Types Of Words Research Articles

Attributive verbalization of dream in M. Tsvetaeva’s texts

The purpose of research is to study the i individual style specificity of the attribute verbalization of the conceptual meaning of «dream» in M. Tsvetaeva’s texts, during which it is planned to identify the role of the epithetization process in the individual style system of the poet, the semantic content of the concept «dream» in M. Tsvetaeva’s texts, as well as the types of epithet words, verbalizing this meaning.Methods. On the basis of cognitive-semantic, component, lexical-semantic, semantic analysis of dictionary definitions, as well as statistical methods of analysis, the attribute verbalization of the concept «dream» in the texts of M. Tsvetaeva is analyzed. The comparison of the methods of attribute verbalization of this concept in the poet’s idiostyle and in language use was carried out on the basis of the M. Tsvetaeva’s texts and the «Dictionary of Epithets of the Russian Literary Language».The results. The considered types of epithet words that verbalize the attribute nomination of dream in M. Tsvetaeva’s texts made it possible to record a partial coincidence of the qualitative attributes of this object of epithetization with usage, while the majority of epithet words demonstrate non-usual lexical compatibility. The epithet paradigm is represented by various modifications of epithet words from simple to complex and compound. It has been proven that this specificity of the characteristic verbalization of a dream is associated with the poet’s individual style, occasional word creation, and reflection on epithet words.Conclusion. Attributive verbalization of the qualitative characteristics of an object is one of the peculiarities of M. Tsvetaeva’s individual style. The usual attributes of the concept «dream» are realized in its idiolect, but are subject to the author’s reflection and rethought. The selection and emphasizing of occasional attributes of an object occurs throughout the entire creative process and is expressed in non-standard epithet complexes. This trend is associated with M. Tsvetaeva’s focus on the subjective perception of reality, the focus on the ultimate expression of the quality of an object.

The Problems of Word Formation in German

The article examines the problem of word formation, models, types and styles of word formation, the opinions of a number of scientists dealing with the issues of word formation in German, and their classification based on the semantic principle.

TABOO WORDS IN STEPHEN KING’S NOVEL THE SHINING

This study investigates the use of taboo words by characters in Stephen King’s novel The Shining through a sociolinguistic approach, focusing on their types and functions. The novel follows Jack Torrance, his wife Wendy, and their son Danny, whose stay at the Overlook Hotel leads Jack into a spiral of psychological instability and violence. This research categorizes and quantifies the types and functions of taboo words, applying a descriptive qualitative method complemented by quantitative analysis. The primary data source was the novel itself, with the researcher as the primary instrument and a data sheet as a secondary tool. Results indicate four types of taboo words: epithets, profanity, obscenities, and vulgarities, totaling 300 instances. Profanity appears most frequently (123 instances, 41%), with obscenities following at 79 instances (26.33%). Epithets account for 63 instances (21%), while vulgarities occur least often at 35 instances (11.67%). Further, analysis of the functions of taboo words reveals that characters use them in auxiliary (126 instances, 42%), expletive (101 instances, 33.67%), abusive (63 instances, 21%), and humorous (10 instances, 3.33%) capacities. The dominance of the auxiliary function suggests that characters frequently incorporate taboo language into regular speech patterns rather than using it for direct insult. The minimal presence of the humorous function aligns with the novel's intense psychological horror and supernatural atmosphere, which limits comedic expression.

Approach to Complementary Feeding and Infant Language Use: An Observational Study.

Emerging research suggests that a more infant-led approach to complementary feeding may confer benefits for child language, but these findings are based on parent report studies. Using an observational approach this study examines whether different complementary feeding experiences relate to infant language exposure and language use. Fifty-eight parents recorded a typical infant mealtime in the home (mean infant age = 14 months, SD = 4.15). Observations were coded to measure the prevalence of infant-led and parent-led feeding using the Family Mealtime Coding Scheme. Caregiver language use (word types and token directed at the child, mean length of utterances in child-directed speech, responsiveness and initiations) and the number of infant vocalisations were coded in ELAN using CHAT conventions and parents completed the MacArthur Communicative Development Inventory short form as a measure of child language. Greater observed infant self-feeding was significantly associated with greater observed exposure to language from caregivers (r = 0.312 percentage of infant self-feeding correlated with caregiver word types directed at the child) and a greater number of infant vocalisations (r = 0.320 percentage of infant self-feeding correlated with number of child vocalisations produced). Structural Equation Modelling showed the relationship between infant self-feeding and infant vocalisations to be significantly mediated by enhanced quality and quantity of caregiver child-directed speech (model fit: χ2 [5] = 5.01, p = 0.415, CFI = 1.00 [NF = 0.98], RMSEA = 0.006). Differences in the approach to complementary feeding may shape infant's experiences in ways that support language exposure and use. Autonomy associated with infant self-feeding may enhance opportunities for social interaction.

Discrimination analysis of quantitative indicators of understanding the written form of deaf children's communication through the use of types of words

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated.

Different Markers of Semantic-Lexical Impairment Allow One to Obtain Different Information on the Conversion from MCI to AD: A Narrative Review of an Ongoing Research Program.

Background: In this narrative review, we have surveyed results obtained from a research program dealing with the role of semantic memory disorders as a predictor of progression from mild cognitive impairment (MCI) to Alzheimer's disease (AD). Objectives: In this research program, we have taken into account many different putative markers, provided of a different complexity in the study of the semantic network. These markers ranged from the number of words produced on a semantic fluency task to the following: (a) the discrepancy between scores obtained on semantic vs. phonemic word fluency tests; (b) the presence, at the single-word level, of features (such as a loss of low typical words on a category verbal fluency task) typical of a degraded semantic system; or (c) the presence of more complex phenomena (such as the semantic distance between consecutively produced word pairs) concerning the organization of the semantic network. In the present review, all these studies have been presented, providing separate subsections for (a) methods, (b) results, and (c) a short discussion. Some tentative general conclusions have been drawn at the end of the review. We found that at baseline all these markers are impaired in MCI patients who will later convert to AD, but also that they do not necessarily show a linear worsening during the progression to AD and allow one to make different predictions about the time of development of AD. Our conclusions were that, rather than searching for the best marker of conversion, we should use a range of different markers allowing us to obtain the information most appropriate to the goal of our investigation.

Comparing Implicit and Explicit Morphological Analysis Instruction for Upper Elementary Readers

ABSTRACT Purpose We compared the effects of two types of instruction on novel suffix learning. Instruction differed in the explicitness of the attention given to the morphological structure of the targets. Learning in form and meaning was measured in trained and transfer words. Method Over three days Grade 3 (N = 83, 45.8% females, M age = 8.4) and Grade 5 (N = 86, 47.7% females, M age = 10.4) students with English as their first language (93% caucasian, 4% East Asian, 2% Latino, 1% First Nations, Metis and Inuit) received training on the definitions of pseudowords with a salient morphological structure (e.g. nim meaning small in “hillnim”). Training activities explicitly taught the morphological structure of the words, or exposed participants to this structure implicitly while teaching the use of general context clues. Participants’ learning was assessed immediately (one day) after training, and at follow-up one week later, using a suffix identification task, a word definition, and a multiple-choice task. Results Participants at both grade levels scored similarly on the form task across conditions, but in terms of meaning, explicit training on morphological structure yielded better results for both grade levels and word types. However, for Grade 5 the differences across training conditions were only significant in the word definition task. Conclusion Our results support explicitly teaching the structure of morphologically complex words. Explicit instruction was effective even for older students with more reading experience.

Morphological Shortening in Mobile Legend Video Game

This study aims to classify the morphological types of shortening and explain their meaning. in Mobile Legends players within online community forums. The research methodology used qualitative methods and the data collected from Facebook Groups Mobile Legend: Bang Bang Official. This research used Schendl (2001) theories about five types of morphological shortening words, they are acronym, clipping, blends, contraction, and shortening. The research reveals that shortening serves multiple purposes in the gaming environment. They are primarily used to accelerate communication, thereby enhancing the efficiency of message delivery. Additionally, shortening creates a sense of belonging among players by fostering a shared linguistic culture. This study provides valuable insights into the dynamics of language within the online gaming context and explores how these shortening influence interactions among players. By understanding the role of morphological shortening, the research sheds light on how they enhance communication efficiency and build community cohesion in gaming environments. Keywords: Morphological Shortening, Game, Mobile Legends, Online Community

Two languages, two emotional minds in one brain: processing emotion-label and emotion-laden words by Chinese-English bilinguals

ABSTRACT The present study examined the neural correlates of emotion effects evoked by emotion-label and emotion-laden nouns in Chinese-English bilinguals’ two languages through the emotion categorization tasks. At the perceptual processing stage, only L2 emotion-label and emotion-laden nouns induced amplified N100 than neutral nouns. At the semantic processing stage, relative to neutral nouns, L2 negative emotion-laden nouns triggered heightened EEPN, and L1 emotion-laden nouns evoked marginally smaller EEPN; only L2 emotion-laden and positive emotion-label nouns exhibited augmented LEPN; L2 positive emotion-label and L1 emotion-label and emotion-laden nouns displayed reduced N400. At the integration processing stage, L2 positive nouns showed larger LPC and L1 positive nouns displayed smaller LPC than neutral nouns. These results verified emotion word type hypothesis across languages, and also implied that emotional attributes were encoded within both perceptual and semantic representations in L2, and predominantly within semantic representation in L1.

A Study of Chinese Translation of The Cambridge Grammar of the English Language from the Perspective of Grammatical Metaphor

In Systemic Functional Linguistics, grammatical metaphor is categorized into ideational and interpersonal types. Translation, as a process of code-switching, involves choosing between congruent and metaphorical forms, each serving different communicative purposes. Distinguishing these forms clarifies their distinct functions. This paper explores the use and importance of grammatical metaphors in translating The Cambridge Grammar of the English Language based on the author’s independent translation practice. Given this, the study achieves three objectives through quantitative and qualitative analysis: (1) examining the distribution of grammatical metaphors in the translation of The Cambridge Grammar of the English Language; (2) exploring the reasons behind their emergence; and (3) analyzing the role these metaphors play in the translation. Translation strategies were classified into two types based on the retention of grammatical metaphors: congruent translation, which simplifies the text and reduces metaphors, and metaphorical translation, which sustains a formal, academic, and concise style. The study reveals that the same translation techniques can be applied across various word, sentence, and text types, with different contexts requiring different methods even for identical grammatical and semantic units. Regardless of whether metaphors are retained, it is essential to ensure faithfulness, fluency, and aesthetics of the translation. Translators should avoid rigid application and decide on metaphor preservation based on the specific context and text type to best convey the original meaning.

Processing of Emotional Words in Children and Adolescents with Autism Spectrum Disorders.

Individuals with autism spectrum disorder (ASD) have difficulties in understanding emotional language, but little research has discussed the developmental course of the processing of emotional words in the clinical population. Previous studies have revealed distinct processing for emotion-label (e.g., happiness) and emotion-laden (e.g., birthday) words in typically developing (TD) children and adolescents. Extending these findings, the study used event-related potentials (ERPs) to explore the processing of these two types of emotional words in children and adolescents with ASD. The stimuli included two-character Chinese words with factors of word type (emotion-label versus emotion-laden) and valence (positive versus negative). The participants were 11 to 14-year-old children and adolescents with ASD (N = 23) and age-matched TD peers (N = 23). They categorized emotion valence for words while their brain responses were recorded. Both the TD and the ASD groups exhibited emotional processing for all emotional words across the N400 and late positivity component (LPC). The emotional processing was modulated by word type but varied with group and valence. A trend for group differences was observed in processing positive words at 500-600ms. In particular, the emotion effects of positive emotion-label words were positively correlated with social dysfunction across all participants. These findings suggested that children and adolescents with ASD have a selective impairment in understanding emotional concepts from language. The ERP measurements may reflect atypical emotional word processing for individuals with higher autistic severity in positive valence contexts.

Qualitative analysis of optimisation problems with respect to non-constant Robin coefficients

Following recent interest in the qualitative analysis of some optimal control and shape optimisation problems, we provide in this article a detailed study of the optimisation of Robin boundary conditions in PDE constrained calculus of variations. Our main model consists of an elliptic PDE of the form −∆u β = f (x, u β) endowed with the Robin boundary conditions ∂ν u β +β(x)u β = 0. The optimisation variable is the function β, which is assumed to take values between 0 and 1 and to have a fixed integral. Two types of criteria are under consideration: the first one is non-energetic criteria. In other words, we aim at optimising functionals of the form J (β) =\int_{Ω or ∂Ω} j(u β). We prove that, depending on the monotonicity of the function j, the optimisers may be of bang-bang type (in other words, the optimisers write 1Γ for some measurable subset Γ of ∂Ω) or, on the contrary, that they may only take values strictly between 0 and 1. This has consequence for a related shape optimisation problem, in which one tries to find where on the boundary Neumann (∂ν u = 0) and constant Robin conditions (∂ν u + u = 0) should be placed in order to optimise criteria. The proofs for this first case rely on new fine oscillatory techniques, used in combination with optimality conditions. We then investigate the case of compliance-type functionals. For such energetic functionals, we give an in-depth analysis and even some explicit characterisation of optimal β * .

Congruences of factor solutions of quantitative indicators for understanding the written form of deaf children's communication through the use of words types

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf respondents partially understand the contextual application of word types in a written text task. In written communication, deaf students use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90%), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). The aim of the study was to examine the factor solutions of quantitative indicators of contextual understanding of the word’s types used and the relation of isolated factors of the words types words in the written text task of deaf students. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measurement instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the method of oblique rotation and the method of factor analysis. The results of the study showed that the language discourse of the deaf in the quantitative use of word types in the written form of expression is organized significantly differently compared to the hearing population. By factor analysis, three main factors were isolated in the deaf population, and four main factors were isolated in the hearing population. Considering the saturation of variability, it is possible to accurately determine in practice the direction of teaching deaf children the types of words in their native language. Isolated factors are part of separate, statistically unrelated entities in both deaf and hearing respondents and confirm the justification of successive teaching of the deaf respondents according to the types of words that are present in the comparative analysis of hearing respondents.

The how and the when of semantic illusions in native and non-native languages

Abstract The nature and processing of semantic illusions (SI; when speakers fail to notice an anomalous word in a sentence that is contextually perfectly aligned with world knowledge) have been largely studied during first language comprehension. Although this issue is not free of controversy, findings sustain The Node Structure Theory, according to which SI is a phonological and/or semantic priming effect which occurs due to phonological and/or semantic links existing between the correct and the anomalous word. However, the question as to whether the same underlying mechanisms can be found in bilinguals and whether the effect is modulated by age of language acquisition (AoA) and language dominance remains unexplored. The aim of this study was to examine this issue on sequential European Portuguese-German bilinguals (and their respective control groups) using a self-paced reading paradigm. The sentences’ language, AoA (early vs. late), and type of target word used (correct vs. anomalous) were manipulated. Results showed the occurrence of SI, independently of language and AoA. Therefore, findings suggest that SI occur due to a semantic overlap between critical words and are similarly processed in L1 and L2.

Late Talkers can generalise trained labels by object shape similarities, but not unfamiliar labels.

Late talkers (LTs) exhibit delayed vocabulary development, which might stem from a lack of a typical word learning strategy to generalise object labels by shape, called the 'shape bias'. We investigated whether LTs can acquire a shape bias and whether this accelerates vocabulary learning. Fourteen LTs were randomly allocated to either a shape training group (Mage = 2.76 years, 6 males), which was taught that objects similar in shape have the same name, or a control group (Mage = 2.61 years, 4 males), which was taught real words without any focus on object shape. After seven training sessions, children in the shape training group generalised trained labels by shape (d = 1.28), but not unfamiliar labels. Children in the control group extended all labels randomly. Training did not affect expressive vocabulary.

Word Type and Frequency Effects on Lexical Decisions Are Process-dependent and Start Early.

When encountering letter strings, we rapidly determine whether they are words. The speed of such lexical decisions (LDs) is affected by word frequency. Apart from influencing late, decision-related, processing stages, frequency has also been shown to affect very early stages, and even the processing of nonwords. We developed a detailed account of the different frequency effects involved in LDs by (1) dividing LDs into processing stages using a combination of hidden semi-Markov models and multivariate pattern analysis applied to EEG data and (2) using generalized additive mixed models to investigate how the effect of continuous word and nonword frequency differs between these stages. We discovered six stages shared between word types, with the fifth stage consisting of two substages for pseudowords only. In the earliest stages, visual processing was completed faster for frequent words, but took longer for word-like nonwords. Later stages involved an orthographic familiarity assessment followed by an elaborate decision process, both affected differently by frequency. We therefore conclude that frequency indeed affects all processes involved in LDs and that the magnitude and direction of these effects differ both by process and word type.

CAPITALIZATION ERRORS FOUND IN THE TITLE OF ENGLISH ARTICLES PUBLISHED IN SELECTED JOURNALS

In English, a capital letter is used for the first word of a sentence and for all proper nouns (words that name a specific person, place, organization, or thing). This research finds the capitalization errors found in the English titles of journal articles. This research uses descriptive qualitative. The data are Jurnal Akuntansi dan Pajak (JAP) and Jurnal Ilmiah Ekonomi Islam (JIEI). The analysis shows that capitalization errors occurred in English titles, especially in writing prepositions such as “in, too, the, and, or, on, of, by, from, for, as, and with”. This can occur due to inaccuracy or misunderstanding about the use of prepositions. Writers are usually more concerned with the combination of words in each sentence and the continuity of the writing, the substance of the writing, rather than having to correct capital letters. In English, there is one type of word that basically cannot or should not be placed at the beginning of a sentence, namely determiner/article, prepositions, and conjunctions. Although the capitalization of words in titles might vary depending on the writer's/ author's, institution's, or publication's style, there are certain common capitalization principles to remember. 1) Any title's initial and last words should be capitalized. 2) Using capital letters for nouns and pronouns. Proper nouns are included in this category. 3) capitalizing helpful verbs and "to be" versions. 4) Capitalizing adjectives and adverbs, and 5) capitalizing articles in the title unless they are the first or last word. 6) In titles and short prepositions, do not capitalize short coordinating conjunctions like "and," "but," "or," "for," or "nor." In minimizing mistakes, it is important to know how to write capital letters in the correct title.

Distribution of words across the first years of life: A longitudinal analysis of everyday language input to three English-learning infants.

Many in-lab studies have demonstrated that the distribution of word learning moments affects the strength and quality of word representations. How are words distributed in speech to children in their daily lives, and how is distribution related to other input characteristics? The present study analyzes transcripts of language input to English-learning infants from three longitudinal, naturalistic corpora captured between 6 and 39months of age. To describe how word frequency varies across time, we calculated dispersion scores for all word types for each child. Dispersion quantifies the deviation of observed frequencies in each recording session from expected (uniform across sessions) word frequency, providing a measure of how evenly word utterances were spread across sessions. Dispersion is strongly correlated with frequency and moderately correlated with concreteness across all corpora, such that high frequency and low concreteness words are more evenly dispersed. Correlations with measures of age of acquisition (AoA) varied across corpora, and dispersion did not reliably predict AoA above and beyond frequency and concreteness. The contradiction between the current results and results from in-lab experiments is discussed. This study provides a foundation to explore how word learning unfolds across time and contexts in the real world.

Spelling abilities of Dutch children with developmental language disorder on words differing in complexity

AbstractChildren with developmental language disorder (DLD) often have spelling difficulties. Previous research has established that children with DLD, especially those with additional reading problems, perform below typically developing (TD) children on spelling, but it is unknown if they struggle with certain types of words. We compared the spelling dictation outcomes of 152 Dutch children with DLD attending special education in Grades 5/6, to that of 129 TD children in Grades 4/5, and 108 TD children in Grades 2/3. The dictation task included transparent words (spaarpot ‘piggy bank’), analogy-based words (maaien ‘to mow’), rule-based words (takken ‘branches’), and visual imprint words (cactus ‘cactus’). Within the group of children with DLD, we compared the performance of children with average-to-good reading abilities (n = 62) to that of children with poor reading abilities (n = 82). Children with DLD spelled significantly fewer words correctly than TD children in Grades 4/5, but performed similarly on mean spelling correct to TD children in Grades 2/3. When comparing word categories within groups, all three groups of children performed best on analogy-based words. A difference in spelling patterns on the complex word categories emerged between the groups: Children with DLD in Grades 5/6 and TD children in Grades 4/5 performed similarly on rule-based and visual imprint words, whereas TD children in Grades 2/3 performed better on rule-based than on visual imprint words. Finally, average-to-good readers with DLD outperformed poor readers with DLD on spelling. Children with DLD are delayed in their spelling development. Their spelling pattern on complex word categories is comparable to that of TD children slightly younger than them. A more substantial delay emerges for children with DLD with word reading difficulties compared to children with DLD-only, though their spelling patterns are similar. The results suggest that children with DLD still require continued intensive spelling instruction for all word categories at the end of elementary school.

Routine Language Intervention: Supporting Spanish-Speaking Mothers’ Talk to Toddlers During Everyday Routines

SYNOPSIS Objective. Toddlers learn language as they participate in everyday routines in the home environment. The Routine Language Intervention encourages caregivers to infuse language in everyday routines to support toddlers’ language development. Design. Researchers collaborated with a Spanish-speaking, immigrant community in New York City to develop an intervention that is grounded in the routines that mothers commonly engage in with their toddlers. Altogether, 51 mothers participated in 6 months of group workshops and home visits. To test the efficacy of the intervention, mothers were videorecorded interacting with their toddlers at home before and after participating in the intervention. A comparison group of 12 families drawn from the same community was also videorecorded in their homes. Results. Mothers who participated in the Routine Language Intervention increased their speech to toddlers, nearly doubling word tokens and word types, and used more types and tokens than mothers in the matched comparison group. Increases in maternal speech were seen for words referring to targeted daily routines (e.g., mealtime, grooming, play and literacy) and extended to other words (e.g., unrelated household objects). Conclusions. Routine Language offers a culturally sensitive, easy-to-implement intervention that builds on families’ everyday routines and yields benefits for toddlers’ early language exposure.