Relevant bibliographies by topics / Language production and comprehension

Academic literature on the topic 'Language production and comprehension'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Language production and comprehension"

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Hendriks, Petra, and Charlotte Koster. "Production/comprehension asymmetries in language acquisition." Lingua 120, no. 8 (August 2010): 1887–97. http://dx.doi.org/10.1016/j.lingua.2010.02.002.

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Hopman, Elise W. M., and Maryellen C. MacDonald. "Production Practice During Language Learning Improves Comprehension." Psychological Science 29, no. 6 (April 11, 2018): 961–71. http://dx.doi.org/10.1177/0956797618754486.

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Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production–comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.
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Hartsuiker, Robert J., and Martin J. Pickering. "A common framework for language comprehension and language production?" Behavioral and Brain Sciences 24, no. 5 (October 2001): 887–88. http://dx.doi.org/10.1017/s0140525x01290104.

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Natural language processing involves a tight coupling between action (the production of language) and perception (the comprehension of language). We argue that similar theoretical principles apply to language processing as to action/perception in general. Language production is not driven solely by the speaker's intentions; language comprehension is not only input-driven; production and perception use common representations. We will relate recent findings from our language production lab to the Theory of Event Coding (TEC)'s principle of feature binding.
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Raissi, Reza, Neda Hedayat, and Fakhereh Kazemirad. "Syntactic Priming Effects and their Underlying Mechanisms in Language Production and Comprehension." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1370. http://dx.doi.org/10.17507/tpls.1011.04.

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Exposure to a syntactic structure influences the way we process a similar syntactic structure in language production and comprehension in what has been called ‘syntactic priming’. Syntactic priming is a robust phenomenon which can be observed in spoken and written production, with a range of syntactic constructions in laboratory tasks and naturally occurring samples of speech, in many languages, and also across languages within the same speaker. It has been used as a vehicle for exploring language production, language comprehension, and the relationship between them. Research in syntactic priming has made it the dominant means of investigating the processes involved in language production and comprehension. Some researchers propose that there are distinct mechanisms underlying the production and comprehension of syntactic structures; however, other researchers suggest that the same mechanisms underlie syntactic priming in production and comprehension. Thus, the mechanisms underlying syntactic priming effects in production and comprehension are still under debate. Moreover, although a fairly large body of research has addressed syntactic priming in production or in comprehension, there are few studies that consider and compare priming effects in both of these modalities. Therefore, the current study reviews the literature on syntactic priming in production and contrasts these findings to those in comprehension. It also provides an overview of syntactic priming effects and mechanisms underlying these effects in both production and comprehension.
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BOCK, K., G. DELL, F. CHANG, and K. ONISHI. "Persistent structural priming from language comprehension to language production☆☆☆." Cognition 104, no. 3 (September 2007): 437–58. http://dx.doi.org/10.1016/j.cognition.2006.07.003.

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Bertram, Raymond, Jukka Hyönä, and Matti Laine. "Morphology in language comprehension, production and acquisition." Language and Cognitive Processes 26, no. 4-6 (May 2011): 457–81. http://dx.doi.org/10.1080/01690965.2011.559102.

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Gernsbacher, Morton Ann, and Michael P. Kaschak. "Neuroimaging Studies of Language Production and Comprehension." Annual Review of Psychology 54, no. 1 (February 2003): 91–114. http://dx.doi.org/10.1146/annurev.psych.54.101601.145128.

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Pickering, M. J., and S. Garrod. "Neural integration of language production and comprehension." Proceedings of the National Academy of Sciences 111, no. 43 (October 20, 2014): 15291–92. http://dx.doi.org/10.1073/pnas.1417917111.

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Bates, Elizabeth. "COMPREHENSION AND PRODUCTION IN EARLY LANGUAGE DEVELOPMENT." Monographs of the Society for Research in Child Development 58, no. 3-4 (May 1993): 222–42. http://dx.doi.org/10.1111/j.1540-5834.1993.tb00403.x.

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Yoon, Si On, and Sarah Brown-Schmidt. "Lexical differentiation in language production and comprehension." Journal of Memory and Language 69, no. 3 (October 2013): 397–416. http://dx.doi.org/10.1016/j.jml.2013.05.005.

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Dissertations / Theses on the topic "Language production and comprehension"

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Watson, Duane G. (Duane Girard) 1976. "Intonational phrasing in language production and comprehension." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/32240.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2002.
Includes bibliographical references (p. 145-150).
The work presented in this thesis was conducted with two aims in mind. The first was to understand where speakers prefer to place intonational boundaries in language production. The second was to understand where listeners prefer to hear boundaries in language comprehension.
by Duane G. Watson.
Ph.D.
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Reimers, Stian John. "Representations of phonology in spoken language comprehension and production." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620381.

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Jahn-Samilo, Jennifer. "Parental report of gestures, comprehension and production /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3089472.

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Berkum, Johannes Josephus Augustinus van. "The psycholinguistics of grammatical gender : studies in language comprehension and production /." Nijmegen : Max Planck Instituut voor Psycholinguïstiek, 1996. http://catalogue.bnf.fr/ark:/12148/cb37535829z.

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Cheung, Ki-shun Antonio. "Processing factors in language comprehension and production : the case of Cantonese dative constructions." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37227099.

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Nel, Joanine Hester. "The comprehension and production of later developing language constructions by Afrikaans-, English- and isiXhosa-speaking Grade 1 learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97144.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study investigated the comprehension and production of articles, quantifiers, binding relations and passive constructions as later developing constructions (LDCs) by 27 Grade (Gr) 1 monolingual Afrikaans-speaking learners with Afrikaans as language of learning and teaching (LOLT), 31 bilingual isiXhosa-speaking learners with English as LOLT and 31 monolingual isiXhosa-speaking learners with isiXhosa as LOLT in three non-fee-paying schools, each in a different low socio-economic status area, in the Stellenbosch area of the Western Cape Province in South Africa. The overarching aim of this study was to determine which LDCs these learners are capable of comprehending and producing at the start of Gr 1 and what progress they make in terms of these LDCs during their Gr 1 year. The English and isiXhosa LOLT groups were then compared on how they fared on the LDCs in their respective LOLTs in order to ascertain whether the English language proficiency of the English group is at such a level at the start of Gr 1 that they can, without disadvantage, undergo schooling successfully in English. Data were collected on articles, binding relations, quantifiers and passive constructions by using the informal language assessment instrument, the Receptive and Expressive Activities for Language Therapy (Southwood & Van Dulm 2012a), which makes use of picture selection- and pointing tasks for assessment of comprehension and sentence completion, picture description- and question answering tasks for assessment of production. The results showed that for the Afrikaans and English groups all four LDCs are indeed later developing and are only mastered after the end of Gr 1. For the isiXhosa group, quantifiers and passive production are mastered by the end of Gr 1. In terms of the language-in-education and teaching policy, the results show that the time allocated to listening to and producing language in Gr 1 is sufficient for children whose first language is also their LOLT, whereas it is not sufficient in the case of English additional language learners. The latter group made significant progress in all LDCs assessed, but still performed worse than their isiXhosa-speaking peers, for whom there was a match between first language and LOLT. The implication of the results are that (i) the Foundation Phase school curriculum should be refined so as to consider the needs of all Gr 1 learners, as learners enter Gr 1 with different language skills and different levels of preparation for the tasks which lie before them, (ii) teachers should be assisted to foster the development of language skills in additional language learners, and (iii) the institution of a universal Gr R year, which is free to those who cannot afford school fees, should be considered a necessity. Without ensuring that all children enter Gr 1 with an adequate language foundation on which literacy development can build, historical inequalities still present in South Africa will likely be perpetuated rather than systematically removed.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die begrip en produksie van lidwoorde, kwantifiseerders, bindingsverhoudings en passiefkonstruksies as later-ontwikkelende konstruksies (LOKs) deur Graad 1 (Gr 1)-leerders. Die deelnemers was 27 eentalige Afrikaanssprekendes met Afrikaans as taal van leer en onderrig (TLO), 31 tweetalige isiXhosa-sprekendes met Engels as TLO en 31 eentalige isiXhosa-sprekendes met isiXhosa as TLO, in drie nie-skoolfondsbetalende skole, elk in 'n ander area met lae sosio-ekonomiese status in die Stellenbosch-omgewing in die Wes-Kaap Provinsie van Suid-Afrika. Die oorkoepelende doel van hierdie studie was om te bepaal watter LOKs hierdie leerders in staat is om te verstaan en te produseer aan die begin van Gr 1 en watter vordering hulle in terme van hierdie LOKs maak tydens hul Gr 1-jaar. Die Engelse en isiXhosa TLO-groepe is vergelyk in terme van hoe hulle gevaar het op die LOKs in hul onderskeie TLOs, ten einde vas te stel of die Engels-taalvaardighede van die Engelse TLO-groep op so 'n vlak aan die begin van Gr 1 is dat hulle sonder benadeling hul skoolopleiding suksesvol in Engels kan ontvang. Data is ingesamel oor lidwoorde, bindingsverhoudings, kwantifiseerders en passiefkonstruksies met die informele taalassesseringsinstrument, die Reseptiewe en Ekspressiewe Aktiwiteite vir Later-ontwikkelende Taalvaardighede (Southwood & Van Dulm 2012a), wat gebruik maak van prentseleksietake vir die assessering van taalbegrip en van sinsvoltooiings-, prentbeskrywings- en vraagbeantwoordingstake vir die assessering van taalproduksie. Die resultate het aangetoon dat al vier LOKs wel later ontwikkelend is vir die Afrikaanse en Engelse TLO-groepe en slegs bemeester word ná die einde van Gr 1. Vir die isiXhosa-groep is kwantifiseerders en passiefproduksie teen die einde van Gr 1 bemeester. Gegee die taal-in-onderwys- en onderrigbeleid toon die resultate dat die tyd wat toegeken is aan die ontwikkeling van luister- en taalproduksievaardighede in Gr 1 voldoende is vir kinders wie se eerste taal ook hul TLO is, terwyl dit onvoldoende is in die geval van Engels Addisionele Taalleerders. Laasgenoemde groep het beduidende vordering gemaak oor hul Gr 1-jaar in alle LOKs, maar het steeds swakker gevaar as hul isiXhosa-sprekende eweknieë wie se eerste taal en TLO ooreenstem. Die implikasies van die resultate is (i) dat die grondslagfase-skoolkurrikulum verfyn behoort te word met inagname van alle Gr 1-leerders se taalbehoeftes, omdat leerders Gr 1 betree met verskillende taalvaardigheidsvlakke asook verskillende vlakke van voorbereiding vir die take wat voorlê in Gr 1, (ii) dat onderwysers gehelp moet word om die ontwikkeling van taalvaardighede vir Addisionele Taal-leerders te bevorder, en (iii) dat die instelling van 'n universele Gr R-jaar, gratis vir diegene wat nie skoolfonds kan bekostig nie, as noodsaaklik beskou behoort te word. As daar nie verseker word dat alle kinders Gr 1 betree met ‘n voldoende taalbasis waarop geletterdheidsontwikkeling kan bou nie, sal historiese ongelykhede, steeds teenwoordig in Suid-Afrika, waarskynlik eerder voortgesit as stelselmatig verwyder word.
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Riley, Jeffrey Keith. "The relationship of comprehension and production : a study of a nonverbal child." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26521.

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This research examines whether a seven-year-old nonverbal boy's comprehension of syntax develops at an accelerated rate following the introduction of speech output through a portable speech synthesizer (VOIS 135). The study was motivated by (1) a general lack of agreement about the relationship of comprehension and production in language acquisition, (2) some child language investigators' claims that--at certain points during the development of language--production precedes and influences comprehension, and (3) the natural experimental condition provided by a nonverbal child who is suddenly given the ability to 'speak' with the help of a portable speech synthesizer. At the beginning of the research period, the child's sentence comprehension was thoroughly assessed with standard and special purpose tests. His production was assessed through analysis of videotaped interactions. The child was then trained to use the synthetic speech device (VOIS 135) over an eight month period. At the end of this period testing of both comprehension and production was repeated to provide a measurement of language growth in each performance mode. The child demonstrated comprehension of concatenated structures and clefts at the end of the research period; this represented a developmental leap from the beginning of the research period when he understood only much simpler structures. During the eight month study, development of comprehension on the lexical level came to an apparent halt. Production results indicated that the child experienced a definite expansion in productive vocabulary and length of utterance during the research period. Observations indicated that the child's pragmatic and discourse skills improved markedly with his use of the speech output device. Factors which might account for developments (or lack of development as in the case of lexical comprehension) are discussed. Clinical implications of improvements in pragmatic and discourse skills through the use of the device are considered along with methodological suggestions for using this study as a pilot for larger research. Conclusions are that: (1) use of the speech synthesizer led the child to listen to utterances as structural wholes; (2) the child became a more active and independent partner in the communication exchange; (3) synthetic speech garnered the child more attention and more opportunities for interaction; (4) synthetic speech gave the subject access to a greater range of communication partners. While the comprehension-production results are interesting, i.e. the child was able to understand structures at a level of unanticipated complexity after being trained to use the speech device, these results do not elucidate the nature of the comprehension-production relationship. Difficulties in interpreting the results of this study underline the need for a coherent theory relating comprehension and production in language development.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Saccuman, Maria Cristina. "Language comprehension and production in normally developing children and children with language impairment : an fMRI study /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3191998.

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ZACHOU, ANGELIKI. "Language production and comprehension in developmental dyslexia and specific language impairment: evidence from Italian and Greek." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/41513.

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The current thesis presents the differential profiles of Italian and Greek dyslexic and typically developing children on a series of language tests, tapping both production and comprehension abilities. By highlighting the differential profiles of dyslexic children on a series of language tasks that include structures that have been found to be particularly vulnerable in Specific Language Impairment, the current thesis aims to assist the processes of differential diagnosis, to serve as a base for further investigation of the differences between the two disorders, as well as to contribute to the development of rehabilitation material. The tests that have been implemented focused on the production and comprehension of direct, indirect object clitics, definite articles and wh-questions through elicited production, sentence-picture matching and grammaticality judgment tasks. Moreover, an additional task on the comprehension of wh-questions through meta-syntactic facilitation was introduced. Finally, the results obtained by Greek-speaking children with Specific Language Impairment are presented, again, with an emphasis on the different performance profiles between SLI and typically developing children, as well as on the potential differentiating patterns between typically developing, SLI and dyslexic children.
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Cheung, Ki-shun Antonio, and 張祺舜. "Processing factors in language comprehension and production: the case of Cantonese dative constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37227099.

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Books on the topic "Language production and comprehension"

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Production-comprehension asymmetries in child language. Berlin: Walter de Gruyter, 2011.

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Grimm, Angela, Anja Müller, Cornelia Hamann, and Esther Ruigendijk, eds. Production-Comprehension Asymmetries in Child Language. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110259179.

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Hendriks, Petra. Asymmetries between Language Production and Comprehension. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6901-4.

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Schiller, Niels O., and Antje S. Meyer, eds. Phonetics and Phonology in Language Comprehension and Production. Berlin, New York: DE GRUYTER MOUTON, 2003. http://dx.doi.org/10.1515/9783110895094.

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Gorka, Elordieta, Prieto Pilar, and SpringerLink (Online service), eds. Prosodic Categories: Production, Perception and Comprehension. Dordrecht: Springer Science+Business Media B.V., 2011.

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1969-, Schiller Niels Olaf, and Meyer Antje, eds. Phonetics and phonology in language comprehension and production: Differences and similarities. New York: Mouton de Gruyter, 2003.

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Mystkowska-Wiertelak, Anna, and Mirosław Pawlak. Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20856-0.

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Clibbens, John. Comprehension and production of discourse anaphora: A developmental study. Bloomington, Ind. (720 E. Atwater Ave., Bloomington 47401-3634): Indiana University Linguistics Club Publications, 1992.

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Cantürk, Bahar. Explicit grammar instruction: A comparison of comprehension-based and production-based instruction for EFL learners. Eskişehir [Turkey]: Anadolu Üniversitesi, 2001.

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J, Costermans, and Fayol Michel 1947-, eds. Processing interclausal relationships: Studies in the production and comprehension of text. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

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Book chapters on the topic "Language production and comprehension"

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Filippova, Eva. "Irony production and comprehension." In Pragmatic Development in First Language Acquisition, 261–78. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.10.15fil.

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Lahiri, Aditi, and Linda Wheeldon. "Phonological Trochaic Grouping in Language Planning and Language Change." In Prosodic Categories: Production, Perception and Comprehension, 17–38. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0137-3_2.

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Santos, Ana Lúcia. "Early VP ellipsis: Production and comprehension evidence." In Studies on Language Acquisition, 155–76. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110215359.1.155.

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Winitz, Harris. "The Relationship Between Comprehension and Production." In Comprehension Strategies in the Acquiring of a Second Language, 157–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52998-7_7.

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Graf, Eileen, and Catherine Davies. "The production and comprehension of referring expressions." In Pragmatic Development in First Language Acquisition, 161–82. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.10.10gra.

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Grimm, Angela, Anja Müller, Cornelia Hamann, and Esther Ruigendijk. "Introduction." In Production-Comprehension Asymmetries in Child Language, edited by Angela Grimm, Anja Müller, Cornelia Hamann, and Esther Ruigendijk, 1–16. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9783110259179.1.

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Donaldson, Morag L., and Katrina Laing. "Children’s Comprehension and Production of Locative Expressions." In Critical Influences on Child Language Acquisition and Development, 159–78. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22608-5_8.

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McDonough, Kim, and Pavel Trofimovich. "How to use Psycholinguistic Methodologies for Comprehension and Production." In Research Methods in Second Language Acquisition, 117–38. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444347340.ch7.

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Odlin, Terence. "11. Language Transfer and the Link between Comprehension and Production." In New Perspectives on Transfer in Second Language Learning, edited by Liming Yu and Terence Odlin, 205–25. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783094349-013.

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Zwitserlood, Pienie. "Processing and Representation of Morphological Complexity in Native Language Comprehension and Production." In The Construction of Words, 583–602. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74394-3_20.

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Conference papers on the topic "Language production and comprehension"

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MEGUERDITCHIAN, ADRIEN, and JACQUES VAUCLAIR. "INVESTIGATION OF GESTURAL VS VOCAL ORIGINS OF LANGUAGE IN NONHUMAN PRIMATES: DISTINGUISHING COMPREHENSION AND PRODUCTION OF SIGNALS." In Proceedings of the 8th International Conference (EVOLANG8). WORLD SCIENTIFIC, 2010. http://dx.doi.org/10.1142/9789814295222_0089.

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Henrique de Souza†, Paulo, Alejandro R. G. Ramirez, and Maria Isabel d ́Ávila Freitas. "Metodologia para o uso do Rastreamento Ocular na Avaliação de Afásicos Fluentes em Língua Portuguesa." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2022. http://dx.doi.org/10.14210/cotb.v13.p299-301.

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Aphasia is a language disorder that can cause deficits inexpression and comprehension. Over the past two decades,interlinguistic studies have been using eye-tracking techniques toinvestigate language comprehension and production. Studiesdemonstrate the use of these techniques in populations withneurological or speech-language disorders, including aphasia. Toinvestigate the use of eye-tracking techniques in Brazilian aphasicindividuals, the authors are proposing a study to analyze sentencecomprehension in the elderly with Broca’s aphasia. In thiscontext, this article presents a literature review to define amethodology for conducting the study. The studies gathered in theliterature review provided subsidies to define the screeningprocess, select stimulus, and define metrics of interest using eyetracking. Finally, the previous results obtained from the analysisof data collected with five aphasic volunteers are presented.
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Tsela, Vassiliki, Georgia Andreou, Maria Liakou, and Julie Baseki. "Morphological awareness in L1 and L2 reading skills." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0051/000466.

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The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.
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Athanatou, Maria, and Elena Theodorou. "International Society of Experimental Linguistics ExLing 2021 12th International Conference of Experimental Linguistics 11 - 13 October 2021 Athens, Greece Menu Athens: 15:46:27 Brussels: 14:46:27 GMT: 13:46:27 London: 13:46:27 New York: 08:46:27 Tokyo: 22:46:27 ExLing 2020 (58) How do writing systems shape reading and reading acquisition? Kathy Rastle DOI: 10.36505/ExLing-2020/11/0001/000416 Published in ExLing 2020 Children’s syntax: a parametric approach William Snyder DOI: 10.36505/ExLing-2020/11/0002/000417 Published in ExLing 2020 A neurophonetic perspective on articulation planning Wolfram Ziegler DOI: 10.36505/ExLing-2020/11/0003/000418 Published in ExLing 2020 Masked priming in picture naming and lexical selection Manal Alharbi DOI: 10.36505/ExLing-2020/11/0004/000419 Published in ExLing 2020 Syllable rate vs. segment rate in perceived speech rate Yahya Aldholmi DOI: 10.36505/ExLing-2020/11/0005/000420 Published in ExLing 2020 Properties of nominal stress grammar in Greek Vasiliki Apostolouda DOI: 10.36505/ExLing-2020/11/0006/000421 Published in ExLing 2020 Eliciting focus-sensitive why-questions in Japanese Kodai Aramaki, Kanako Ikeda, Kyoko Yamakoshi, Tomohiro Fujii DOI: 10.36505/ExLing-2020/11/0007/000422 Published in ExLing 2020 Comprehension of verb directionality in LIS and LSF Valentina Aristodemo, Beatrice Giustolisi, Carlo Cecchetto, Caterina Donati DOI: 10.36505/ExLing-2020/11/0008/000423 Published in ExLing 2020 Complex syntax intervention for Developmental Language Impairment." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0009/000424.

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Intervention for children with Developmental Language Disorder appears to be beneficial and contributes to sustainable linguistic gains. This paper reports on a pilot intervention study carried out in Cyprus that examined the efficacy of language treatment targeting complex syntactic structures. Language skills of a nine-year old girl with DLD are described at two time points, before and after intervention. The child received therapy sessions based on MetaTaal therapy, and relative clauses were the targeted syntactic structures. Post-intervention measurements showed marginal improvement in relative clauses production and comprehension. Improvements observed in Complex Sentence Repetition Task and this might imply that the grammatical structures have emerged.
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Tarita, Stella. "Phraseme – the Soft Power of Diplomatic Language." In Conferință științifică internațională "Filologia modernă: realizări şi perspective în context european". “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2022. http://dx.doi.org/10.52505/filomod.2022.16.48.

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When considering diplomacy – the art of coaxing – one can enchant more followers by using soft power of public diplomacy which implies language acquisition skills, especially the “production” and linguistic “consumption” of phrasemes. Long regarded as a marginal discipline and to a certain extend a part of terminology, at the present time phraseology is in the limelight among a variety of fields. The area of our interest is the diplomatic language focusing on a vast range of multiword units: collocations, semantic restrictions, idioms, cliché, etc. In this article we delve into the universe of the diplomatic language phrasemes, and the conceptual relations of specialized entities. In this regard, it tries to give a comprehensive overview of specialized phraseology and its multiple approaches in relation with diplomatic language.
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Wood, Jennifer Irene. "Socrative in the Language Classroom: Tackling Classroom Anxiety and Encouraging Participation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11231.

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In second language teaching and learning the building of trust relationships and the creation of a mutually supportive atmosphere can be fundamental: It is well recognized that affective concerns, such as anxiety and communication apprehension, are more salient in the language classroom (Hernández & Rankin, 2015). Practitioners have long been aware of the importance of reducing learner anxiety and one way that has been shown to be effective is motivation (Gardner, 1985). This paper will consider how the use of the smart personal response system Socrative can help address learner anxiety, foster motivation and encourage participation. It will examine theoretical approaches to foreign language anxiety, as well as reviewing motivational factors in language learning. It will also present qualitative evaluations of using Socrative in the third-level language classroom in both small and larger group settings. The introduction of Socrative has thus far yielded encouraging results, increasing student engagement, promoting interaction, L2 production and more effective learning, alongside a more comprehensive evaluation of student understanding and knowledge retention. As regards its effectiveness in addressing FLA, initial qualitative results suggest that it can be an effective tool in helping to foster a mutually supportive identity and a low-anxiety atmosphere in the classroom.
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Trewin, Shari. "Session details: Sign language comprehension." In ASSETS '11: The 13th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2011. http://dx.doi.org/10.1145/3253157.

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Yang, Hao, Chun Zhao, Nana Shen, Wenzheng Liu, and Lin Zhang. "Modeling and Model-Driven of Holonomic System Based on MBSE: a Case of Internet of Things Platform." In ASME 2022 17th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/msec2022-85135.

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Abstract By integrating the Internet of Things, artificial intelligence, 5G, and other new-generation electronic information technologies, the fourth industrial Revolution represented by intelligent manufacturing and industrial internet is promoted, which is the era of comprehensive intelligent industry 4.0. As a key technology of the industrial Internet, the Internet of Things (IoT) connects intelligent manufacturing complex systems and machines with built-in sensors to the network for real-time data collection, transmission, processing, and feedback, to optimize device management and production efficiency. With the increasing number and variety of IoT devices, improving the scalability and maintainability of IoT systems is a challenging demand and requires continuous efforts. This paper proposes an architecture of IoT platform based on Model-Based Systems Engineering (MBSE). In this architecture, a modeling method based on Integrated Modeling language and a model-driven method for cloud-edge collaboration platform is further proposed. The standardization, readability, and reusability of the model are used to drive the device expansion and management. The characteristics of interaction behaviours between cloud and edges are extracted, and models of Holonomic System are built by an integrated modeling language, called X language. Block Definition Diagram (BDD) of X language is used to build the static models of IoT devices and drive the platform to manage the devices. State Machine Diagram (SMD) of X language is used to build the dynamic models of process between the edges and cloud, and drive the processes of the platform. Through experiments and analysis, the feasibility and effectiveness of the X-Language-driven IoT platform are verified.
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Trigano, Philippe, Benedicte Talon, Didier Baltazart, Christophe Demko, and Emma Newstead. "LCS: a natural language comprehension system." In Orlando '91, Orlando, FL, edited by Mohan M. Trivedi. SPIE, 1991. http://dx.doi.org/10.1117/12.45525.

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Kullbach, B., A. Winter, P. Dahm, and J. Ebert. "Program comprehension in multi-language systems." In Proceedings Fifth Working Conference on Reverse Engineering. IEEE, 1998. http://dx.doi.org/10.1109/wcre.1998.723183.

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Reports on the topic "Language production and comprehension"

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Ristad, Eric S. Complexity of Human Language Comprehension. Fort Belvoir, VA: Defense Technical Information Center, December 1988. http://dx.doi.org/10.21236/ada214591.

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada243053.

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Gernsbacher, Morton A. Language Comprehension as Structure Building. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada221854.

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Matzen, Laura, Mallory Stites, Christina Ting, Breannan Howell, and Kyra Wisniewski. Physiological Characterization of Language Comprehension. Office of Scientific and Technical Information (OSTI), September 2021. http://dx.doi.org/10.2172/1821528.

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Ball, Jerry T. The Double R Theory of Language Comprehension. Fort Belvoir, VA: Defense Technical Information Center, February 2004. http://dx.doi.org/10.21236/ada425779.

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Gernsbacher, Morton A. The Sylvia Beach Language Comprehension Conference, 1989. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada221983.

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DeJong, Gerald. Robotics with Natural Language Comprehension and Learning Abilities. Fort Belvoir, VA: Defense Technical Information Center, January 1985. http://dx.doi.org/10.21236/ada190551.

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Nordlund, Alissa. Correlation of preschoolers' performance on three language comprehension tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5793.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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Granada, Isabel, Pier Saraceno, and Anna Camilo. The Importance of Financial Information in the Transport Sector: an Encouragement to New Outlooks and Perspectives in Light of the IDB's Vision 2025. Inter-American Development Bank, April 2022. http://dx.doi.org/10.18235/0004152.

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Services in the transport sector in Latin America & the Caribbean are provided mainly by private enterprises of different sizes. However, as technical transport specialists, our knowledge and understanding of their management strategies and financial objectives remains limited. Most of the sectorial attention is rightly dedicated to the analysis of the effectiveness and efficiency of the products/services provided by companies, leaving out of the picture the focus on the “business” side of their structures and operations. Such lack of awareness can be linked to several reasons. But one of the motives that mostly hinder transport practitioners from further analyzing these aspects is the ability to speak the private companies “financial language”. Engineers, planners, and even economists are not always familiar with the instruments of financial analysis, management accounting or corporate finance; concepts that are at the core of this language. When it comes to financial analysis, sectors practitioners are mainly biased in thinking about PPPs issues and project finance. This is certainly not a fault per se! However, such a narrow focus can unquestionably represent an obstacle to the full comprehension of the phenomena and rationales that impact the sectors functioning
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