Relevant bibliographies by topics / Lexical access

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  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'Lexical access'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Lexical access"

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Vannest, Jennifer, and Julie E. Boland. "Lexical Morphology and Lexical Access." Brain and Language 68, no. 1-2 (June 1999): 324–32. http://dx.doi.org/10.1006/brln.1999.2114.

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Feldman, Laurie Beth, Dominiek Sandra, and Marcus Taft. "Morphological Structure, Lexical Representation and Lexical Access." American Journal of Psychology 111, no. 3 (1998): 445. http://dx.doi.org/10.2307/1423450.

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Cook, Svetlana V., and Kira Gor. "Lexical access in L2." Mental Lexicon 10, no. 2 (September 11, 2015): 247–70. http://dx.doi.org/10.1075/ml.10.2.04coo.

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Previous research on phonological priming in a Lexical Decision Task (LDT) has demonstrated that second language (L2) learners do not show inhibition typical for native (L1) speakers that results from lexical competition, but rather a reversed effect – facilitation (Gor, Cook, & Jackson, 2010). The present study investigates the source of the reversed priming effect and addresses two possible causes: a deficit in lexical representations and a processing constraint. Twenty-three advanced learners of Russian participated in two experiments. The monolingual Russian LDT task with priming addressed the processing constraint by manipulating the interstimulus interval (ISI, 350 ms and 500 ms). The translation task evaluated the robustness of lexical representations at both the phonolexical level (whole-word phonological representation) and the level of form-to-meaning mapping, thereby addressing the lexical deficit. L2 learners did not benefit from an increased ISI, indicating lack of support for the processing constraint. However, the study, found evidence for the representational deficit: when L2 familiarity with the words is controlled and L2 representations are robust, L2 learners demonstrate native-like processing accompanied by inhibition; however, when the words have fragmented (or fuzzy) representations, L2 lexical access is unfaithful and is accompanied by reduced lexical competition leading to facilitation effects.
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Newman, Rochelle S. "Lexical access across talkers." Language, Cognition and Neuroscience 31, no. 6 (April 25, 2016): 709–27. http://dx.doi.org/10.1080/23273798.2015.1136745.

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Aparicio, Xavier, and Jean-Marc Lavaur. "Lexical access in trilinguals." Translation, Cognition & Behavior 1, no. 1 (March 2, 2018): 42–73. http://dx.doi.org/10.1075/tcb.00003.apa.

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Abstract An original double-masked translation priming study investigates how trilingual translation trainees process their non-dominant languages (L2 and L3) and how these languages influence one another. We recruited 24 French (L1)- English (L2)- Spanish (L3) unbalanced trilinguals to perform lexical decision tasks in their L2 and L3. Target words were preceded by two primes, which were either the same word (repetition), a translation in one language, translations in two languages or unrelated words (in one or two languages). The results highlighted strong translation priming effects, with a repetition effect in both target languages. In addition, when the translation primes belonged to the other non-dominant language, reaction times (RTs) were slower in comparison to semantically unrelated primes in the same priming language. When two different languages were presented as a prime, L1 primes were more efficient when presented as first prime. These results are in line with previous experiments on masked translation priming studies in trilinguals and suggest that the multilingual lexicon is mediated by the L1.
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Small, Larry H., Stephen D. Simon, and Jill S. Goldberg. "Lexical stress and lexical access: Homographs versus nonhomographs." Perception & Psychophysics 44, no. 3 (May 1988): 272–80. http://dx.doi.org/10.3758/bf03206295.

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Darcy, Isabelle, Danielle Daidone, and Chisato Kojima. "Asymmetric lexical access and fuzzy lexical representations in second language learners." Phonological and Phonetic considerations of Lexical Processing 8, no. 3 (December 31, 2013): 372–420. http://dx.doi.org/10.1075/ml.8.3.06dar.

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For L2-learners, confusable phonemic categories lead to ambiguous lexical representations. Yet, learners can establish separate lexical representations for confusable categories, as shown by asymmetric patterns of lexical access, but the source of this asymmetry is not clear (Cutler et al., 2006). Two hypotheses compete, situating its source either at the lexical coding level or at the phonetic categorization level. The lexical coding hypothesis suggests that learners’ encoding of an unfamiliar category is not target-like but makes reference to a familiar L1 category (encoded as a poor exemplar of that L1 category). Four experiments examined how learners lexically encode confusable phonemic categories. American English learners of Japanese and of German were tested on phonetic categorization and lexical decision for geminate/singleton contrasts and front/back rounded vowel contrasts. Results showed the same asymmetrical patterns as Cutler et al.’s (2006), indicating that learners encode a lexical distinction between difficult categories. Results also clarify that the source of the asymmetry is located at the lexical coding level and does not emerge during input categorization: the distinction is not target-like, and makes reference to L1 categories. We further provide new evidence that asymmetries can be resolved over time: advanced learners are establishing more native-like lexical representations.
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McNellis, Mark G., and Sheila E. Blumstein. "Self-Organizing Dynamics of Lexical Access in Normals and Aphasics." Journal of Cognitive Neuroscience 13, no. 2 (February 1, 2001): 151–70. http://dx.doi.org/10.1162/089892901564216.

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The goal of this article is to illustrate the application of self-organizing dynamics in the design of a model of lexical access. We focus particularly on the mapping of sound structure on to the lexicon and the influence of that structure on lexical access. The approach is tested in a series of two sets of simulations that explicate how lexical access might occur in normal subjects and aphasic patients. Both sets of simulations address the behavioral effects of both phonological and phonetic variability of prime stimuli on the magnitude of semantic priming. Results show that the model can successfully account for the behavioral effects associated with several kinds of acoustic manipulation, competitor presence, and the unfolding of those effects over time—primarily because it balances three important control parameters: resting lexical activation, positive feedback, and negative feedback. These simulations are offered as support (in the form of an existence proof) that deficits in the degree of lexical activation can account for the lexical processing impairments shown by Broca's aphasics who have reduced lexical activation, and Wernicke's aphasics who have increased lexical activation. Overall, results suggest that the present approach promises to offer a coherent theoretical framework within which to link empirical evidence in language processing and cognitive neuroscience in terms of possible underlying mechanisms.
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SCHMID, MONIKA S., and SCOTT JARVIS. "Lexical access and lexical diversity in first language attrition." Bilingualism: Language and Cognition 17, no. 4 (January 16, 2014): 729–48. http://dx.doi.org/10.1017/s1366728913000771.

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This paper presents an investigation of lexical first language (L1) attrition, asking how a decrease in lexical accessibility manifests itself in long-term residents in a second language (L2) environment. We question the measures typically used in attrition studies (formal tasks and type–token ratios) and argue for an in-depth analysis of free spoken data, including factors such as lexical frequency and distributional measures. The study is based on controlled, elicited and free data from two populations of attriters of L1 German (L2 Dutch and English) and a control population (n = 53 in each group). Group comparisons and a Discriminant Analysis show that lexical diversity, sophistication and the distribution of items across the text in free speech are better predictors of group membership than formal tasks or elicited narratives. Extralinguistic factors, such as frequency of exposure and use or length of residence, have no predictive power for our results.
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Andrews, Sally. "Morphological influences on lexical access: Lexical or nonlexical effects?" Journal of Memory and Language 25, no. 6 (December 1986): 726–40. http://dx.doi.org/10.1016/0749-596x(86)90046-x.

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Dissertations / Theses on the topic "Lexical access"

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Hodgson, James Marion. "Context effects in lexical access and lexical recognition." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/16494.

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Toassi, Pâmela Freitas Pereira. "Investigating lexical access in multilinguals." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/171451.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
Made available in DSpace on 2016-12-13T03:10:26Z (GMT). No. of bitstreams: 1 342978.pdf: 2454590 bytes, checksum: 5029e5a16857d53c82bdc747622c1c4e (MD5) Previous issue date: 2016
Abstract : The interaction of two or more languages in the bilingual/multilingual brain may influence lexical access during language comprehension and production. The present study investigated lexical access of trilingual speakers of Brazilian Portuguese, German and English in three experiments dealing with language comprehension and production. The thesis of the present study is that lexical access of multilinguals is qualitatively different from that of bilinguals and monolinguals. More specifically, the present study has the following objectives: (1) to investigate which cognates are more facilitative in the comprehension of English as a target language, double cognates (between English and German, and English and Brazilian Portuguese) or triple cognates (among English, German, and Brazilian Portuguese), (2) to investigate how lexical access is influenced by cognates among German, English and Brazilian Portuguese in the oral production of English, and (3) to investigate if there is a difference in the semantic priming effect when presented in the native (Brazilian Portuguese), non-native (German) or target language (English) for bilingual and trilingual speakers. There were 56 participants who took part in the present study, which were divided into the following groups: (1) native speakers of English ? the L1G, (2) native speakers of Brazilian Portuguese with English as the L2 ? the L2G, and (3), native speakers of Brazilian Portuguese, with German as the L2 and English as the L3 ? the L3G. Participants took part in an experimental session which consisted of three experiments: (1) an eye-tracking experiment with a sentence comprehension task containing cognates among the participants? three languages, (2) a narrative oral production experiment, in which there were pictures that represented cognate words in the participants? three languages, and (3) a cross-language priming experiment, in which participants had to name pictures (which were preceded by a masked prime, which was the name of the word in English, German or Brazilian Portuguese) in English, as fast and accurately as possible. The results of the three experiments of the present study showed that for the participants from the L3G, triple cognates facilitated the comprehension of English sentences, whereas the prime word in German caused an increase in reaction time. The results of the present study were interpreted as evidence of non-selective lexical access as well as of a common lexical storage for the trilinguals? languages. Nevertheless, an asymmetry in trilingual lexical organization is proposed, where links L1-L2, L1-L3 are stronger than links L2-L3. The thesis that lexicalaccess of trilinguals is qualitatively different from that of bilinguals was supported by the findings of the present study. The present study contributed with new data to the discussion regarding the multilingual lexicon, with a new language combination Brazilian Portuguese-German-English, in the Brazilian context.

A interação de duas ou mais línguas no cérebro bilíngue/multilíngue pode influenciar o acesso lexical durante a compreensão e a produção da linguagem. O presente estudo investigou o acesso lexical de trilíngues falantes de português brasileiro, alemão e inglês em três experimentos envolvendo a compreensão e a produção da linguagem. A tese apresentada no presente estudo é de que o acesso lexical de multilíngues é qualitativamente diferente daquele de bilíngues e monolíngues. Mais especificamente, o presente estudo tem os seguintes objetivos: (1) investigar quais cognatos facilitam mais a compreensão do inglês como língua alvo, se cognatos duplos (entre o inglês e o alemão, e, entre o inglês e o português) ou triplos (entre o inglês, o alemão, e o português), (2) investigar como o acesso lexical é influenciado por cognatos entre o alemão, o inglês e o português na produção oral de inglês, e (3) investigar se há diferença no efeito de priming semântico quando apresentado na língua materna (português), na língua não-materna (alemão) ou na língua alvo (inglês) para falantes bilíngues e trilíngues. O presente estudo contou com 56 participantes, os quais foram divididos nos seguintes grupos: (1) falantes nativos de inglês o L1G, (2) falantes nativos de português brasileiro com inglês como L2 o L2G, e (3) falantes nativos de português brasileiro, com alemão como L2 e inglês como L3 o L3G. A seção experimental consistiu de três experimentos: (1) um experimento de rastreamento ocular com uma tarefa de compreensão de sentenças contendo cognatos entre as três línguas dos participantes, (2) um experimento de produção oral de narrativa, na qual haviam figuras que representavam palavras cognatas nas três línguas dos participantes, e (3) um experimento de priming interlinguístico, no qual participantes tinham que nomear figuras (as quais eram precedidas por um prime mascarado, que podia ser o nome da palavra em inglês, em alemão ou em português) em inglês, o mais correto e rapidamente possível. Os resultados dos três experimentos do presente estudo mostraram que para os participantes do grupo L3, cognatos triplos facilitaram a compreensão das sentenças em inglês, enquanto que o prime em alemão causou um aumento no tempo de reação. Os resultados do presente estudo são interpretados como evidência de acesso lexical não-seletivo bem como de um armazenamento integrado para as três línguas do trilíngue. Com base nesses resultados, propõe-se uma assimetria na organização lexical do trilíngue, onde os links L1-L2, L1-L3 são mais fortes que os links L2-L3. A tese de que o acesso lexical de trilíngues é qualitativamente diferente daquele de bilíngues foi confirmada pelos resultados do presente estudo, o qual contribuiu com novos dados para a discussão sobre o léxico multilíngue, com uma nova combinação linguística, português brasileiro-alemão-inglês, no contexto brasileiro.
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Soler, Vilageliu Olga. "Bilingual lexical access: a connectionist model." Doctoral thesis, Universitat Autònoma de Barcelona, 1996. http://hdl.handle.net/10803/4768.

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Withers, Daniel Wyatt, and Daniel Wyatt Withers. "The Lexical Access of Function Words." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625254.

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McAllister, Janice Margaret. "Lexical stress and lexical access : effects in read and spontaneous speech." Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/26744.

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This thesis examines three issues which are of importance in the study of auditory word recognition: the phonological unit which is used to access representations in the mental lexicon; the extent to which hearers can rely on words being identified before their acoustic offsets; and the role of context in auditory word recognition. Three hypotheses which are based on the predictions of the Cohort Model (Marslen-Wilson and Tyler 1980) are tested experimentally using the gating paradigm. First, the phonological access hypothesis claims that word onsets, rather than any other part of the word, are used to access representations in the mental lexicon. An alternative candidate which has been proposed as the initiator of lexical access is the stressed syllable. Second, the early recognition hypothesis states that polysyllabic words, and the majority of words heard in context, will be recognised before their acoustic offsets. Finally, the context-free hypothesis predicts that during the initial stages of the processing of words, no effects of context will be discernible. Experiment 1 tests all three predictions by manipulating aspects of carefully articulated, read speech. First, examination of the gating responses from three context conditions offers no support for the context-free hypothesis. Second, the high number of words which are identified before their acoustic offsets is consistent with the early recognition hypothesis. Finally, the phonological access hypothesis is tested by manipulation of the stress patterns of stimuli. The dependent variables which are examined relate to the processes of lexical access and lexical retrieval; stress differences are found on access measures but not on those relating to retrieval. When the experiment is replicated with a group of subjects whose level of literacy is lower than that of the undergraduates who took part in the original experiment, differences are found in measures relating to contextual processing. Experiment 2 continues to examine the phonological access hypothesis, by manipulating speech style (read versus conversational) as well as stress pattern. Gated words, excised from the speech of six speakers, are presented in isolation. Words excised from read speech and words stressed on the first syllable elicit a greater number of responses which match the stimuli than conversational tokens and words with unstressed initial syllables. Intelligibility differences among the four conditions are also reported. Experiment 3 aims to investigate the processing of read and spontaneous tokens heard in context, while maintaining the manipulation of stress pattern. A subset of the words from Experiment 2 are presented in their original sentence contexts: the test words themselves, plus up to three subsequent words, are gated. Although the presence of preceding context generally enhances intelligibility, some words remain unrecognised by the end of the third subsequent word. An interaction between stress and speech style may be explained in terms of the unintelligibility of the preceding context. Several issues arising from Experiments 1, 2 and 3 are considered further. The characteristics of words which fail to be recognised before their offsets are examined using the statistical technique of regression; the contributions of phonetic and phonological aspects of stressed syllables are assessed; and a further experiment is reported which explores top-down processing in spontaneous speech, and which offers support for the interpretation of the results of Experiment 3 offered earlier.
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Kwantes, Peter J. "LEX, a retrieval theory of lexical access." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ42952.pdf.

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Clouse, Daniel Stanley. "Representing lexical semantics with context vectors and modeling lexical access with attractor networks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9907665.

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Schnadt, Michael J. "Lexical influences on disfluency production." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4424.

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Natural spoken language is full of disfluency. Around 10% of utterances produced in everyday speech contain disfluencies such as repetitions, repairs, filled pauses and other hesitation phenomena. The production of disfluency has generally been attributed to underlying problems in the planning and formulation of upcoming speech. However, it remains an open question to what extent factors known to affect the selection and retrieval of words in isolation influence disfluency production during connected speech, and whether different types of disfluency are associated with difficulties at different stages of production. Previous attempts to answer these questions have largely relied on corpora of unconstrained, spontaneous speech; to date, there has been little direct experimental research that has attempted to manipulate factors that underlie natural disfluency production. This thesis takes a different approach to the study of disfluency production by constraining the likely content and complexity of speakers utterances while maintaining a context of naturalistic, spontaneous speech. This thesis presents evidence from five experiments based on the Network Task (Oomen & Postma, 2001), in addition to two related picture-naming studies. In the Network Task, participants described to a listener the route of a marker as it traverses a visually presented network of pictures connected by one or more paths. The disfluencies of interest in their descriptions were associated with the production of the picture name. The experiments varied the ease with which pictures in the networks could be named by manipulating factors known to affect lexical or pre-lexical processing: lexical access and retrieval were impacted by manipulations of picture-name agreement and the frequency of the dominant picture names, while visual and conceptual processing difficulty was manipulated by blurring pictures and through prior picture familiarisation. The results of these studies indicate that while general production difficulty does reliably increase the likelihood of disfluency, difficulties associated with particular aspects of lexical access and retrieval have dissociable effects on the likelihood of disfluency. Most notably, while the production of function word prolongations demonstrates a close relationship to lexical difficulties relating to the selection and retrieval of picture names, filled pauses tend to occur predominantly at the beginning of utterances, and appear to be primarily associated with message-level planning processes. Picture naming latencies correlated highly with the rates of observed hesitations, establishing that the likelihood of a disfluency could be attributed to the same lexical and pre-lexical processes that result in longer naming times. Moreover, acoustic analyses of a subset of observed disfluencies established that those disfluencies associated with more serious planning difficulties also tended to have longer durations, however they do not reliably relate to longer upcoming delays. Taken together, the results of these studies demonstrate that the elicitation of disfluency is open to explicit manipulation, and that mid-utterance disfluencies are related to difficulties during specific production processes. Moreover, the type of disfluency produced is not arbitrary, but may be related to both the type and location of the problem encountered at the point that speech is suspended. Through the further exploration of these relationships, it may be possible to use disfluency as an effective tool to study online language production processes.
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Zipse, Lauryn Rose. "A MEG investigation of lexical access in aphasia." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46658.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2008.
Includes bibliographical references (leaves 105-117).
Aphasia is an acquired impairment of language ability that occurs secondary to brain damage, and auditory comprehension deficits are a defining component of aphasia. At the single-word level, these deficits are thought to arise from impaired phonological processing, semantic representations, or both. The present study examined spreading lexical activation in people with aphasia by implementing thorough clinical evaluation, a series of listening tasks, and a time sensitive means of tracking cortical activation. Magnetoencephalography (MEG) was used to measure the cortical activity of 7 people with aphasia, 9 age-matched control participants, and 10 younger control participants as they completed an auditory lexical decision task and a passive listening task with phonemes. In the lexical decision task, target words were presented in three conditions of interest: semantically primed, where the target was preceded by a related word; identity primed, where the target was preceded by itself; and a control condition, where the target was preceded by an unrelated word. Behavioral reaction times and MEG data were collected in response to each target, and the M350, a MEG signal associated with lexical processing, was evaluated. MEG data collected during the passive listening task were used to evaluate the mismatch field (MMF), a response associated with the formation of an auditory memory trace. Analysis was conducted at both the group and single-subject levels.
(cont.) All groups showed identity priming of the M350 response, although this was seen in the amplitude dimension for the control groups but in the latency dimension for the group with aphasia. The older control group showed semantic priming of the M350 and the younger group showed a marginally significant priming effect, while the group with aphasia failed to show this effect. There was evidence that some people with aphasia may have a delayed or absent M350 response. Finally, the behavioral results indicated that the younger and older control participants were using different strategies to complete the lexical decision task. These findings highlight the potential importance of latency differences when analyzing electrophysiological responses in aphasic populations. Furthermore, they indicate that some cognitive-linguistic tasks may induce different types of processing in older and younger groups.
by Lauryn Rose Zipse.
Ph.D.
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Lam, Yat-kin, and 林日堅. "Intelligent lexical access based on Chinese/English text queries." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30445474.

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Books on the topic "Lexical access"

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Levelt, W. J. M. 1938-, ed. Lexical access in speech production. Cambridge, MA: Blackwell, 1993.

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Fera, Paul Alexander. Lexical access without frequency effects: Evidence from word naming. Sudbury, Ont: Laurentian University, Department of Psychology, 1990.

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Alfonso, Caramazza, ed. Access of phonological and orthographic lexical forms: Evidence from dissociations in reading and spelling. East Sussex, UK: Psychology Press, 1997.

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Jongenburger, Wilhelmina. The role of lexical stress during spoken-word processing. The Hague: Holland Academic Graphics, 1996.

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Wetterlin, Allison. Tonal accents in Norwegian: Phonology, morphology and lexical specification. Berlin: De Gruyter, 2010.

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Coetsem, Frans van. Towards a typology of lexical accent: Stress accent and pitch accent in a renewed perspective. Heidelberg: Winter, 1996.

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Headmost accent wins: Head dominance and ideal prosodic form in lexical accent systems. The Hague: Holland Academic Graphics, 1999.

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Lexical, pragmatic, and positional effects of prosody in two dialects of Croatian and Serbian: An acoustic study. New York: Routledge, 2004.

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Basciano, Bianca, Franco Gatti, and Anna Morbiato. Corpus-Based Research on Chinese Language and Linguistics. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-406-6.

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This volume collects papers presenting corpus-based research on Chinese language and linguistics, from both a synchronic and a diachronic perspective. The contributions cover different fields of linguistics, including syntax and pragmatics, semantics, morphology and the lexicon, sociolinguistics, and corpus building. There is now considerable emphasis on the reliability of linguistic data: the studies presented here are all grounded in the tenet that corpora, intended as collections of naturally occurring texts produced by a variety of speakers/writers, provide a more robust, statistically significant foundation for linguistic analysis. The volume explores not only the potential of using corpora as tools allowing access to authentic language material, but also the challenges involved in corpus interrogation, analysis, and building.
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Morphological structure, lexical representation, and lexical access. Hove: Lawrence Erlbaum, 1994.

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Book chapters on the topic "Lexical access"

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Levelt, Willem J. M., and Herbert Schriefers. "Stages of Lexical Access." In Natural Language Generation, 395–404. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3645-4_25.

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Corson, David. "Difficulty in Lexical Access: The Lexical Bar." In Using English Words, 171–84. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0425-8_9.

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Levelt, Willem J. M. "Lexical Access in Speech Production." In Knowledge and Language, 241–51. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1840-8_11.

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Giora, Rachel, and Noga Balaban. "Lexical access in text production." In Human Cognitive Processing, 111. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/hcp.8.06gio.

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Basnight-Brown, Dana M. "Models of Lexical Access and Bilingualism." In Foundations of Bilingual Memory, 85–107. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9218-4_5.

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Simpson, Greg B., and George Kellas. "Dynamic Contextual Processes and Lexical Access." In Cognitive Science, 40–56. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3596-5_4.

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Morris, Robin K. "Sentence Context Effects on Lexical Access." In Springer Series in Neuropsychology, 317–32. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2852-3_19.

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Deutsch, Avital, and Ram Frost. "9. Lexical organization and lexical access in a non-concatenated morphology." In Language Processing and Acquisition in Languages of Semitic, Root-Based, Morphology, 165–86. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/lald.28.09deu.

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Darcy, Isabelle, Danielle Daidone, and Chisato Kojima. "Asymmetric lexical access and fuzzy lexical representations in second language learners." In Benjamins Current Topics, 119–68. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/bct.80.06dar.

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Thomas, Ian, Ingrid Zukerman, Jonathan Oliver, and Bhavani Raskutti. "Lexical access using minimum message length encoding." In Lecture Notes in Computer Science, 229–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61532-6_20.

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Conference papers on the topic "Lexical access"

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Lacouture, Roxane, and Yves Normandin. "Efficient lexical access strategies." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA: ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-344.

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McQueen, James M., and Anne Cutler. "Words within words: lexical statistics and lexical access." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-49.

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Kim, Jonny, and Katie Drager. "Sociophonetic Realizations Guide Subsequent Lexical Access." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-1742.

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Moates, Danny R., Zinny S. Bond, Russell Fox, and Verna Stockmal. "The feature [sonorant] in lexical access." In Interspeech 2005. ISCA: ISCA, 2005. http://dx.doi.org/10.21437/interspeech.2005-758.

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Zock, Michael, and Didier Schwab. "Lexical access based on underspecified input." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1598848.1598851.

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Stevens, Kenneth N. "Applying phonetic knowledge to lexical access." In 4th European Conference on Speech Communication and Technology (Eurospeech 1995). ISCA: ISCA, 1995. http://dx.doi.org/10.21437/eurospeech.1995-1.

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Briscoe, Ted. "Lexical access in connected speech recognition." In the 27th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1989. http://dx.doi.org/10.3115/981623.981634.

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Nix, Andrew, Gareth Gaskell, and William Marslen-Wilson. "Phonological variation and mismatch in lexical access." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA: ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-166.

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Leung, Roger Ho-Yin, and Hong C. Leung. "Lexical access for large-vocabulary speech recognition." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-760.

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Russell, N. H., Frank Fallside, and R. W. Prager. "Non-linear time compression for lexical access." In 3rd European Conference on Speech Communication and Technology (Eurospeech 1993). ISCA: ISCA, 1993. http://dx.doi.org/10.21437/eurospeech.1993-363.

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Reports on the topic "Lexical access"

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Terauchi, Tachio, Alex Aiken, and Jeffrey S. Foster. Types for Lexically-Scoped Access Control. Fort Belvoir, VA: Defense Technical Information Center, October 2003. http://dx.doi.org/10.21236/ada603323.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Al-Kaddo, Hajar, and Sarah Rosenberg-Jansen. Definitions and Differences: The Evolving Space of Energy Access in Humanitarian Energy. Coventry University, June 2021. http://dx.doi.org/10.18552/heed/2021/0003.

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The paper draws on definitional ideas presented in the book ‘Energy Access and Forced Migration’ (Grafham 2020) and builds on analytical work from our doctoral research. The definitions presented in the following sections are intended as starting points for discussion, rather than representing formally formal terms. It is hoped that over time, such definitions can evolve as an ‘industry standard’ lexicon for humanitarian energy policy and practice. We welcome feedback and discussion of these ideas to further support the development of the humanitarian energy sector.
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