Academic literature on the topic 'Mean sentence complexity'
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Journal articles on the topic "Mean sentence complexity"
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PUDLÁK, PAVEL. "INCOMPLETENESS IN THE FINITE DOMAIN." Bulletin of Symbolic Logic 23, no. 4 (December 2017): 405–41. http://dx.doi.org/10.1017/bsl.2017.32.
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AbstractMotivated by the problem of finding finite versions of classical incompleteness theorems, we present some conjectures that go beyondNP≠coNP. These conjectures formally connect computational complexity with the difficulty of proving some sentences, which means that high computational complexity of a problem associated with a sentence implies that the sentence is not provable in a weak theory, or requires a long proof. Another reason for putting forward these conjectures is that some results in proof complexity seem to be special cases of such general statements and we want to formalize and fully understand these statements. Roughly speaking, we are trying to connect syntactic complexity, by which we mean the complexity of sentences and strengths of the theories in which they are provable, with the semantic concept of complexity of the computational problems represented by these sentences.We have introduced the most fundamental conjectures in our earlier works [27, 33–35]. Our aim in this article is to present them in a more systematic way, along with several new conjectures, and prove new connections between them and some other statements studied before.
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Wang, Sue, and Tammy Slater. "Syntactic Complexity of EFL Chinese Students’ Writing." English Language and Literature Studies 6, no. 1 (February 26, 2016): 81. http://dx.doi.org/10.5539/ells.v6n1p81.
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<p>Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of English on a similar task. The results indicate that there is a significant difference in the use of complex nominals, the mean length of sentences, and the mean length of clauses between the writings of EFL Chinese students and more proficient users. This study provides suggestions for EFL writing teaching, particularly writing at the sentence level.</p>
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Khushik, Ghulam Abbas, and Ari Huhta. "Syntactic complexity in Finnish-background EFL learners’ writing at CEFR levels A1–B2." European Journal of Applied Linguistics 10, no. 1 (March 1, 2022): 142–84. http://dx.doi.org/10.1515/eujal-2021-0011.
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Abstract The increasing importance of the Common European Framework of Reference (CEFR) has led to research on the linguistic characteristics of its levels, as this would help the application of the CEFR in the design of teaching materials, courses, and assessments. This study investigated whether CEFR levels can be distinguished with reference to syntactic complexity (SC). 14- and 17-year-old Finnish learners of English (N=397) wrote three writing tasks which were rated against the CEFR levels. The ratings were analysed with multi-facet Rasch analysis and the texts were analysed with automated tools. Findings suggest that the clearest separators at lower CEFR levels (A1–A2) were the mean sentence and T-unit length, variation in sentence length, infinitive density, clauses per sentence or T-unit, and verb phrases per T-unit. For higher levels (B1–B2) they were modifiers per noun phrase, mean clause length, complex nominals per clause, and left embeddedness. The results support previous findings that the length of and variation in the longer production units (sentences, T-units) are the SC indices that most clearly separate the lower CEFR levels, whereas the higher levels are best distinguished in terms of complexity at the clausal and phrasal levels.
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Tse, Shek Kam, Carol Chan, Sin Mee Kwong, and Hui Li. "Sex differences in syntactic development: Evidence from Cantonese-speaking preschoolers in Hong Kong." International Journal of Behavioral Development 26, no. 6 (November 2002): 509–17. http://dx.doi.org/10.1080/01650250143000463.
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Utterances produced during spontaneous play activities by 180 Cantonese-speaking children, ranging in age from 3 to 5 years, were analysed with the focus on declaratives. Syntactic development was gauged in terms of changes in the mean length of utterance, sentence type and structure, syntactic complexity, and verb pattern, and age-related develpments in these were found. Significant sex differences were found in syntactic development, with girls outperforming boys in mean utterance length, some sentence types and structures, and syntactic complexity, with a significant age by sex interaction in the group of 4-year-olds. The period between age 3 and age 4 was identified as critical for syntactic development, as many linguistic changes occurred in this time. Growth in the ability to use compound sentences was found to be the most significant contributor to increased mean length of utterance. Biological, psychological, and sociocontextual factors influencing these sex differences in language performance are explored and discussed. The generality of the educational implications is discussed.
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McKenna, Megan M., and Pamela A. Hadley. "Assessing Sentence Diversity in Toddlers At-Risk for Language Disorders." Perspectives on Language Learning and Education 21, no. 4 (November 2014): 159–72. http://dx.doi.org/10.1044/lle21.4.159.
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Purpose: The purpose of this article is to introduce clinicians to an approach for assessing toddlers' sentence diversity and using criterion-referenced expectations to identify toddlers at-risk for clinically significant delays in grammatical development between 30 and 36 months of age. Method: Five at-risk toddlers were identified from an archival database. Mean length of utterance (MLU), grammatical complexity, and sentence diversity measures at 30 months of age were then used to evaluate the grammatical abilities of the at-risk children. Results: Three participants had MLUs of 1.50 or more standard deviations below the mean which alone would be sufficient for raising clinical concern. Although the other two toddlers had MLUs above 1.50, assessment of sentence diversity identified them as at-risk. The sentence diversity findings were also consistent with low grammatical complexity scores. Discussion: The clinical usefulness of a sentence-focused approach for assessment, intervention planning, and progress monitoring are discussed.
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O’Connor, Claire, and Fiona E. Gibbon. "Familiarity of Speaker Accent on Irish Children’s Performance on a Sentence Comprehension Task." Journal of Clinical Speech and Language Studies 18, no. 1 (September 1, 2011): 1–17. http://dx.doi.org/10.3233/acs-2011-18104.
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Objective: This study sought to determine whether children’s performance on a sentence comprehension task is affected when sentences are spoken in an unfamiliar native accent. Method: Fifty typically developing school-aged children living in Southern Ireland (Cork) participated; 25 in a younger group (mean 7;08 years) and 25 in an older group (mean 9;09 years). The children completed a computer-based comprehension task during which 20 sentences were spoken in a Cork accent (familiar) and 20 in a Tyrone accent (unfamiliar). The sentences were matched for syllable length and syntactic complexity. Main results: The younger children made significantly more errors when sentences were spoken in an unfamiliar accent. The older children made a similar number of incorrect responses to both familiar and unfamiliar accents. Conclusion: Younger children’s performance on comprehension tasks may be reduced when sentences are spoken in an unfamiliar accent. Possible explanations and the clinical implications are discussed.
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THORDARDOTTIR, ELIN T., ROBIN S. CHAPMAN, and LAURA WAGNER. "Complex sentence production by adolescents with Down syndrome." Applied Psycholinguistics 23, no. 2 (June 2002): 163–83. http://dx.doi.org/10.1017/s0142716402002011.
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The use of complex syntax was investigated in narrative language samples of older children and adolescents with Down syndrome (n = 24) and a group of typically developing children matched on mean length of utterance. Both groups used conjoined and subordinate sentence forms and did not differ significantly in either the proportion of utterances containing complex sentences or in the variety of complex sentence types used. The analysis of developmental patterns suggested a similar order of acquisition across groups. The findings indicate that syntactic development in individuals with Down syndrome continues into late adolescence and is not limited to simple syntax. This study does not support earlier findings of a critical period effect in syntactic development in Down syndrome based on age or syntactic complexity.
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Tyack, Dorothy L., and Robert H. Gottsleben. "Acquisition of Complex Sentences." Language, Speech, and Hearing Services in Schools 17, no. 3 (July 1986): 160–74. http://dx.doi.org/10.1044/0161-1461.1703.160.
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Language samples were collected from 110 linguistically normal children ages 1–8 to 4–9. Data analysis indicated a direct relationship between chronological age, mean length of utterance, and percent of complex sentences. Analysis of the complex sentences in each sample indicated subcategories for each type of complexity. These subcategories appeared to have their own order of acquisition. When the children initially produced a certain type of complex sentence, they did not produce all of its subcategories. Often these remaining subcategories did not appear until after other types of embedding.
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Liu, Kanglong, and Muhammad Afzaal. "Syntactic complexity in translated and non-translated texts: A corpus-based study of simplification." PLOS ONE 16, no. 6 (June 24, 2021): e0253454. http://dx.doi.org/10.1371/journal.pone.0253454.
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This study approaches the investigation of the simplification hypotheses in corpus-based translation studies from a syntactic complexity perspective. The research is based on two comparable corpora, the English monolingual part of COCE (Corpus of Chinese-English) and the native English corpus of FLOB (Freiburg-LOB Corpus of British English). Using the 13 syntactic complexity measures falling into five subconstructs (i.e. length of production unit, amount of subordination, amount of coordination, phrasal complexity and overall sentence complexity), our results show that translation as a whole is less complex compared to non-translation, reflected most prominently in the amount of subordination and overall sentence complexity. Further pairwise comparison of the four subgenres of the corpora shows mixed results. Specifically, the translated news is homogenous to native news as evidenced by the complexity measures; the translated genres of general prose and academic writing are less complex compared to their native counterparts while translated fiction is more complex than non-translated fiction. It was found that mean sentence length always produced a significant effect on syntactic complexity, with higher syntactic complexity for longer sentence lengths in both corpora. ANOVA test shows a highly significant main effect of translation status, with higher syntactic complexity in the non-translated texts (FLOB) than the translated texts (COCE), which provides support for the simplification hypothesis in translation. It is also found that, apart from translation status, genre is an important variable in affecting the complexity level of translated texts. Our study offers new insights into the investigation of simplification hypothesis from the perspective of translation from English into Chinese.
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Abouchacra, Kim, Janet Koehnke, Joan Besing, and Tomasz Letowski. "Sentence Recognition in the Presence of Competing Speech Messages Presented in Audiometric Booths with Reverberation Times of 0.4 and 0.6 Seconds." Archives of Acoustics 36, no. 1 (February 1, 2011): 3–14. http://dx.doi.org/10.2478/v10168-011-0001-4.
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AbstractThis study examined whether differences in reverberation time (RT) between typical sound field test rooms used in audiology clinics have an effect on speech recognition in multi-talker environments. Separate groups of participants listened to target speech sentences presented simultaneously with 0-to-3 competing sentences through four spatially-separated loudspeakers in two sound field test rooms having RT = 0:6 sec (Site 1:N= 16) and RT = 0:4 sec (Site 2:N= 12). Speech recognition scores (SRSs) for the Synchronized Sentence Set (S3) test and subjective estimates of perceived task difficulty were recorded. Obtained results indicate that the change in room RT from 0.4 to 0.6 sec did not significantly influence SRSs in quiet or in the presence of one competing sentence. However, this small change in RT affected SRSs when 2 and 3 competing sentences were present, resulting in mean SRSs that were about 8-10% better in the room with RT = 0:4 sec. Perceived task difficulty ratings increased as the complexity of the task increased, with average ratings similar across test sites for each level of sentence competition. These results suggest that site-specific normative data must be collected for sound field rooms if clinicians would like to use two or more directional speech maskers during routine sound field testing.
Books on the topic "Mean sentence complexity"
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Lutjeharms, Rembert. On the Vṛndāvana of Bliss. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827108.003.0007.
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The final two chapters turn to the Ānanda‐vṛndāvana, Kavikarṇapūra’s longest and most sophisticated poem in praise of Kṛṣṇa’s play in Vṛndāvana. Each chapter studies a small section of this voluminous work but, by examining such brief passages in depth, it is hoped the reader will get a good sense of the complexity of his poetic and narrative style, and be encouraged to explore more of Kavikarṇapūra’s poetry. Chapter 6 examines the style of Kavikarṇapūra’s prose, revisiting Kavikarṇapūra’s eclectic philosophy of language (Chapter 4) and drawing out its theological implications, which are argued to be essential to grasping the suggested sense of Kavikarṇapūra fusion of figures of speech that mark the prose of the Ānanda‐vṛndāvana. The chapter offers a close reading of the opening sentence of the Ānanda‐vṛndāvana, exploring how Kavikarṇapūra’s ‘splendour of speech’ conveys not just theological ideas, but is also meant to affect the reader and contribute to the realization of rasa.
Book chapters on the topic "Mean sentence complexity"
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Hedman, Shawn. "Computability and complexity." In A First Course in Logic. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198529804.003.0011.
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In this chapter we study two related areas of theoretical computer science: computability theory and computational complexity. Each of these subjects take mathematical problems as objects of study. The aim is not to solve these problems, but rather to classify them by level of difficulty. Time complexity classifies a given problem according to the length of time required for a computer to solve the problem. The polynomial-time problems P and the nondeterministic polynomial-time problems NP are the two most prominent classes of time complexity. Some problems cannot be solved by the algorithmic process of a computer. We refer to problems as decidable or undecidable according to whether or not there exists an algorithm that solves the problem. Computability theory considers undecidable problems and the brink between the undecidable and the decidable. There are only countably many algorithms and uncountably many problems to solve. From this fact we deduce that most problems are not decidable. To proceed beyond this fact, we must state precisely what we mean by an “algorithm” and a “problem.” One of the aims of this chapter is to provide a formal definition for the notion of an algorithm. The types of problems we shall consider are represented by the following examples. • The even problem: Given an n ∈ ℕ, determine whether or not n is even. • The 10-clique problem: Given finite graph, determine whether or not there exists a subgraph that is isomorphic to the 10-clique. • The satisfiability problem for first-order logic: Given a sentence of first-order logic, determine whether or not it is satisfiable. The first problem is quite easy. To determine whether a given number is even, we simply check whether the last digit of the number is 0, 2, 4, 6 or 8. The second problem is harder. If the given graph is large and does contain a 10-clique as a subgraph, then we may have to check many subsets of the graph before we find it. Time complexity gives precise meaning to the ostensibly subjective idea of one problem being “harder” than another. The third problem is the most difficult of the three problems.
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Kazuo, Amma. "Matrix as an Alternative Solution for Evaluating Sentence Reordering Tasks." In Matrix Theory - Classics and Advances [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.102868.
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Although sentence reordering is a popular practice in educational contexts its scoring method has virtually remained ‘all-or-nothing’. The author proposed a more psychologically valid means of partial scoring called MRS (Maximal Relative Sequence) where a point is counted for each ascending run in the answer sequence allowing gaps and the final score reflects the length of the longest sequence of ascending elements. This scoring method, together with an additional consideration of recovery distances, was woven into an executable programme, and then transplanted to Excel without having to understand a programming language. However, the use of Excel was severely limited by the number of columns available. This chapter reviews the past practices of evaluating partial scoring of reordering tasks and proposes an alternative solution LM (Linearity Matrix), also executable on Excel, with far smaller consumption of columns and with the idea of calculating the recovery distances as well as MRS scores. Although LM and MRS are different scoring procedures, they both reflect psychological complexity of the task involved. Furthermore, LM is versatile as to the adjustability of adjacency weights as an extended model of Kendall’s tau. Some reflections on practical application are referred to as well as future directions of the study.