Verbal Patterns Research Articles

A Hidden Sharh in the Sarf: Sharh al-Amtsilah wa al-Binā’

One of the most important branches of linguistic studies, and indeed the foremost in terms of learning, is the science of "sarf". Therefore, Arabic language education generally begins with the science of sarf. After the first and oldest independent sarf book, Kitāb al-Tasrīf" by Abu Uthman al-Māzinī, many independent works on sarf have been written. Among these works, the books "Amtsilah," "Binā’," "Maqsūd," "ʿIzzī," and "Marāh al-arwāh" are considered fundamental in the Ottoman madrasas and still hold significance today. Among these five works, Amtsilah and Binā’ hold a special place as concise works that have been taught as the first two introductory texts in Arabic language classes in Ottoman madrasas and institutions, that follow the classical method of Arabic instruction. The most significant feature of these books is that they serve as an introduction to Arabic morphology (sarf). Amtsilah’s main characteristic is its presentation of all conjugations using a single verb which is "نَصَرَ" (nasara). On the other hand, the most important feature of Binā’ is its presentation of Arabic verb patterns from triliteral (tsulātsī) to hexaliteral (tsudāsī), along with their respective masdars (infinitives), following the order of frequency in the language. These two books have attracted numerous commentaries and annotations during the Ottoman era. Many editions and Turkish translations of these works have been produced. For instance, among the commentaries written on " Amtsilah," the following can be mentioned: "Sharh al-Amtsilah" by Muslih al-Dīn Mustafa Surūrī, "Sharh al-Amtsilah" by Abdullah Efendi of Kuyucak, "Sharh al-Amtsilah" by Dāvūd al-Karsī, "Amtsilah Sherhi" by Kosah Efendi (also known as Chorekchi-zadah Ahmad Nuzhat), "Amtsilah Sherhi " by Askidji-zadah, and "Amtsilah al-Jadidah" by Mehmed Esʿad Effendi. Likewise, many commentaries exist on "Binā’ " as well. Among these, the following works can be mentioned: "Sharh al-Binā’ " by Muslih ad-Dīn Mustafa Surūrī, "Murshid al-Ghinā fī Sharh al-Amtsilah wa al-Binā’ " by Nushī Effendi, "Sharh al-Binā’ " by Abdullah Effendi of Kuyucak, "Sharh al-Binā’ " by Dāvūd al-Karsī, "Sharh al-Binā’" by Muhammad bin al-Hājj Hamīd al-Kafawī (Akkirmānī), "Asās al-Binā’" by Ahmad Rushdi Karaaghajī, and "Talhīs al-Asās" by Ali bin Uthmān Akshehrī. In addition to these works, there is a lesser-known commentary on both "Amtsilah" and "Binā’" even absent in our libraries. The manuscript of "Sharh al-Binā’ wa al-Amtsilah," found abroad, in the Riyadh University Library, has an unknown author. The handwriting of the copy is legible naskh script, and it was likely written in the 12th century or later as it is noted in the beginning of it. It is most likely that this commentary drew from many of the aforementioned commentaries. Unlike other commentaries, this particular work presents the conclusions of various discussions and the essential knowledge a student must know, in a concise and straightforward manner. As a result, this study sheds light on the similarities and differences between this commentary and others, and it contributes to the exposure and consideration of a previously obscure commentary by researchers.

Professional terminology in modern Slavonic pedagogy: Focus on term accuracy

The purpose of this research is to explore the issues surrounding professional terminology in the field of Slavonic pedagogy, addressing the theoretical challenges associated with defining terms and identifying their practical use across various domains of Slavonic educational practices. The study employs a comprehensive analysis of the system of concepts, examining terms characterized by connotations, ideals, higher values, and principles related to life intentions, culture, religion, and geography. The primary approach involves an investigation of mechanisms and verbalization patterns of scientific knowledge in modern languages, focusing on the correlation between form and concept as well as term and definition. Our findings reveal that professional terms in Slavonic pedagogy constitute the "core" of the system, often carrying similar yet distinct meanings. This presents a potential challenge to researchers who might use different terms interchangeably, leading to confusion or misinterpretation. The term-forming model in Slavonic pedagogy is developed based on traditional culture, highlighting the connection between culture and consciousness. By contributing to a deeper understanding of the intricacies of professional terminology within the scope of Slavonic pedagogy, our research aims to improve the overall clarity and accuracy of terminology use. This enhanced precision will promote the practical application of research findings and encourage further theoretical advancements in the field.

Grammatical Errors in Pre-service English Teachers’ Argumentative Essays and their Views Regarding Error Correction

This study seeks to identify grammatical errors in argumentative essays written by prospective teachers of English as a foreign language in the fifth semester of college, determine whether students are aware of their mistakes, and discover their experiences with grammar instruction and error correction. We conducted an Error Analysis and contrasted results with a grammaticality judgment test (GJT) to assess students’ awareness of grammatical errors detected in their essays. Using mixed methods research, we compared results with a survey to discover the students’ views on English grammar learning and error correction. The most common errors were verb phrases, subject usage, clause patterns, prepositions, and verb patterns. Of these errors, prepositions, verbs, and clause patterns were the most problematic in the GJT. When characterizing grammatical errors and contrasting them with their judgments and opinions, we found that students did not overcome their most frequent mistakes, as they failed to identify and correct the same types of errors in the GJT applied one year later. Students are aware of their grammatical weaknesses since the contents considered the most challenging to learn coincide with those in which they perform worst on the test. Finally, students suggest alternative feedback strategies, including peer monitoring, to make their error correction process reflective.

Argument-Structure Constructions with Organization Names in the English Eurolect

Construction Grammar (Hoffmann & Trousdale 2013) has received very little attention in onomastics, let alone corpus-based approaches, as corpora are just starting to be applied to the empirical study of names (Motschenbacher 2020). This study employs Named Entity Recognition plus verbal pattern extraction in an intermodal corpus (Bernardini 2016) of EU discourse, or Eurolect (Sandrelli 2018). The methodological aim is to mine English argument-structure constructions (Goldberg 1995) with subordinate clauses introduced by that and organization names in the subject slot ([ORG + V + that + SC]). First, the personification recognition method of Dorst, Mulder, and Steen (2011) is applied to quantitatively prove the strong relationship between the extracted argument-structure constructions and personification metaphors in EU discourse. Second, the constructions and their form-meaning pairings are described, both per subcorpus and globally. Results show that, at a macro- and meso-level of schematicity, the [ORG + V + that + SC] construction transversally symbolizes personification as an understanding scheme for institutional relations, constructing organization names with semantically human verbs of belief, speech, and thought. At a microscopic level, however, some constructions occur exclusively in one of the four subcorpora (non-translated, translated, non-interpreted, and interpreted English), meaning that they could be covering specific mediating functions through their name-verb slot choices.

EPIPHANIC SYNERGISM IN JAMES JOYCE’S “THE DEAD” and ROBERT MUSIL’S “TONKA”

The article uses the linguistic-synergetic approach to examine the narrative structure and verbalization patterns in modernist short fiction based on “The Dead” by James Joyce and “Tonka” by Robert Musil. From this perspective, the study relates the epiphany-oriented non-hierarchical LIKE-THAT – SOMETHING-LIKE-THAT – NEVER-SOMETHING-LIKE-THAT narrative structure to verbalization of self-organized simultaneity in modernist short fiction. From this study’s findings, both writers similarly replace a conventional narrative hierarchy with a verbal event whose verbalization, namely, repetitions at all linguistic levels, allusive associations, and aposiopesis, supports an epiphany-oriented attractor of change. The results of this study extend insights of current research on verbalization of self-organized simultaneity in the process of constructing a non-hierarchical epiphanic model. They contribute to the current linguistic-synergetic research on the emergence of modernist epiphany and have practical applications with regard to modernist writers across languages and cultures.

On Chinese Children’s Acquisition of Motion Events

The motion events expressions in Chinese have been a controversial topic and few research on them from the developmental perspective. Therefore, based on the long-term tracking corpus of two Mandarin children SWK and WMX from their 13 months to 48 months, this paper studies the lexicalization of Chinese children’s motion events in the process of language acquisition to reveal the unique features in Chinese motion event expressions. Research revealed that at age 3, Chinese children began to express motion events primarily using the serial verb structure, that is, a manner verb + path verb pattern and children’s motion event expressions grew progressively more extensive with age. Chinese children follow the satellite-framed language pattern early on. The authentic language use in corpora and the features found based on them prove that Chinese is a satellite-framed language. The present study offers a new type of evidence for the typological properties of the language from the developmental perspective and could shed fresh insight on a thorny issue regarding the classification of Mandarin Chinese in motion events.

Functional Morphology: Patterns Rules Sets for Morphological Parsing of Urdu Regular Verbs

Affixation of Urdu regular verbs give multiple patterns providing various verbs, varying in meaning and use regarding aspect and gender following similar root verb. Taking into consideration the pattern variations in verbs the aim of this study was to identify morphological patterns of regular Urdu verbs, whereas objective of this research was to explore morphological patterns of stemming in case of Urdu verbs. A corpus of more than 1500 regular verbs is developed. 16 rules sets were developed following 13 different affixation patterns. Out of which 7 specific rules combinations were designed following these combinations in relation to 1 root verb. According to functional morphology these rules set follow a morphological parser for Natural language processing (NLP). The results are significant to design Urdu database of regular verbs corpus for Urdu NLP. This morphological implementation can be used to develop Urdu data base dealing with Functional Morphology and lexicology while dealing Urdu regular Verb forms.

Variation mechanisms of metadiscourse verb patterns in English journal articles from intra- and interdisciplinary perspectives

Abstract As the main form of constructing and disseminating disciplinary knowledge, English journal articles have an important linguistic status and theoretical research value. Among them, metadiscourse, as a typical discourse category presented by academic discourse behaviors, has been attracting attention for its discourse features. In order to explore the variation mechanism of metadiscourse verb patterns more effectively. In this paper, we construct a BiLSTM-verb analysis model in intra- and inter-disciplinary perspectives. The computational analysis shows that the authenticity embodiment of metadiscourse is 89%. The interactivity of metadiscourse is 78%. The meta-discourse needs to deal appropriately with the relationship with previous research, and to highlight its own findings and significance. A longitudinal comparison shows that the first paragraph highlights the conceptual interpretation of subject knowledge and the refinement of propositional relationships, with more emphasis on the abstraction and generality of information presentation. Therefore, its variance fit is up to 23%. The diagrams focus most on explaining the concepts of subject knowledge, indicating the tone and level of reasoning of the discourse, and outlining the purpose and results of the study. Therefore, its variance fit is 19%.

Detecting ulterior motives from verbal cues in group deliberations.

Forensic interviewing entails practitioners interviewing suspects to secure valid information and elicit confessions. Such interviews are often conducted in police stations but may also occur in field settings such as border crossings, security checkpoints, bus terminals, and sports venues. Because these real-world interviews often lack experimental control and ground truth, this investigation explored whether results of non-forensic interviews generalize to forensic ones. Organizational espionage was simulated to determine (1) what verbal signals distinguish truth from deception, (2) whether deception in groups aligns with deception in dyads, and (3) whether non-forensic venues can be generalized to forensic ones. Engaging in a mock hiring deliberation, participants (4-5 strangers) reviewed and discussed resumes of potential candidates. Surreptitiously, two group members assigned the role of "organizational spies" attempted to persuade the group to hire an inferior candidate. Each group member presented notes from an interview of "their" candidate, followed by a discussion of all candidates. Spies were to use any means possible, including deception, to persuade others to select their candidate. A financial incentive was offered for having one's candidate chosen. The interview reports and discussions were transcribed and analyzed with SPLICE, an automated text analysis program. Deceivers were perceived as less trustworthy than truth-tellers, especially when the naïve players won but overall, deceivers were difficult for non-spies to detect even though they were seen as less trustworthy than the naïve participants. Deceivers' language was more complex and exhibited an "echoing" strategy of repeating others' opinions. This collusion evolved naturally, without pre-planning. No other verbal differences were evident, which suggests that the difference between spies and non-spies was subtle and difficult for truth-tellers to spot. Whether deception can be successfully detected hinges on a variety of factors including the deceiver's skill to disguise and the detector's ability to sense and process information. Furthermore, the group dynamics and communication context subtly moderate how deception manifests and influence the accuracy of detecting ulterior motives. Our future investigations could encompass non-verbal communication channels and verbal patterns rooted in content, thereby providing a more comprehensive understanding of deception detection.

Classical Greek object cases

Abstract We examine here the distribution of morphological case (e.g., accusative, genitive, and dative) among object complements of monotransitive verbs in Classical Greek (CG). Accusative-marked objects are generally deemed to be direct objects (DO), while dative- and genitive-marked complements are typically treated as syntactically or semantically separate, sometimes being treated as objects bearing exceptional/semantic/quirky case and sometimes being analyzed simply as indirect objects (IO). Restricting our focus to verbs which have a single complement, we can observe that the distribution of accusative (ACC), genitive (GEN), and dative (DAT) marking on these in CG is atypical. CG productively places DAT and GEN NP s alongside ACC NP s as a singular complement to monotransitive verbs, allowing them to occupy what would normally be thought of as the direct-object position, but for their GEN and DAT case-marking. We offer an analysis of these verbs and their semanto-syntactic collocations, seeking to understand what is communicated through the marking of either ACC, GEN, or DAT on complement NP s. We find first that ACC and GEN-marking verbs interact in a transitivity hierarchy, being set apart by the change of state of the object (following an analysis laid out by Luraghi 2010). Second, we find that DAT-marking verbs exist outside of this hierarchy, making up their own productive class of interaction verbs, those which denote a complex series of overlapping subevents (first laid out by Blume 1998). Thus, this study offers an analysis of a wide array of ACC, GEN, and DAT case-marking verbs collected from a corpus of nine Classical Greek authors, providing the first statistical analysis of the conundrum of ‘atypical’ case-selection patterns of Classical Greek monotransitive verbs, wherein non-ACC cases are used to mark what appear to be DO s.

Emergence of verb-pattern morphology in young Arabic speakers: morphological and semantic features.

Arabic, a Semitic language, displays a particularly rich derivational morphological system with all verb stems consisting of a semantic root and a prosodic verb-pattern. Such regular and frequently encountered knowledge is expected to be acquired early. The present study presents a developmental perspective on the relative contribution of morphological and semantic complexity to the acquisition of verbs in Spoken Arabic. Verbs in a spontaneous corpus from 133 typically developing children, 2; 6-6; 0-year-old, were coded for type and token frequency of verbal patterns and root type, and classified according to semantic complexity. Results support an item-based emergence driven by semantic complexity at the earliest stages of acquisition. A developmental expansion in the diversity of verbal patterns and morphological complexity was observed with age. Morphological complexity is only identified when the same root appears in different verb patterns. The late emergence of the same root in different verb patterns indicates that the perception of verb patterns as abstract linguistic entities beyond the actual verbs is attained later than the semantically-constrained verbs in earlier childhood. We conclude that whereas semantic complexity obstructs verbs from emerging in the lexicon in younger age groups, morphological complexity constitutes no such obstruction, since their perception as morphological devices is attained later in acquisition.

There Flies the Witch by Mayonn Paasewe-Valchev

Reviewed by: There Flies the Witch by Mayonn Paasewe-Valchev Fiona Hartley-Kroeger Paasewe-Valchev, Mayonn There Flies the Witch. Greenwillow, 2023 [224p] Trade ed. ISBN 9780062993649 $18.99 E-book ed. ISBN 9780062993663 $10.99 Reviewed from digital galleys R* Gr. 4-7 Where winged old Yakaka goes, flying far and wide to mend injured lands and waters, there too goes Red, her foundling daughter, carried on Yakaka's back. The pair share a life full of love, if not of plenty, but Red's contentment is marred by a recurring nightmare, her inability to effect healing with storytelling the way Yakaka can, and a hunger to know about her past and be sure of her place in the world. A dangerous flight over the ocean leaves Red stranded on an island where she must make a new life with a kind but complicated mother-and-son duo, the island's only other inhabitants, until time and finally a terrible storm bring more than one revelation to the surface. The cadenced storyteller's voice and short, propulsive sentences render every moment of the deceptively simple plot urgently alive. A wealth of earthy, quotidian detail provides some needed distance from the roiling emotional dynamics; beneath an exquisitely poetic skin, the novel brims with tensions between abandonment and isolation, fault and forgiveness, empowerment and self-realization. As an aspiring storyteller whose efforts often seem to fall short, Red is eminently relatable to novice (and experienced) storytellers: her composition process, visualized on-page, is replete with crossed-out vocabulary choices and passionately reimagined realities. As she comes into her own, readers are given a well-crafted lesson on finding one's voice to protect one's home. The novel's repeated verbal patterns and ecological concerns make it a good partner for Stringfellow's A Comb of Wishes (BCCB 01/22), and the relationship between Red and Yakaka calls up the complicated affection shared by Luna and Xan in Barnhill's The Girl Who Drank the Moon (BCCB 09/16). This is absolutely not to be missed. Copyright © 2023 The Board of Trustees of the University of Illinois

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.

Teaching English Language through Short Story

Literature has a number of interesting genres. The short story is one of them. We know that language items including grammatical items must not be taught to students out of context. They should be taught to them effectively only when they are presented in context. A short story is very rich in language items. There language items are : Verb Patterns, synonyms, connotative and denotative meanings, the use of Prepositions, articles, type of sentences : Simple, Complex, Compound, Assertive, Interrogative, Imperative, Optative, Exclamatory, different types of phrases and clauses and their function, Negative sentences, voice change, narrative change, phrasal verb, idioms & idiomatic expression, collocation, hyponyms, meronyms, transformations. Literature plays an important role in teaching four basic language skills like listening skill, speaking skill, reading skill and Writing skill. However, when teaching language using literature in the classroom, skills should be taught in an integrated way. The short story is no doubt, a very fascinating and mindboggling genres. We read a short story for pleasure and entertainment and for comprehension. A short story consists of a variety of important components e.g. theme, plot structure, plot, climax, epiphany, humour, irony, figure of speech or tropes, stylistic devices, flashback, point of view, etc. The student must have a good knowledge about those ingredients of a short story. There is a wide potpourri of activities which students have to master in order to appreciate a short story. They must know the setting and background of a short story. The setting determines the tone of a short story. The tone may be happy, sad or the tone may reflect a blend of joy and sorrow. The setting refers to the time and place of the short story. There is no short story without a conflict. Conflict may be external or internal. External conflict is between man and man, man and nature, whereas internal conflict remains in a character. A character exhibits internal conflict when she or he remains in a dilemma. Character portrayal is an important aspect of a short story. A character can be dynamic or flat. A dynamic character is one who undergoes a change whereas a flat character does not undergo a change. Imagery is another significant part of a short story. There are various types of images - tactile, gustatory, visual, aural, olfactory, concrete, abstract, natural. These images are of wide significant as through them the message, tone and mood of a short story are conveyed meaningfully. Teaching short story can be done through the integrated approach (integration of reading, speaking, writing) as far as the teaching methodology is concerned. Appropriate and relevant tasks are set to teach the students the ingredients of short story. They are writing the gist of a short story, the traits of characters, prediction, activities, process, question, questions of inference, question of evaluation etc. In this way a short story is taught in classroom and students will acquire a good knowledge of the language.

The Velar-Lips in jafʕal Form of Arabic Present Tense

Arabic has three main vowels, which are the vowel /a/ (fathah), the vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study analyses the vowels of the Arabic Present Tense in jafʕal form which is related to the arrangement of letters. This study aims at helping Arabic language students who have difficulty determining the correct vowel of the three vowel fractions. In addition, this study can help linguists in general and Arabic linguists in particular to determine the vowel reading of the letter ʕayn (ع) on the active verb pattern of modern Arabic jafʕal which is divided into vowels /a/ (fathah), vowel /i/ (kasrah), and the vowel /u/ (dˁammah). This study applies a qualitative method. Al-Khali:l dictionary and al-MaɁaniy online dictionary were referred for data collection. Three syllable active verbs were analyzed as vowels for these three syllable active verbs in Arabic will change to three different vowels in the Present Tense of the verb. Based on the phonological method proposed by El-Wadi (2005), the analysis focused on the arrangement of the letters ʕayn (ع) in the Past Tense verb which is processed from the phonological method pioneered by Chomsky and Halle (1968). Clearly, the findings of the study have shown that there are effects on the vowel on the ʕayn (ع) active verb of the Arabic Present Tense caused by the arrangement of ʕayn (ع) on the active Arabic verb of the past. At the same time, this study provides an alternative that shows that the vowels at the position of the letter ʕayn (ع) of the active Arabic verb of the present time are non-random.

Maximal syntactic/semantic divergence in deadjectivals: Evidence from Romance

AbstractThis article explores semantic and syntactic properties of a set of Romance deadjectival verbs sharing comparable derivational morphology. I note: (i) asymmetries between languages where the choice of verbalizer does not become a significant variable; (ii) languages where the use of the verbalizer is associated with distinct syntactic and semantic properties. In Italian, the verbalizer defines a maximal structural contrast in a nontrivial derivation. Italian and Catalan verbs pattern as statives. Yet lack of eventivity and scalarity in Italian defines an empirically relevant distinction between stative types reflected by syntax (unergative behaviour correlated with lack of affected theme/change-of-state denotation). This differentiates Italian from Spanish or Catalan forms in not showing two key properties: (i) unaccusativity/transitivity; (ii) change-along-scale entailment. A continuum from minimally to maximally different aspectual and syntactic configurations obtains. Although the focus is set on deadjectival verbs and the unusual properties of Italian -ggiare, the results are extendable to further data.

What makes a complement false? Looking at the effects of verbal semantics and perspective in Mandarin children’s interpretation of complement-clause constructions and their false-belief understanding

Abstract Research focusing on Anglo-European languages indicates that children’s acquisition of the subordinate structure of complement-clause constructions and the semantics of mental verbs facilitates their understanding of false belief, and that the two linguistic factors interact. Complement-clause constructions support false-belief development, but only when used with realis mental verbs like ‘think’ in the matrix clause (de Villiers, Jill. 2007. The interface of language and Theory of Mind. Lingua 117(11). 1858–1878). In Chinese, however, only the semantics of mental verbs seems to play a facilitative role in false-belief development (Cheung, Him, Hsuan-Chih Chen & William Yeung. 2009. Relations between mental verb and false belief understanding in Cantonese-speaking children. Journal of Experimental Child Psychology 104(2). 141–155). We argue that these cross-linguistic differences can be explained by variations in availability and usage patterns of mental verbs and complement-clause constructions across languages. Unlike English, Mandarin-Chinese has a verb that indicates that a belief might be false: yi3wei2 ‘(falsely) think’. Our corpus analysis suggests that, unlike English caregivers, Mandarin-Chinese caregivers do not produce frequent, potentially unanalyzed, chunks with mental verbs and first-person subjects, such as ‘I think’. In an experiment, we found that the comprehension of complement-clause constructions used with yi3wei2 ‘(falsely) think’, but not with jue2de2 ‘think’, predicted Mandarin children’s false-belief understanding between the ages of 4 and 5. In contrast to English, whether mental verbs were used with first- or third-person subjects did not affect their correlation with false-belief understanding.

Seem and Appear and Their Norwegian Verbal Counterparts: A Cross-Register Contrastive Study

ABSTRACT Verbs such as seem and appear combine features of evidential meaning with epistemic modality. This study takes a corpus-based, contrastive view of such verbs in Norwegian and English. It investigates the frequencies, patterns and meanings of seem, appear and their Norwegian correspondences virke, synes and se ut in English fiction and academic prose. Both similarities and differences are found across languages and registers. Appear and synes are clearly more frequent in academic prose and can therefore be characterised as more formal. Of all the verbs investigated, seem has the greatest syntactic flexibility. The Norwegian verbs show more syntactic variation across lexemes than the English verbs do. The English verbs are arguably more grammaticalised in their evidential meanings: they occur more regularly with catenative function, and are also complemented directly by NPs and nominal clauses rather than by PPs and adverbial clauses, which is often the pattern of the Norwegian verbs.

Padrão pré-verbal e verbal como preditores para implementação do Picture Exchange Communication System - PECS em crianças autistas

ABSTRACT Purpose: to investigate the preverbal and verbal patterns in autism spectrum disorder, to more easily predict the need for implementation of the Picture Exchange Communication System in autistic children who are about to start speech language therapy. Methods: a cross-sectional study with a sample consisted of 62 children aged 2 to 10 years, presented with autism spectrum disorder. The Vocal Behavior Assessment which analyzes the preverbal and verbal patterns through three parameters, that is, Mean Extension (mean verbal emission), Speech Characterization (number of atypical emissions) and Language Range (typical emissions of child development), was used. Sociodemographic data, intellectual quotient and non-adaptive behaviors were also analyzed, by using the logistic regression model. Results: there was a high sensitivity (0.915) and specificity (0.867) for the variables Speech Characterization (p=0,000) and Mean Extension (p=0,001). The other numerical variables, such as age, time of schooling, non-adaptive behaviors and intellectual quotient of children were tested but were not identified as potential predictors for the outcome of interest of the study. Conclusion: the indices of Speech Characterization and Mean Extension were identified as predictors for the indication of the Picture Exchange Communication System in children who are about to start speech language therapy.

Pre-verbal and verbal pattern as predictors for the implementation of the Picture Exchange Communication System (PECS) in autistic children

RESUMO Objetivo: investigar os padrões pré-verbal e verbal no Transtorno do Espectro Autista, com intuito de predizer mais facilmente a necessidade de implantação do Picture Exchange Communication System em crianças autistas que estejam prestes a iniciar a intervenção terapêutica fonoaudiológica. Métodos: trata-se de um estudo transversal. A amostra foi constituída por 62 crianças, de 2 a 10 anos, com Transtorno do Espectro Autista. Utilizou-se a Avaliação do Comportamento Vocal que analisa os padrões pré-verbal e verbal por meio de três parâmetros: Extensão Média (média de emissão verbal), Caracterização da Fala (quantidade de emissões atípicas) e Faixa da Linguagem (emissões típicas do desenvolvimento infantil). Foram analisados, também, dados sociodemográficos, quociente intelectual e comportamentos não-adaptativos. Utilizou-se modelo de regressão logística. Resultados: houve alta sensibilidade (0,915) e especificidade (0,867) para as variáveis: Caracterização da Fala (p<0,001) e Extensão Média (p=0,001). As demais variáveis numéricas: idade, tempo de escolaridade, comportamentos não-adaptativos e quociente intelectual foram testadas, mas não foram identificadas como potenciais preditores para o desfecho de interesse do estudo. Conclusão: identificaram-se os índices de Caracterização da Fala e Extensão Média como preditores para indicação do Picture Exchange Communication System em crianças prestes a iniciar o processo de intervenção fonoaudiológica.