Organization Of Lexicon Research Articles

Mapping the mental lexicon of EFL learners

The present paper explores the lexical profiles of monolingual and bilingual learners acquiring English as a second and third language, respectively. Those profiles allow to get insights into learners’ lexical access and lexical organization in the new language. To shed more light in this issue, a lexical fluency task was used to gather data. Results showed lack of significant differences in all the measures taken, but some very interesting differences appear when graph theory metrics are applied. Thus, educational bilinguals show higher levels of lexical organization and stronger connections among the nodes. This can be indicative of a mental lexicon which is better organized, more compact, and more stable. Additionally, educational bilinguals’ networks display highest clustering coefficient and shortest path length. In semantic terms, this means that educational bilinguals can navigate their lexicon more efficiently and in a way that better resembles native lexical search. These findings open up new avenues for insightful studies concerning lexicon organization in different types of learners, with bilingualism being a relevant modulating factor.

A Review on the Organization Model of Second Language Mental Lexicon Based on Word Association Test

In the past two decades, the study of second language mental lexicon organization has become a research direction that has attracted much attention from scholars. The research on second language mental lexicon organization has achieved fruitful outcomes in both basic theoretical research and empirical research. The basic theoretical research mainly focuses on the lexical knowledge framework theory and the exploration of second language mental lexicon organization, while the empirical research explored the characteristics of second language learner’s mental lexicon organization based on the word association test as the main research method. In addition, future study needs to pay attention to the optimization of word association test, the use of multiple testing methods, the learners at the basic education level, and the attempt to integrate the findings with pedagogical practice research.

How age and L2 proficiency affectthe L2 lexicon

The present paper offers a study of the influence of age co-occurring with school grade and L2 proficiency on vocabulary production. Previous studies in classroom contexts confirmed that learners’ lexical performance changes over time as their knowledge of L2 develops. Specifically, vocabulary becomes wider and more varied with time. In lexical availability studies, in particular, age, school grade, and L2 proficiency have been found to be significant variables. Here, we had 196 EFL learners of two different school grades (with corresponding ages and L2 proficiency levels) complete a lexical availability task: verbal fluency task to look into their vocabulary production and lexicon organization. Responses were analyzed against the framework of graph theory, together with descriptive tests. The results reveal that older learners produce more words, less frequent words, and words belonging to higher proficiency bands; differences between them and younger learners were very small, however. A more interesting result was brought to light by graph metrics, which reveal that learners in both groups used a category-ridden lexicon organization. Older learners display more single connections among peripheral words, giving rise to more disperse semantic networks approaching the structure found in native mental lexicons.

Definitional Skills of Learners with and without Developmental Language Disorder

Definitions exhibit aspects of mental lexicon organization. Learners with Developmental Language Disorder (DLD) have limited vocabulary knowledge (in breadth and depth) and, thus, less mature definitional skills. Word characteristics affect the definitional skills. This study investigated the definitional skills of learners with and without DLD considering different word characteristics. Moreover, issues like deviant vs. delayed abilities and the link between breadth and depth of vocabulary knowledge are addressed. Thirty-six learners were divided into three groups (a DLD and two control groups [CG] of typically developing learners matched on either age or vocabulary). They were asked to define 16 words. Answers were scored for content and form. Findings revealed that the DLD group scored lower than both CGs in content, while no differences were found in form. Definitions of abstract and compound words were more demanding for all. Correlations between vocabulary and definitional skills were detected only in the age-matched CG. From the above, we deduce that DLD learners’ definitional skills are deviant. In addition, clinical practice should not look at effects of isolated variables, but rather investigate the interrelation of different parameters. Finally, the link between breadth and depth of vocabulary knowledge may require more time to emerge in DLD learners.

The lexical status of verbs among typical and dyslexic native Arabic readers: a developmental model.

The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2years younger. The lexical status of root and pattern morphemes was examined using two priming paradigms: masked priming and the cross-modal immediate repetition task. We conducted two visual lexical decision tasks (Experiment 1 for verb pattern, Experiment 3 for verb roots), and two auditory decision tasks (Experiment 2 for verb pattern, Experiment 4 for verb roots). In the visual tasks, the participants were asked to decide whether a visual stimulus was a real word or not by pressing the laptop keyboard's "yes" or "no" button. The auditory experiments were conducted similarly to the visual experiments, except that the stimuli were auditory, to clarify the locus of the morphological deficit observed in the visual test of the dyslexic students, should there be such failures. Analysis of Experiment 1 showed that verb patterns are not lexical entities with a role in organizing the mental lexicon among typical and dyslexic readers of different ages. However, Experiment 3 indicated that roots do indeed constitute lexical entities with a role in organizing the mental lexicon among normal and dyslexic readers of different ages. In Experiment 2, the auditory-morpho priming effect in the word pattern test was stronger among dyslexic and young readers than among more skilled readers, and contributed to speeding up lexical decisions more than its quality, among all research groups. In Experiment 4, the auditory-morpho priming effect in the root test was stronger than the visual effect among all participants, and contributed to hastening lexical decisions and improving the quality of the answers (success percentage). The results showed that roots contribute to the reading process. However, their contribution is different among dyslexic readers. Its construction is slower and different from that of typical readers, whereas word patterns have no lexical representation among the three reader groups that are likely to facilitate lexical decisions. The results are discussed with reference to the latest research literature on morpheme type (root or pattern).

On lexical uniqueness and lexicon organization in native Spanish and Greek SFL learners

The present paper examines lexicon organization and lexical uniqueness through a lexical availability task. Previous research has concentrated on exploring via word association tests how learners organize their L1 and L2 lexicons. Additionally, the closeness between the native and the L2 lexicons are also object of analysis in research. Lexical uniqueness has also been used as a measure to determine “nativeness”. In the present study, we had two groups of Greek B1 and C1 level learners of Spanish FL answer a lexical availability task and compared their results with those of a group of native speakers. We found that proficiency level is crucial in the determination of lexical uniqueness and lexicon organization via lexical associations obtained with a lexical availability task. Furthermore, our results revealed that thematic field is a relevant factor in speakers’ associative behaviour and lexicon organization. Results are discussed in light of previous research findings and pedagogical implications are proposed

Image of the Human World and Semantic Organization of Lexicon in Interdisciplinary Linguistics

The article deals with the issues related to the development of principles and methods of semantic organization of lexicon in order to create linguistic resources of various types: dictionaries, databases, corpora, etc. Different techniques of semantic organization of lexicon are viewed as methodological bases for interdisciplinary approaches to investigation of the human image of the world. The issues are studied with reference to different approaches that concern fundamental contradictions between the language and conceptual models of representing the world. Using the reverse dictionary of the associative-verbal database SIBAS, the author conducts a statistical macro-level analysis to stratify the verbal units (the nodes of the SIBAS associative-verbal network) according to the intensity and extension of their incoming links. Thus identified at different levels of stability, SIBAS associative-verbal dominants are matched with the frequency ratings of the relevant lexical items in the textual basis of the Russian National Corpus; they are also matched with the associative dimensions of the Russian language personality, which were discovered earlier on the model of the Russian associative-verbal network in the epoch of perestroika. The author analyzes the part-of speech statistics of the associative dominants, their correlations with the ontogenetically basic concepts, as well as with the glottochronologically basic lexical meanings. Against this background, the author assesses the methodological significance and heuristic potential of the techniques of analysis on the experimentally obtained Russian associative-verbal network, where the conceptual and linguistic models of the world are balanced naturally as a spontaneous (instinctive) manifestation of the intentionality of the Russian language personality.

Acesso lexical na afasia

O presente artigo teve como objetivo analisar o acesso lexical em afásicos e controles. Os dados foram obtidos através de um Teste de Nomeação de figuras (SNODGRASS e VANDERWARTS, 1980). Os pressupostos dos Modelos baseados no Uso foram adotados na análise dos dados no que diz respeito à organização do léxico em redes baseadas em similaridades sonoras e semânticas entre os itens lexicais (BYBEE, 1995, 2010), assumindo-se que as falhas no acesso lexical podem ser explicadas pelo modelo de redes. Também se adotou a hipótese da continuidade entre população típica e atípica no acesso lexical (DELL et al., 1997). Os resultados demonstraram que afásicos e controles diferem quantitativamente, mas não qualitativamente, em relação aos tipos de respostas das nomeações. Também ficou demonstrada a importância das variáveis idade de aquisição e familiaridade dos itens lexicais para os dois grupos estudados e da frequência de ocorrência do item lexical somente para os afásicos nodesempenho na tarefa de nomeação.

Полевой принцип организации ментального лексикона и сценарии активации полей

Полевой принцип организации ментального лексикона и сценарии активации полей

The Hyper-Modular Associative Mind: A Computational Analysis of Associative Responses of Persons with Asperger Syndrome.

Rigidity of thought is considered a main characteristic of persons with Asperger syndrome (AS). This rigidity may explain the poor comprehension of unusual semantic relations, frequently exhibited by persons with AS. Research indicates that such deficiency is related to altered mental lexicon organization, but has never been directly examined. The present study used computational network science tools to compare the mental lexicon structure of persons with AS and matched controls. Persons with AS and matched controls generated free associations, and network tools were used to extract and compare the mental lexicon structure of the two groups. The analysis revealed that persons with AS exhibit a hyper-modular semantic organization: their mental lexicon is more compartmentalized compared to matched controls. We argue that this hyper-modularity may be related to the rigidity of thought which characterizes persons with AS and discuss the clinical and more general cognitive implications of our findings.

Words Functioning in Lexicon

Investigations of word semantics focusing on forms of words formation and their functions in memory lead to the theory of lexicon organization. Interest in the theory of lexicon organization lies in the linguistics sphere and the personality of the speaker (the subject of the language). Particularly noteworthy is the question of the place of the image when discussing the lexical, phraseological values and the relationship of imagery and metaphors.

Lexicon Core and Its Functioning

The critical issues related to functions of words in verbal and mental processes are linked to the problems of the lexicon structure and functionality. A closer look needs to be taken at the theories of organization and functioning of the lexicon as a mental and lexical component of the communication activity. Words representation in lexicon as well as investigations of word semantics focusing on forms of words formation and their functions in memory lead to the theory of lexicon organization.

The evolutionary origins of syntax: Optimization of the mental lexicon yields syntax for free

This paper presents an account of the evolution of human language by natural selection that focuses on the evolution of the lexicon. It will be argued that the expansion of the lexicon as a knowledge representation system requires it to be structured – and that Normalization Theory (Codd, 1970, 1983) provides the theoretical tools to understand these linguistic structures (De Vos, 2008). By developing an evolutionary narrative around the acquisition of the lexicon, I will show that the same mechanisms used in lexicon organization are critical for recursion (De Vos, 2008). In other words, the communicative capacities imparted by natural language syntax may not have been the original locus of natural selection (Pinker and Jackendoff, 2005) but developed as a side-effect of lexical development. Furthermore, the framework is precise enough to give predictions of the types of syntactic constructions that might have been used at each stage. It predicts gradual evolution of the language faculty but where a number of small changes in the lexicon suddenly allow a florescence of complex linguistic forms. As such, this paper argues for an intermediate position between the gradualist and saltationist positions on language evolution.

Lexical development

During first language acquisition (L1), children need to gather knowledge about the speech sounds and grammar of their mother tongue. Furthermore, communication skills require an adequate vocabulary. Individual profiles of vocabulary acquisition can vary considerably. However, actively using around 50words by the age of 24months is considered a milestone in first language acquisition. This is usually followed by the so-called vocabulary spurt, a rapid increase in lexical knowledge. This article provides an overview of the theories of lexical development and discusses how the acquisition of vocabulary may be explained. A selective literature search was conducted in PubMed and Scopus. Current textbooks were also considered. In order to acquire new words, a child has to identify what the new string of speech sounds refers to. The child has to construct a valid concept of the word and subsequently store both word and concept into long-term memory. Several theories have been put forward to explain lexicon organization, the acquisition of concepts and the mechanisms underlying the so-called fast mapping phenomenon in particular. All of these attempt to explain the phenomenon of lexicon acquisition in terms of a model scheme. In the context of the fast mapping mechanism, constraints and assumptions, cognitive, intentionalist and emergence-based theories are discussed. Knowledge of the different theories of vocabulary acquisition is mandatory to understand the construction of the tests used to assess vocabulary skills in clinical practice and to apply these appropriately.

Toward a neurolexicology

This article analyzes the organization of the mental lexicon based on neurophysiological data. The neuroscience literature has devoted many studies to the semantic processing of words. However, the research remains specific to certain categories, studied separately, and does not address the lexicon as a system. In order to provide further insight into the neuronal organization of the lexicon, we conducted an EEG-based semantic decision experiment using words from eight categories (four living and four nonliving categories) as the material. A data-analysis method (correspondence analysis or CA) commonly used in computational linguistics was applied to the electrophysiological signals. The results revealed a two-factor structure: an ontological organization separating the living from the nonliving, and an organization with a human referential structured by proximity to the person. A comparison of the ERP-CA and the linguistic-CA data revealed organizational analogies. Lastly, a tomography software (Loreta®) was used to estimate the cerebral sources associated with the ERP signals.

Lexicon organization of the Russian child

Background: Today, many experts from different areas of a science are interested in close study of children's speech. The items of information on normative speech are especially useful with the purposes of diagnostics of various deviations in speech development. From those items of information, which are accessible at present, researchers try to analyze only acoustic characteristics, early vocalics, their rhythmic structures, etc. We consider that it is necessary to analyze process of formation of the primary dictionary taking into account the articulatory abilities of small children. Methods: The given research managed to be carried out due to video recording of speech behavior of the child that allows objective analysis to be achieved, not only audio material, but also video material of early development of Russian language. Results: We have studied early speech development in six healthy Russian children from 10 months till 2 years old. Video registration and the computer processing of a sound signal of the child has allowed to determine an exact arrangement of children's reports relative to adult ones in dialogue. We have confirmed that it was impossible to receive those data by means of parent's records of the child's early speech that carried subjective character. In result of grading the data, we have received sound structure of the children's statements depending on time of occurrence articulatory abilities. Conclusions: We consider that the data received are very important for all persons, who take part closely in speech development of the child.

Civil War high commands

Foreword Preface Abbreviations, acronyms, symbols and military lexicon Organization Bibliographies Grades and rank Command structure Chronology of some important civil war dates Short title bibliography Bibliography Name index.

El lexicón no nativo y las reglas de la gramática

Este trabajo es un análisis de las relaciones existentes entre la información del lexicón mental y los principios formales del sistema lingüístico, es decir, de la estrecha relación que existe entre el saber y usar vocabulario y el saber construir las oraciones en las que aparecen esas palabras del vocabulario, además del saber construir y procesar palabras nuevas, que no se conocían previamente. El objetivo es acercar los resultados de las investigaciones de la lingüística aplicada a la adquisición de este aspecto de la competencia lingüística, a los profesionales de la enseñanza del español como lengua extranjera (E/LE), con la seguridad de que les proporcionará nuevos instrumentos de reflexión para su acción didáctica o formadora. Nos basamos en la hipótesis de que la organización del lexicón mental es cualitativamente semejante en lengua materna (LM) y en lengua extranjera (LE) en cuanto a su organización y funcionamiento. Dentro de este marco, analizamos algunos casos de selección léxica y proyección sintáctica, desde la perspectiva de las necesidades del español no nativo. Terminamos con algunas implicaciones didácticas que podrían ser útiles para el profesor de E/LE.

Object naming at multiple hierarchical levels: a comparison of preschoolers with and without word-finding deficits.

According to the storage hypothesis (Kail & Leonard, 1986), word-finding deficits in young children are not the direct results of deficient retrieval strategies; they are a manifestation of a general delay in language development that affects lexical storage. In the current study, we explored one aspect of lexical storage, the hierarchical organization of the semantic system, in 13 preschoolers with word-finding deficits (WF) and 13 preschoolers with normal language abilities (ND), ranging in age from 3;3 to 6;7. The children named a series of objects at multiple levels of the noun hierarchy in response to contrast questions (e.g. for rose they were asked, 'Is this an animal?' to elicit plant [superordinate]; 'Is this a tree?' to elicit flower [basic]; 'Is this a dandelion?' to elicit rose [subordinate]). Both groups readily named at multiple levels, providing evidence of hierarchical organization of the lexicon. However, there were several differences between WF and ND groups that suggested that WF children did not have enough stored information to discriminate between similar semantic neighbours. We conclude (1) that hierarchical organization of the semantic lexicon is a robust developmental phenomenon, apparent in both ND and WF preschoolers and (2) that the word-finding deficits of preschoolers appear to reflect insufficient depth and breadth of storage elaboration rather than deficits in hierarchical semantic organization.

HIERARCHICALLY CODED LEXICON WITH VARIANTS

This paper describes a new lexicon organization intended to provide high speed string correction. This method links two different approaches: code based partition of the lexicon using a hierarchical file for the first part,21 and generation of neighboring strings or code for the second.3,18 The lexicon is preprocessed using a hierarchy of codes. This preprocessing can be done incrementally as each new word is entered. The resulting size of the lexicon remains proportional to the number of words entered with a rather high proportionality factor. Given a new string, it is then possible to find a set of candidate corrections in constant time. This set contains at least all the desired neighbors (in a sense defined by the user) of the given string. This method is therefore well-suited for a small to medium sized lexicon in applications where the correction speed is crucial (the method has been successfully tested with a French lexicon of about 10,000 words collected from scientific texts).