum. To this end, this study collected Japanese songs from domestic music sites and analyzed 634 songs. Next, this study set the criteria for selecting appropriate songs from a grammar and vocabulary perspective. Specifically, 1) the proportion of words included in the high school Japanese curriculum, 2) the number of verbs, and 3) the proportion and the variety of verb conjugations were introduced as selection criteria. In the end, three songs were selected that met a certain level of criteria for each of these criteria. This study is significant in that it proposes a method for selecting songs suitable for Japanese language education by utilizing text mining techniques.

Are Written Syntax Features Related to Writing Quality? An Examination of Spanish and English Compositions by Bilingual Children.

There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English immersion). We also examined whether Spanish and English syntax features were related cross-linguistically and related to writing quality within languages and whether these relations to writing quality were moderated by grade level, English learner status, and instructional program. We examined written syntax features of Spanish and English essays by simultaneous and emergent bilinguals in Grades 1, 2, and 3 in either Spanish-English dual immersion or English immersion instruction in the United States (N = 278). Essays were scored for quality and evaluated for mean length of T-units, number of verbs, number of noun agreement words, and number of subject agreement words accurately conjugated. Written syntax features significantly differed by language and varied as a function of grade level, English learner status, and instructional program. Grades 2 and 3 wrote longer utterances, more verbs, and greater noun agreement accuracy than Grade 1. Syntax features were related to writing quality within languages, but Spanish relations were weaker for English learners than non-English learners and for dual immersion students than English immersion students. Our findings suggest written syntax features may be useful for evaluation of English-Spanish simultaneous and emergent bilinguals' writing. https://doi.org/10.23641/asha.25927366.

HISTORICAL VARIATION OF THE EXPRESSIVE PERFORMATIVE SPEECH ACT OF APOLOGY IN THE GERMAN-LANGUAGE DIALOGIC DISCOURSE OF THE XVXXI CENTURIES

The article is devoted to the study of the historical dynamics of expressive speech acts of performative forms in the German dialogical discourse and defining diachronically permanent and variable characteristics of expressive performative acts. Historical changes in expressive performative speech acts include performative verbs and their pragmatic markers. In the discourse of the XX-XXI centuries, the number of explicit performative verbs and markers with the semantics of apology decreases, while the frequency of implicit expressive performatives and expressive performative speech acts of apology in the metacommunicative function increases.

Denominal conversion verbs and the ‘verb + it’ construction in English

In English, a number of verbs enter a noteworthy, though understudied, combination with a morpheme it, which evidently lacks a referential function. Among these verbs, there are quite a few which were formed from nouns by means of conversion (e.g. to bus it, to au pair it, to verse it, to newspaper it). While some authors assume that the expletive morpheme it in direct-object position functions to enhance a verb’s transitivity, the most recent diachronic study has shown that its influence on transitivity is rather marginal. If transitivization is not the driving force behind the use of the ‘verb + it’ construction, the question as to other functions arises. The aim of this article is to present a new proposal according to which the expletive element is primarily (though not exclusively) an aspectual marker, which, in contrast to the bare verb, expresses telicity (e.g. to bus vs. to bus it). In this function, this element provides the verb it complements with a temporal endpoint. Proceeding from a distinction between (a)telicity and (un)boundedness drawn in the pertinent literature, it will be shown that this endpoint may or may not actually be reached. The aspectual function of the expletive element it is assumed here to co-exist with other functions identified in the few previous works and in the present study. These functions, which are independent of telicity, comprise the expression of necessity, the intensification of activities, the preservation of the verse metre especially in literary texts, and the support of the verbal status of innovative or weakly established denominal conversion verbs.

A Constructionist and Corpus-Based Approach to Formulas in Old English Poetry

This paper explores a constructionist and corpus-based approach to Old English formulaic language through an analysis of the “maþelode system” of speech introductions. The analysis is performed on a section of the York-Helsinki Parsed Corpus of Old English Poetry, comprising the poems Beowulf, Battle of Brunanburh, and Exodus. The results show that most instances of the maþelode system belong to a well-attested construction continuum, structured by the widespread Old English (and ultimately Germanic) poetic devices of variation and kenning. This continuum ranges from more fixed repetitions that exclusively involve the verb maþelian to more schematic patterns that are also attested by other speech verbs, by verbs of giving, as well as by a number of further verbs of various semantic types. The particularly high frequency of this pattern with speech verbs and verbs of giving matches the prominent role, highlighted by previous studies, of both word-exchange and gift-exchange within Old English heroic ideology, and suggests that these formulaic patterns served the purpose to characterize the protagonists of speech or giving events as heroic and/or lordly figures.

Vocabulary and expressive morpho-syntax in individuals with Down syndrome: Links to narration

BackgroundNarrative ability is crucial for social participation in everyday and school life but involves different language abilities such as vocabulary and morpho-syntax. This is particularly difficult for individuals who display both language and cognitive impairments. Previous research has identified productive vocabulary as a possible key factor for narrative performance in individuals with Down syndrome. Considering a close connection between lexical and morpho-syntactic performance within language acquisition and the distinct impairments that individuals with Down syndrome display concerning their morpho-syntactic skills, the nature of a relation between vocabulary and narrative skills under the influence of grammatical deficits requires further investigation. MethodsNarrations were obtained from 28 children and adolescents with Down syndrome (aged 10;0–20;1) using a non-verbal picture book. Narrative abilities were rated using the Narrative Scoring Scheme across seven narrative aspects (including macro- and microstructure). Vocabulary analyses and morpho-lexical context analyses including verb and conjunction enumerations, evaluation of verb position and MLU were conducted. Findings from the transcript analysis have been supplemented with data from standardized language measures evaluating expressive lexical and morpho-syntactic development. A multiple regression analysis was conducted to identify significant predictors for narrative outcome in the participants with Down syndrome. ResultsLexical analyses revealed a high heterogeneity in production of subordinating conjunctions as a link between lexical and morpho-syntactic abilities. Comparisons of standardized and narrative data demonstrated differences in subordinate clause production depending on the elicitation setting. A multiple regression analysis identified the number of different verbs in the narrative task as the most significant predictor for narrative performance in individuals with Down syndrome. Discussion and implicationsThe findings of this study contribute to the knowledge regarding factors that influence narrative performance in individuals with language impairment. A differentiated verb lexicon can be identified as the key ability for reaching advanced narrative skills in participants with Down syndrome. These findings are of clinical relevance for therapeutic and educational support and contribute to an understanding of the relation between strengths in vocabulary and morpho-syntactic weaknesses in individuals with Down syndrome within communicative participation.

AVALENT AND MONOVALENT VERBS IN THE ALBANIAN LANGUAGE

This paper examines avalent and monovalent verbs in the Albanian language and the clause patterns generated with such verbs. Avalent verbs do not select any complement , whereas monovalent verbs require a complement to form the minimal structure of a clause and convey their intended meaning. In Albanian, the classification of verbs by valence is often explained on the basis of their transitivity and their ability to take a subject. However, while transitivity may sometimes suggest a verb's valence, these two classifications should not be equated due to distinct criteria. In Albanian, for example, the number of intransitive verbs significantly exceeds the number of monovalent verbs: all monovalent verbs are intransitive, but not all intransitive verbs are monovalent. This paper aims to clarify the classification criteria and to describe avalent and monovalent verbs; that is, the clause patterns they generate. A comprehensive corpus has been built for this purpose, in which all such verbs and the types of complements they take have been identified and analyzed according to functional, syntactic, and semantic criteria.

Mapping skills between symbols and quantities in preschoolers: The role of finger patterns.

Mapping skills between different codes to represent numerical information, such as number symbols (i.e., verbal number words and written digits) and non-symbolic quantities, are important in the development of the concept of number. The aim of the current study is to investigate children's mapping skills by incorporating another numerical code that emerges at early stages in development, finger patterns. Specifically, the study investigates (i) the order in which mapping skills develop and the association with young children's understanding of cardinality; and (ii) whether finger patterns are processed similarly to symbolic codes or rather as non-symbolic quantities. Preschool children (3-year-olds, N=113, Mage=40.8months, SDage=3.6months; 4-year-olds, N=103, Mage=52.9months, SDage=3.4months) both cardinality knowers and subset-knowers, were presented with twelve tasks that assessed the mappings between number words, Arabic digits, finger patterns, and quantities. The results showed that children's ability to map symbolic numbers precedes the understanding that such symbols reflect quantities, and that children recognize finger patterns above their cardinality knowledge, suggesting that finger patterns are symbolic in essence. RESEARCH HIGHLIGHTS: Children are more accurate in mapping between finger patterns and symbols (number words and Arabic digits) than in mapping finger patterns and quantities, indicating that fingers are processed holistically as symbolic codes. Children can map finger patterns to symbols above their corresponding cardinality level even in subset-knowers. Finger patterns may play a role in the process by which children learn to map symbols to quantities. Fingers patterns' use in the classroom context may be an adequate instructional and diagnostic tool.

Nonverbal components of communication in dialogues as a marker of character relationships in the work by A. P. Chekhov "Three Years"

Communication, which plays an integral role in human life, is reflected in a work of art mainly in the form of dialogue. With the help of dialogue, the author develops events, forms images of characters, and conveys the idea of the work. The subject of this study is the non-verbal components of communication included in the remarks to the replicas of Alexei Laptev, a character in the story by A.P. Chekhov's "Three Years". The purpose of the work is to determine ways of introducing non-verbal components of communication into the author’s comments accompanying Laptev’s speech when communicating with Belavina, to describe the remarks from the point of view of structure and semantics and to trace how nonverbal components reflect changes in the characters’ relationships. The relevance of the study is due to the fact that there are not many works on the study of the content and structure of remarks to Alexei Laptev’s replicas and the semantic analysis of the linguistic units included in the remarks, representing non-verbal components. The following results were obtained: 1) the methods of introducing non-verbal components of communication and the means of their expression were analyzed, 2) a constant non-linguistic characteristic of Laptev’s communicative behavior was determined – a change in voice volume and clarity of pronunciation, 3) the position of remarks in relation to the character’s replicas was identified – the author’s comments are prepositive and interpositive, 4) a number of verbs are proposed that capture changes in Laptev’s inner world and, as a consequence, the transformation of his attitude towards his wife. In the process of conducting the study we used the method of contextual analysis of a text fragment, semantic and structural analysis of language units.

The use of differing verb types in the oral narratives of school-age children

ABSTRACT The aim of this project was to examine age-related use of action, metacognitive, and metalinguistic verbs because factors related to verb transparency are thought to impact word learning. Performance on fictional, oral narratives elicited using a single-episode picture was evaluated for 84 children with typical language (TL) and 38 age-matched children with a Developmental Language Disorder (DLD) ranging in age from 5;1 to 14;4 years of age. Narrative samples were transcribed and coded for occurrences of action verbs (AV), metacognitive verbs (MCV), and metalinguistic verbs (MLV). The total number of verbs used and the number of different verbs produced in each category were examined across ages, as was the difference in verb usage patterns across language ability groups. A statistically significant increase in the overall use of action, MCV, and MLV with age was observed. TL children used a wider variety of each verb type as compared to those with DLD. Age-related progression for verb use was observed in the fictional narrative generation task by both groups of children. However, despite similar rates of total verb use, children with DLD produced fewer different verbs in the three categories. These findings indicate the total number of verbs used is similar in children with TL and DLD, but there is a difference in the number of different verbs used in functional tasks such as narratives for children with DLD. These results also indicate a need for ongoing examination of the factors not only impacting verb acquisition but also use in communication tasks.

The Missing VP Illusion in Spanish: Assessing the Role of Language Statistics and Working Memory.

In English, double center-embedded sentences yield a so-called "missing VP illusion": When they are ungrammatical due to a missing verb, they are judged as equally or even more acceptable than their grammatical counterparts. The illusion is often attributed to working memory limitations. Additionally, it has been suggested that statistical differences across languages-e.g., the lower frequency of consecutive verb clusters in verb-initial languages-play a role, since languages with verb-final embedded clauses are less susceptible to the illusion than English. In two speeded acceptability experiments, we demonstrate that the illusion arises in Spanish, a verb-initial language. We also find that the strength of the illusion is modulated by the number of consecutive verbs, consistent with the involvement of language statistics. By contrast, we do not find that participants' working memory modulates the illusion, failing to support a role of memory limitations. Our results support the generalization that cross-linguistic variation in the missing VP illusion is associated with language statistics and verb position and they demonstrate that this is the case even in languages in which word order is not a reliable processing cue.

Параметрическая таксономия учебных текстов

The article is aimed at considering the issue of the discursive text typology and developing a parametric model of the elementary school texts for the ontological domain by employing a corpus-based approach and methods of linguistic statistics. The research corpus of over 90,000 tokens comprises texts of 13 textbooks acknowledged in the 2 nd grade of Russian schools. The applied multifactor discriminant analysis enabled identification and validation of typological characteristics of the texts under study, offering the formula for referring educational texts to a subject domain on Philology, Mathematics, and Natural Sciences. The discriminant analysis results confirmed the hypothesis that each type of text corresponds to a parametric model, which includes six constants: the average number of words in a sentence, the average number of nouns, the average number of verbs and the average number of adjectives per sentence, local noun overlap, global argument overlap. The assessment of linguistic parameters was performed by an automatic Russian text analyzer RuLingva. The classification accuracy of the parametric model was identified as 80%, which ensures its high reliability and allows for the data obtained to be employed in linguistic expertise, as well as for in automated linguistic profiling of texts. The prospect of the research implies installation of the model in RuLingva and development of similar models for texts of other subject domains.

한국어 ‘아무도’의 중국어 대응 표현 연구

This study aims to reveal the correspondence patterns of Chinese expressions for the indefinitive pronoun 'amudo’ in Korean, and to examine their similarities and differences through a comparison with ‘amudo+V+Neg’. For this purpose, Chinese expressions corresponding to 'amudo’ were extracted from Chinese dictionaries, and to confirm the list based on the frequency and distribution of verbs, the total number of intransitive verbs in the phrase 'amudo V’ was counted as 22 by using the 'N-gram' function of the ‘Antconc’ programme. The results showed that Korean 'amudo‘ corresponds to four types of Chinese ‘arbitrary reference(任指)’ usage and three types of ‘empty reference(虛指)’ usage. However, these expressions, like Korean 'amudo’, were all used in the sense of ‘complete negation’, but depending on the usage, they also had the meaning of ‘limited negation’ or ‘partial negation’. In addition, the ‘Neg’ form combined with Korean 'amudo V' has no restrictions when combined with intransitive verbs, but the structural relationship between intransitive verbs and the corresponding Chinese expressions differs depending on the single word and the compound word. Through this study, we were able to derive similar, under-differentiated, and over-differentiated correspondences between various Chinese expressions and Korean 'amudo’.

КОНЦЕПТУАЛИЗАЦИЯ ПРОЦЕССОВ ПАМЯТИ В ЕСТЕСТВЕННОМ ЯЗЫКЕ: ЗАБЫВАТЬ И ПОМНИТЬ

The paper focuses on representation of memory in Russian, exploring, specifically, its spatial interpretation and semantic types of predicates objectifying mnemonic processes in relation to the time axis: actions, processes and states are distinguished. Special emphasis is on the semantics of the verb помнить (pomnit’) which is interpreted as fundamentally different from its derivatives and its antonymous verb забывать (zabyvat’) . The study is based on the hypothesis-deduction research procedure, an integral part of which is a semantic experiment conducted either in the form of surveys of native speaking respondents or in its online version, namely, in the form of Yandex and Google search requests for word combinations. In the latter case the search engines function as a “collective respondent”. As part of the research methodology, the authors used the explanatory potential of imperative forms to indicate the presence or absence of control feature in the semantics of the action verb, and established restrictions on its realization associated with aspectual opposition in the predicate system. The research allowed for constructing a matrix based on the interaction of semantic features manifested on different levels (taxonomy characteristics as action and state predicates), as well as specifying the status of the verb помнить (pomnit’) as existential-resultative in contrast to its previous linguistic interpretation as a state predicate. The results also include identifying lexical features that refer to the interaction between subjects and the memory space, and tracing the systemic metaphor-based shifts to denoting speech act in a number of memory verbs.