Journal articles on the topic 'Memory verbs'
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1
Jung, Young-Hee, and Hee-Ran Lee. "Characteristics of Working Memory and Mental Verbs in Preschool Children." Communication Sciences & Disorders 27, no. 4 (December 31, 2022): 769–86. http://dx.doi.org/10.12963/csd.22933.
Abstract:
Objectives: The purpose of study was to examine preschool children’s attribute to understand mental verbs (emotion, cognitive) depending on their working memory ability. Methods: The participants were 45 children who were 5 years old. They were classified into groups: higher, intermediate and lower group, based on the results of a working memory task which included non-word repetition and judging whether a sentence was said with correct grammar. We analyzed their understanding of mental verbs and gave them mental verb comprehension task. Results: First, there was a statistically significant difference among the three groups in understanding mental verbs. Second, in examining the difference in comprehension between the two different types of mental verbs among the three groups, both emotional verbs and cognitive verbs showed higher understanding in the order of higher group working memory, intermediate group, and lower group respectively. Lastly, in analyzing the difference in comprehension of the two different types of mental verbs within the three groups; in the higher group, children performed better on cognitive verbs performed compared to emotion verbs; there was no difference in the intermediate group; and in the lower group, children performed better on the emotion verbs compared to the cognitive verbs. Conclusion: This study could be an indication of a shortage of capacity in comprehension or in processing those words due to poor working memory compared to the other groups that performed relatively better. Therefore, this suggests that there is a need to understand the importance of considering children’s working memory and improving it as we provide intervention for them, rather than solely focusing on vocabulary comprehension or expanding expression.
2
Peelen, Marius V., Domenica Romagno, and Alfonso Caramazza. "Independent Representations of Verbs and Actions in Left Lateral Temporal Cortex." Journal of Cognitive Neuroscience 24, no. 10 (October 2012): 2096–107. http://dx.doi.org/10.1162/jocn_a_00257.
Abstract:
Verbs and nouns differ not only on formal linguistic grounds but also in what they typically refer to: Verbs typically refer to actions, whereas nouns typically refer to objects. Prior neuroimaging studies have revealed that regions in the left lateral temporal cortex (LTC), including the left posterior middle temporal gyrus (pMTG), respond selectively to action verbs relative to object nouns. Other studies have implicated the left pMTG in action knowledge, raising the possibility that verb selectivity in LTC may primarily reflect action-specific semantic features. Here, using functional neuroimaging, we test this hypothesis. Participants performed a simple memory task on visually presented verbs and nouns that described either events (e.g., “he eats” and “the conversation”) or states (e.g., “he exists” and “the value”). Verb-selective regions in the left pMTG and the left STS were defined in individual participants by an independent localizer contrast between action verbs and object nouns. Both regions showed equally strong selectivity for event and state verbs relative to semantically matched nouns. The left STS responded more to states than events, whereas there was no difference between states and events in the left pMTG. Finally, whole-brain group analysis revealed that action verbs, relative to state verbs, activated a cluster in pMTG that was located posterior to the verb-selective pMTG clusters. Together, these results indicate that verb selectivity in LTC is independent of action representations. We consider other differences between verbs and nouns that may underlie verb selectivity in LTC, including the verb property of predication.
3
VAN HELL, JANET G., and ANNETTE M. B. DE GROOT. "Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association." Bilingualism: Language and Cognition 1, no. 3 (December 1998): 193–211. http://dx.doi.org/10.1017/s1366728998000352.
Abstract:
A word association experiment examined conceptual representation in bilingual memory. Dutch-English bilinguals associated twice to nouns and verbs that varied on concreteness and cognate status, once in the language of the stimuli (within-language), and once in the other language (between-language). Within- and between-language associations for concrete words and for cognates were more often translations of one another than those for abstract words and noncognates, and nouns evoked more translations than verbs. In both within- and between-language association, retrieving an associate was easier to concrete than to abstract words, to cognates than to noncognates, and to nouns than to verbs. These findings suggest that conceptual representation in bilingual memory depends on word-type and grammatical class: concrete translations, cognates, and noun translations more often share, or share larger parts of, a conceptual representation than abstract translations, noncognates, and verb translations. The results are discussed within the framework of distributed memory representation.
4
PLIATSIKAS, CHRISTOS, and THEODOROS MARINIS. "Processing of regular and irregular past tense morphology in highly proficient second language learners of English: A self-paced reading study." Applied Psycholinguistics 34, no. 5 (March 14, 2012): 943–70. http://dx.doi.org/10.1017/s0142716412000082.
Abstract:
ABSTRACTDual-system models suggest that English past tense morphology involves two processing routes: rule application for regular verbs and memory retrieval for irregular verbs. In second language (L2) processing research, Ullman suggested that both verb types are retrieved from memory, but more recently Clahsen and Felser and Ullman argued that past tense rule application can be automatized with experience by L2 learners. To address this controversy, we tested highly proficient Greek–English learners with naturalistic or classroom L2 exposure compared to native English speakers in a self-paced reading task involving past tense forms embedded in plausible sentences. Our results suggest that, irrespective to the type of exposure, proficient L2 learners of extended L2 exposure apply rule-based processing.
5
Altakhaineh, Abdel Rahman, Rozan Alhloul, and Aseel Zibin. "Foreign Language Processing of English Regular and Irregular Past Tense Verbs by Arabic-Speaking EFL Children." PSYCHOLINGUISTICS 32, no. 2 (October 11, 2022): 6–28. http://dx.doi.org/10.31470/2309-1797-2022-32-2-6-28.
Abstract:
Purpose. This paper examines whether irregular past verbs are acquired earlier than regular past verbs by Arabic-speaking EFL children.
Methods and procedure. Ninety fifth graders were tested using pictures representing 20 regular and 20 irregular past tense verbs through a sentence completion task. An introspective session was conducted with 70 children following the administration of the tests in order to determine the areas of difficulty.
Results. The results mainly revealed that there is a statistically significant difference between regular and irregular verbs in favour of regular verbs. This suggests that the children learn regular forms prior to irregular ones contradicting the Natural Order Hypothesis and providing credence to the two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. The children’s failure to produce the irregular form of the verb can be ascribed to the default system that they rely on, which is the computation system rather than the storage system. Thus, Arabic-speaking EFL children apply regular inflection of -ed whenever their memory fails to produce an irregular verb form.
Conclusions. This study has demonstrated that Arabic-speaking EFL children do not follow the same sequence of acquisition as that exhibited by first language learners in acquiring the regular and irregular simple past forms. These learners acquire the regular past tense forms prior to the irregular ones contradicting the Natural Order Hypothesis. Due to the lack of irregularities in their first language, these learners apply the regular inflection rule to novel or unfamiliar verbs without sometimes considering the possibility of an existent irregular form that needs to be retrieved from memory. This also provides credence to two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. More studies that investigate the sequence of acquisition of other types of morphemes by Arabic-speaking EFL children are needed to explore the effect of L1 and other factors such as the learning situation on the acquisition of English morphemes.
6
Münte, Thomas F., Mike Matzke, and Sönke Johannes. "Brain Activity Associated with Syntactic Incongruencies in Words and Pseudo-Words." Journal of Cognitive Neuroscience 9, no. 3 (May 1997): 318–29. http://dx.doi.org/10.1162/jocn.1997.9.3.318.
Abstract:
Event-related brain potentials (EMS) were recorded while normal German subjects read either simple declarative sen- tences made up from real German words, or sentences that contained German pseudo-words instead of nouns and verbs. The verb (pseudo-verb) of the sentences disagreed in number with the subject noun (pseudo-noun) in 50% of the sentences. The subjects had the task either to read the sentences for an interspersed memory test (memory condition, pseudeword sentences only) or to make a syntactic judgment after each real-word/pseudo-word sentence. While in the real-word condition a late and widespread positivity resembling the previously described syntactic positive shift was found for the disagreeing verbs, a negativity with an onset latency of about 300 msec was seen for the disagreeing pseudo-verbs. In the pseudo-word conditions no positivity followed the initial negativity. This dissociation of negative and positive waves occurring in response to morphosyntactic mismatches by the pseudo/real-word manipulation suggests that the positive shift is a concomitant of a recomputation routine initiated to account for the number incongruency. This routine is based upon the semantics of the sentence and therefore is not observed in the pseudo-word conditions. The earlier negativity, on the other hand, appears to be a more direct index of morphosyntactic incongruency.
7
Chertykova, Maria. "REALIZATION OF SYNTAGMATIC PROPERTIES MENTAL VERBS IN THE KHAKAS LANGUAGE." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 129–35. http://dx.doi.org/10.17015/aas.2019.193.11.
Abstract:
The ability of a person to think, including such aspects of mental space as knowledge, understanding, opinion, faith and memory, is one of the most important and complex systems in the inner world of man. The lexical means that reflect and describe these and other elements of the functioning of the intellect are the richest and most diverse stratum in any language where the verb sphere is the most complex and central. The article analyzes the functional-syntagmatic properties of the Khakass mental verbs. To realize the meaning of mental verbs, such construction members as the thinking subject (usually animated) and the object of thought (direct, deliberative, infinitive, propositional) are needed. Since most mental verbs are ambiguous, its various lexical-semantic variants (LSV) often have an unequal compatibility structure.
8
Arciuli, Joanne, Linda Cupples, and Gabriella Vigliocco. "Are word meanings corresponding to different grammatical categories organised differently within lexical semantic memory?" Mental Lexicon 1, no. 2 (August 30, 2006): 251–75. http://dx.doi.org/10.1075/ml.1.2.05arc.
Abstract:
We report on two experiments that examined lexical semantic memory. Experiment 1 included semantically related word-pairs (similarity of meaning) and unrelated word-pairs from three grammatical categories (nouns, verbs, adjectives). Experiment 2 included semantically related word-pairs (contrasting meaning) and unrelated word-pairs from the same three categories. Results of both experiments showed similar levels of semantic priming across same versus different grammatical category word-pairs (e.g., verb–verb pairs vs. verb–adjective pairs). Additional analyses of each experiment showed similar levels of priming within each of the three grammatical categories (i.e., noun–noun vs. verb–verb vs. adjective–adjective pairs). These findings suggest that there are no sharp architectural distinctions amongst words from different grammatical categories within lexical semantic memory.
9
S., Deepa M., and Shyamala K. C. "Analysis of Verb Expressions in the Conversational Speech of Kannada-English Speaking Bilingual Persons with Mild." Studies in Linguistics and Literature 3, no. 2 (May 21, 2019): p182. http://dx.doi.org/10.22158/sll.v3n2p182.
Abstract:
Dementia is characterized by the breakdown of intellectual and communicative functioning accompanied by personality change (DSM IV, American Psychiatric Association, 1994). Persons with dementia often experience difficulty in naming skills which can be attributed to semantic memory deficits. This can further influence various linguistic expressions such as lexical and morphological structures. The present study aimed to quantitatively and qualitatively analyze the presence of different types of verb inflections in bilingual (Kannada-English) persons with mild dementia. Considered for the study were 10 healthy elderly and 10 persons with mild dementia who were Kannada-English bilinguals. Spontaneous, conversational speech in all the participants was transcribed from which different types of verb inflexions in Kannada were extracted and analyzed. They included infinite verb, imperative verbs, negative imperatives, optative, and participle verbs. These were quantitatively and qualitatively analyzed for mean number of verbs and their nature including code mixing and switching identifying the significant differences between the two groups of participants. Results suggest that these measures offer a sensitive method for differentiating persons with mild dementia from healthy elderly. The study further helps in delineating prognostic indicator and planning rehabilitative measures which can be helpful tool for management.
10
Takashima, Atsuko, Agnieszka Konopka, Antje Meyer, Peter Hagoort, and Kirsten Weber. "Speaking in the Brain: The Interaction between Words and Syntax in Sentence Production." Journal of Cognitive Neuroscience 32, no. 8 (August 2020): 1466–83. http://dx.doi.org/10.1162/jocn_a_01563.
Abstract:
This neuroimaging study investigated the neural infrastructure of sentence-level language production. We compared brain activation patterns, as measured with BOLD-fMRI, during production of sentences that differed in verb argument structures (intransitives, transitives, ditransitives) and the lexical status of the verb (known verbs or pseudoverbs). The experiment consisted of 30 mini-blocks of six sentences each. Each mini-block started with an example for the type of sentence to be produced in that block. On each trial in the mini-blocks, participants were first given the (pseudo-)verb followed by three geometric shapes to serve as verb arguments in the sentences. Production of sentences with known verbs yielded greater activation compared to sentences with pseudoverbs in the core language network of the left inferior frontal gyrus, the left posterior middle temporal gyrus, and a more posterior middle temporal region extending into the angular gyrus, analogous to effects observed in language comprehension. Increasing the number of verb arguments led to greater activation in an overlapping left posterior middle temporal gyrus/angular gyrus area, particularly for known verbs, as well as in the bilateral precuneus. Thus, producing sentences with more complex structures using existing verbs leads to increased activation in the language network, suggesting some reliance on memory retrieval of stored lexical–syntactic information during sentence production. This study thus provides evidence from sentence-level language production in line with functional models of the language network that have so far been mainly based on single-word production, comprehension, and language processing in aphasia.
11
Skordos, Dimitrios, Ann Bunger, Catherine Richards, Stathis Selimis, John Trueswell, and Anna Papafragou. "Motion verbs and memory for motion events." Cognitive Neuropsychology 37, no. 5-6 (December 20, 2019): 254–70. http://dx.doi.org/10.1080/02643294.2019.1685480.
12
Egorova, Victoria G., and Oxana F. Zadobrivscaia. "Container Scheme-Image and Its Types: English Phrasal Verbs of Cognitive Activity." SibScript 25, no. 4 (September 25, 2023): 433–40. http://dx.doi.org/10.21603/sibscript-2023-25-4-433-440.
Abstract:
The article features the compositional semantics of phrasal verbs that denote a cognitive activity, as well as the interaction between their conceptual structure and the particle. The conceptual structures of these components can be described as mental schemes, e.g., a container with a certain vector of cognitive projection, and a number of subtypes. The compositional semantics of phrasal verbs of cognitive activity revealed that the interaction between the conceptual structure of the verb and the particle is a cognitive mechanism that develops its semantics. The container metaphor is based on the semantic potential of the verbal component and such particles as in, out, and through. These particles are usually combined with verbs of movement, physical activity, and perception. As part of phrasal verbs of mental activity, they realize the following prototypical concepts: the subject / object of the action gets into / penetrates into the container, is out / outside of the container, or crosses the border of the container, respectively. The role of the container belongs not to real objects, but to abstract entities, e.g., memory, consciousness, attention, feelings, thoughts, etc., as well as various physical and mental states or situations in which objects are immersed.
13
Kersten, Alan W., and Julie L. Earles. "Semantic context influences memory for verbs more than memory for nouns." Memory & Cognition 32, no. 2 (March 2004): 198–211. http://dx.doi.org/10.3758/bf03196852.
14
Ullman, Michael T., Suzanne Corkin, Marie Coppola, Gregory Hickok, John H. Growdon, Walter J. Koroshetz, and Steven Pinker. "A Neural Dissociation within Language: Evidence that the Mental Dictionary Is Part of Declarative Memory, and that Grammatical Rules Are Processed by the Procedural System." Journal of Cognitive Neuroscience 9, no. 2 (March 1997): 266–76. http://dx.doi.org/10.1162/jocn.1997.9.2.266.
Abstract:
Language comprises a lexicon for storing words and a grammar for generating rule-governed forms. Evidence is presented that the lexicon is part of a temporal-parietalhnedial-temporal “declarative memory” system and that granlmatical rules are processed by a frontamasal-ganglia “procedural” system. Patients produced past tenses of regular and novel verbs (looked and plagged), which require an -ed-suffixation rule, and irregular verbs (dug), which are retrieved from memory. Word-finding difficulties in posterior aphasia, and the general declarative memory impairment in Alzheimer's disease, led to more errors with irregular than regular and novel verbs. Grammatical difficulties in anterior aphasia, and the general impairment of procedures in Parkinson's disease, led to the opposite pattern. In contrast to the Parkinson's patients, who showed sup pressed motor activity and rule use, Huntington's disease patients showed excess motor activity and rule use, underscoring a role for the basal ganglia in grammatical processing.
15
Gebremeskel, Hagos Gebremedhin, Feng Chong, and Huang Heyan. "Design and Development of Morphological Analyzer for Tigrigna Verbs using Hybrid Approach." International Journal on Natural Language Computing 12, no. 5 (October 27, 2023): 01–12. http://dx.doi.org/10.5121/ijnlc.2023.12501.
Abstract:
Morphological analyzer is the base for various high-level NLP applications such as information retrieval, spell checking, grammar checking, machine translation, speech recognition, POS tagging and automatic sentence construction. This paper is carefully designed for design and analysis of morphological analyzer Tigrigna verbs using hybrid of memory learning and rules based approaches. The experiment have conducted using Python 3 where TiMBL algorithms IB2 and TRIBL2, and Finite State Transducer rules are used. The performance of the system has been evaluated using 10 fold cross validation technique. Testing was conducted using optimized parameter settings for regular verbs and linguistic rules of the Tigrigna language allomorph and phonology for the irregular verbs. The accuracy of the memory based approach with optimized parameters of TiMBL algorithm IB2 and TRIBL2 was 93.24% and 92.31%, respectively. Finally, the hybrid approach had an actual performance of 95.6% using linguistic rules for handling irregular and copula verbs.
16
Dutriaux, Léo, Xavière Dahiez, and Valérie Gyselinck. "How to change your memory of an object with a posture and a verb." Quarterly Journal of Experimental Psychology 72, no. 5 (July 5, 2018): 1112–18. http://dx.doi.org/10.1177/1747021818785096.
Abstract:
According to grounded cognition, the format of representation of knowledge is sensorimotor. This means that long-term memory shares processing resources with the sensorimotor system. The main objective of this work is to provide new evidence in favour of two claims from the embodied cognition framework: (1) memory is grounded on the sensorimotor system, that is, memory shares processing resources with the sensorimotor system, and (2) memory serves at least in part to support action. For this purpose, the present experiment aimed to show that the action context modulates the motor simulation and, consequently, the memory of manipulable objects. Participants were presented with short phrases comprising the name of a manipulable object, and an action verb (“To take a cup”) or an attentional verb (“To see a cup”). During this phase, they had to put their hands in front of them in the control condition, whereas they had to keep them behind their back in the interfering condition. A cued recall test followed after a short distractive letter-matching task, with the verbs serving as cues. Results showed that memory of the words denoting manipulable objects was impaired by the interfering posture when associated with an action verb, but not when associated with an attentional verb. This suggests that a context which does not favour action interferes with motor simulation and thus decreases the memory of manipulable objects. These results provide strong evidence for a grounded account of memory and language.
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Pañeda, Claudia, and Sol Lago. "The Missing VP Illusion in Spanish: Assessing the Role of Language Statistics and Working Memory." Open Mind 8 (2024): 42–66. http://dx.doi.org/10.1162/opmi_a_00118.
Abstract:
Abstract In English, double center-embedded sentences yield a so-called “missing VP illusion”: When they are ungrammatical due to a missing verb, they are judged as equally or even more acceptable than their grammatical counterparts. The illusion is often attributed to working memory limitations. Additionally, it has been suggested that statistical differences across languages—e.g., the lower frequency of consecutive verb clusters in verb-initial languages—play a role, since languages with verb-final embedded clauses are less susceptible to the illusion than English. In two speeded acceptability experiments, we demonstrate that the illusion arises in Spanish, a verb-initial language. We also find that the strength of the illusion is modulated by the number of consecutive verbs, consistent with the involvement of language statistics. By contrast, we do not find that participants’ working memory modulates the illusion, failing to support a role of memory limitations. Our results support the generalization that cross-linguistic variation in the missing VP illusion is associated with language statistics and verb position and they demonstrate that this is the case even in languages in which word order is not a reliable processing cue.
18
Godfroid, Aline. "THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT." Studies in Second Language Acquisition 38, no. 2 (November 20, 2015): 177–215. http://dx.doi.org/10.1017/s0272263115000388.
Abstract:
This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel change was omitted, yielding ungrammatical verb forms (compare Leung & Williams, 2012). Two pre- and posttests—word monitoring and controlled oral production—gauged the development of learners’ implicit and explicit knowledge, respectively.Interviews revealed 33 out of 38 L2 learners remained unaware of the ungrammatical verbs in the input flood; however, they showed significant sensitivity during listening as evidenced by a reaction time slowdown on ungrammatical trials. The unaware learners also improved significantly from pretest to posttest on the word-monitoring task, but not the oral production measure, unless the verbs’ salience in the input flood had resonated with them. Thus, implicit instruction affected implicit knowledge primarily, although prior knowledge and memory could potentially account for interactions between implicit processing, implicit knowledge, and explicit knowledge.
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Morimoto, Shun. "A Lexical Network Approach to the Acquisition of English Verbs of Memory: The Case of Japanese Learners." Vocabulary Learning and Instruction 5, no. 1 (2016): 1–17. http://dx.doi.org/10.7820/vli.v05.1.morimoto.
Abstract:
The present study investigated the acquisition of L2 English memory verbs, memorize, remember, and recall, by Japanese learners within the framework of a lexical network. In the fields of psychology and cognitive science, the human memory has been conceptualized as consisting of three cognitive phases, namely input, retention, and output. In English, memorize and recall are used for the input and the output phases, respectively, while remember can be used across the three phases. In order to investigate the extent to which Japanese learners of English can appropriately make differential use of these verbs in relation to the above cognitive phases, a test called ‘‘the Memory Verb Acceptability Judgment Test’’ was administered on 173 Japanese university students grouped into three proficiency levels. The results showed that while they were able to accept memorize and recall with high accuracy for the input and the output phases, respectively, they tended to accept remember primarily for the retention phase, failing to fully accept it in the remaining two phases. This tendency was observed even among those learners whose average length of stay in English-speaking countries was 5 years. It was also revealed that basic-level learners tended to over-generalize memorize for the retention phase. Based on the overall results, theoretical and pedagogical implications of the lexical network approach are discussed.
20
DANYLENKO, Liudmyla. "MEMORY FROM A LINGUISTIC AND SOCIO-CULTURAL PERSPECTIVE." MOVOZNAVSTVO 334, no. 1 (March 17, 2024): 30–38. http://dx.doi.org/10.33190/0027-2833-334-2024-1-003.
Abstract:
The article explores the linguistic characteristics of the concept of memory as one of the key cultural concepts among other meaningful ones — person, life, language, word. The starting point was the position that memory is a psychological category that is verbalized in different ways by linguistic means, models synonymous series, mental image forms. It is noted that the word-concept memory correlates with the words consciousness, memory, imagination, mind, knowledge through the prism of individual and collective experience of the past, and acts as a tool for evaluating human existence. In a comparative aspect, the semantics of the Ukrainian verb to remember and the Czech zapomnět, as well as the related nouns nezabudka and pomněnka, are considered. Verbs, having at first glance a similar grammatical structure, are characterized by antonymic meanings in modern literary languages. The factors that led the original semantic feature of the root pomn- (memor- [пам’ят-]) — «to remember» — to develop to the opposite meaning in the Czech verb zapomnět «to forget / not to remember something» are analyzed. It was noted that under the influence of other Slavic languages, the parallel use in the XVI–XVII c. in the Ukrainian language, two words — «пам’ятати / помнити» — led to the fact that the word to remember displaced the word to remember from usage. The semantics of ʽmemory’ in the interpretation of figurative means — metaphors and phraseology, which show signs of high semantic stability, reproducibility in the language from memory, and thus have the status of collective memories. The evidence presented in the article shows that the conceptual field of memory is structured by concepts that are relevant both for the individual and for the whole human community in a particular time dimension and have a high axiological potential.
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Chertykova, Maria D. "SITUATIVE-STRUCTURAL MODELS OF VERBS OF PASSIVE PERCEPTION IN THE KHAKAS LANGUAGE." Theoretical and Applied Linguistics, no. 3 (2019): 236–47. http://dx.doi.org/10.22250/2410-7190_2019_5_3_236_247.
Abstract:
Within the framework of the semantic-cognitive approach, verbs of passive perception in the Khakas language are considered, situational-structural models characteristic for them are determined. It was discovered that 3 basic verbs with the corresponding passive affixes can represent passive perception: кöрін- 'to look; to be seen'; истіл- 'to be heard', ичыстан- 'to smell; to stink'. The analysis revealed specific semantic features of these passive verbs, including those of active perception. Six situative-structural models were found: 1) direct passive perception of the reality; 2) passive perception as a memory of a situation, event or phenomenon; 3) passive perception of an object as an imaginative situation or phenomenon; 4) passive perception of an object in the presence of characteristic details; 5) passive perception of an object through situational and process-related factors present in the subject's consciousness; 6) vague (or inadequate) perception of reality due to physiological or psychic violations in the subject. The passive voice forms can also express active perception of an object when they describe extreme or unexpected situations. Negative perceptual judgment in verb semantics neutralizes passive perception as well.
22
Miller, George, Christiane Fellbaum, Judy Kegl, and Katherine Miller. "WordNet: An Electronic Lexical Reference System Based on Theories of Lexical Memory." Revue québécoise de linguistique 17, no. 2 (May 20, 2009): 181–212. http://dx.doi.org/10.7202/602632ar.
Abstract:
Abstract This paper describes WordNet, an on-line lexical reference system whose design is based on psycholinguistic theories of human lexical organization and memory. English nouns, verbs, and adjectives are organized into synonym sets, each representing one underlying lexical concept. Synonym sets are then related via three principal conceptual relations: hyponymy, meronymy, and antonymy. Verbs are additionally specified for presupposition relations that hold among them, and for their most common semantic/syntactic frames. By attempting to mirror the organization of the mental lexicon, WordNet strives to serve the linguistically unsophisticated user.
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Md. Yunus, Melor, and Mohd Azmanuddin bin Azman. "Memory Stay Or Stray?: Irregular Verbs Learning Using Kahoot!" Arab World English Journal, no. 5 (July 15, 2019): 206–19. http://dx.doi.org/10.24093/awej/call5.15.
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Earles, Julie L., and Alan W. Kersten. "Adult Age Differences in Memory for Verbs and Nouns." Aging, Neuropsychology, and Cognition 7, no. 2 (June 1, 2000): 130–39. http://dx.doi.org/10.1076/1382-5585(200006)7:2;1-u;ft130.
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Son, Minjung, Seung-Ha Oh, Jeong-Sug Kyong, and Jee Eun Sung. "Effects of Working Memory Capacity and Noise Placement on Passive Sentence Processing in Elderly Adults: An Eye-Tracking Study." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 158–74. http://dx.doi.org/10.12963/csd.21796.
Abstract:
Objectives: The purpose of this study was to investigate the effects of working-memory (WM) capacity on age-related changes in abilities to comprehend incomplete passive sentences using eye tracking.Methods: A total of 45 individuals participated in the study. The incomplete sentences were made by replacing dative case makers or verbs with white noise. A composite measure of WM scores was used as an index of WM capacity.Results: The elderly group and the lower WM group showed worse performance in accuracy and response time under the both noise conditions. All groups showed worse performance under the verb noise conditions in accuracy and response time. In accuracy, a two-way interaction between the age groups and the WM groups was significant. There was a correlation between the noise locations and the age groups in response time. In target advantage ratio (TA), there was a correlation between the regions and the age groups under the both conditions. Moreover, the main effect of the region was significant under the verb noise.Conclusion: Ageing reduces the ability of sentence processing and the sentences without verbs were more difficult to process for all groups. Also, the WM capacity can affect sentence processing and the affect increases with ageing. TA results showed that elderly adults use an inefficient strategy when dealing with incomplete passive-sentences, affected by reduced cognitive function due to ageing. Also, TA results suggested that WM capacity plays different roles in online and offline sentence processing.
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Suleimanova, O. A., and I. V. Tivyaeva. "CONCEPTUALIZING MEMORY PROCESSES IN NATURAL LANGUAGE: FORGETTING AND REMEMBERING." Voprosy Kognitivnoy Lingvistiki, no. 1 (2024): 38–49. http://dx.doi.org/10.20916/1812-3228-2024-1-38-49.
Abstract:
The paper focuses on representation of memory in Russian, exploring, specifically, its spatial interpretation and semantic types of predicates objectifying mnemonic processes in relation to the time axis: actions, processes and states are distinguished. Special emphasis is on the semantics of the verb помнить (pomnit’) which is interpreted as fundamentally different from its derivatives and its antonymous verb забывать (zabyvat’) . The study is based on the hypothesis-deduction research procedure, an integral part of which is a semantic experiment conducted either in the form of surveys of native speaking respondents or in its online version, namely, in the form of Yandex and Google search requests for word combinations. In the latter case the search engines function as a “collective respondent”. As part of the research methodology, the authors used the explanatory potential of imperative forms to indicate the presence or absence of control feature in the semantics of the action verb, and established restrictions on its realization associated with aspectual opposition in the predicate system. The research allowed for constructing a matrix based on the interaction of semantic features manifested on different levels (taxonomy characteristics as action and state predicates), as well as specifying the status of the verb помнить (pomnit’) as existential-resultative in contrast to its previous linguistic interpretation as a state predicate. The results also include identifying lexical features that refer to the interaction between subjects and the memory space, and tracing the systemic metaphor-based shifts to denoting speech act in a number of memory verbs.
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Rodríguez-Ferreiro, Javier, Silvia P. Gennari, Robert Davies, and Fernando Cuetos. "Neural Correlates of Abstract Verb Processing." Journal of Cognitive Neuroscience 23, no. 1 (January 2011): 106–18. http://dx.doi.org/10.1162/jocn.2010.21414.
Abstract:
The present study investigated the neural correlates of the processing of abstract (low imageability) verbs. An extensive body of literature has investigated concrete versus abstract nouns but little is known about how abstract verbs are processed. Spanish abstract verbs including emotion verbs (e.g., amar, “to love”; molestar, “to annoy”) were compared to concrete verbs (e.g., llevar, “to carry”; arrastrar, “to drag”). Results indicated that abstract verbs elicited stronger activity in regions previously associated with semantic retrieval such as inferior frontal, anterior temporal, and posterior temporal regions, and that concrete and abstract activation networks (compared to that of pseudoverbs) were partially distinct, with concrete verbs eliciting more posterior activity in these regions. In contrast to previous studies investigating nouns, verbs strongly engage both left and right inferior frontal gyri, suggesting, as previously found, that right prefrontal cortex aids difficult semantic retrieval. Together with previous evidence demonstrating nonverbal conceptual roles for the active regions as well as experiential content for abstract word meanings, our results suggest that abstract verbs impose greater demands on semantic retrieval or property integration, and are less consistent with the view that abstract words recruit left-lateralized regions because they activate verbal codes or context, as claimed by proponents of the dual-code theory. Moreover, our results are consistent with distributed accounts of semantic memory because distributed networks may coexist with varying retrieval demands.
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Earles, Julie L., and Alan W. Kersten. "Why Are Verbs So Hard to Remember? Effects of Semantic Context on Memory for Verbs and Nouns." Cognitive Science 41 (May 23, 2016): 780–807. http://dx.doi.org/10.1111/cogs.12374.
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Pepi, Annamaria, and Marianna Alesi. "Reading Comprehension: Think and Know Verbs." Psychological Reports 93, no. 3_suppl (December 2003): 1247–60. http://dx.doi.org/10.2466/pr0.2003.93.3f.1247.
Abstract:
Verbs such as think, know, remember, and guess play a pivotal role in understanding, monitoring, and transformation of internal states. We focus on the specific words as think and know, polysemous cognitive verbs that show hierarchical organization and high frequency of use in children's and adults' lexicons. According to Booth and Hall's model, think and know present a conceptual organization that involves low conceptual levels (perception, memory, comprehension) and high conceptual levels (evaluation, metacognition, planning). The aim of this research was to study the relationship between children's comprehension of text processing and the conceptual levels of the above-described verbs. The research concentrated on 9-, 11-, and 13-yr.-old children's ability to understand think and know. Analysis yielded a strong relation between knowledge at the conceptual level of these verbs and reading comprehension skills. Moreover, it highlights the importance of this linguistic competence in skilled readers.
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Lee, Min Ku, and Sung Rim Ryu. "Analysis of the performance verbs in achievement standard of 2022 revised elementary mathematics curriculum based on revision of Bloom’s taxonomy of educational objectives." Korean School Mathematics Society 26, no. 4 (December 31, 2023): 337–56. http://dx.doi.org/10.30807/ksms.2023.26.4.004.
Abstract:
This study classified performance verbs that appeared in the achievement standards of the 2022 revised elementary mathematics curriculum based on Bloom’s taxonomy of educational objectives. The results of this study are as follows. First, the total number of achievement standards is 121. And the number of performance verbs included in these achievement standards was 171. Second, the number of performance verbs for each grade group was in the order of understand and speak in the 1st and 2nd grade groups. And in the 3rd to 4th grade group, the order is understand, explain and calculate. In the 5th and 6th grade group, the number of performance verbs was in the order of understand and know. Third, in all grade groups, the number of topics was in the order of understand, application, and memory. It was found that understanding was more concentrated than the others.
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Hsu, Ching-Fen, Qian Jiang, and Shi-Yu Rao. "Category-Based Effect on False Memory of People with Down Syndrome." Brain Sciences 14, no. 6 (May 24, 2024): 538. http://dx.doi.org/10.3390/brainsci14060538.
Abstract:
Background: People with Down syndrome (DS) are deficient in verbal memory but relatively preserved in visuospatial perception. Verbal memories are related to semantic knowledge. Receptive ability is better than expressive ability in people with DS but still seriously lags behind their age-matched controls. This lag may result in the weak semantic integration of people with DS. Aims: This study aimed to examine the ability of semantic integration of people with DS by using false-memory tasks. Possible differences in the number of false memories induced by nouns and verbs were of focus. Methods and Procedures: Two phases were involved in the false-memory task. In the study phase, ten-word lists with semantically related associates were presented. In the recognition phase, judgments were to be made about whether the words presented had been heard before. Three types of words were tested: previously presented associates, semantically related lures, and semantically unrelated new words. Outcomes and Results: People with DS overall showed the lowest accuracy among groups in response to tested word types. In the processing of lures, people with DS were worse in recognition than MA controls. In processing unrelated words, people with DS responded least accurately to all types of words compared to control groups. In the processing of associates, people with DS showed similar recognition rates as the MA controls but were less accurate than the CA controls. No difference was observed between nouns and verbs in recognizing word types among groups, though faster responses to nouns than to verbs emerged in college students. Further analyses on topic-wised comparisons of errors across syntactic categories revealed differences in specific concepts among groups, suggesting people with DS were atypical in semantic organization. Conclusions and Implications: People with DS showed mixed patterns in semantic integration by false-memory tasks with delay to associates and deviance to lures together with unrelated words. People with DS showed distinct patterns in processing nouns and verbs while conducting topic-wise comparisons, suggesting that they formed false memories differently based on distinct syntactic categories. We concluded that people with DS develop a deviant semantic structure, hence showing problems in language and social cognition. Category-based rehabilitation is suggested to be implemented for people with DS to improve their semantic knowledge through lexical connections.
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Robinson, Peter J., and Mee Aie Ha. "Instance Theory and Second Language Rule Learning under Explicit Conditions." Studies in Second Language Acquisition 15, no. 4 (December 1993): 413–38. http://dx.doi.org/10.1017/s0272263100012365.
Abstract:
This study investigates the generalizability of claims by Logan (Klapp, Boches, Trabert, & Logan, 1991; Logan, 1985, 1988a, 1988b; Logan & Klapp, 1991) about the development of automaticity in the adult learning of alphabet arithmetic problems to the context of adult second language acquisition. Logan's proposal is that as individual solutions to problems accumulate in memory a transition in problem-solving procedures takes place. This transition involves the shift from an algorithm-based procedure for deducing correct solutions to direct retrieval of individual solutions or instances from memory. In the present study, second language learners of English were presented with a rule for understanding the morphological constraint on the dative alternation (Mazurkewich & White, 1984) and asked to judge the acceptability of 36 sentences presented in a training set. The sentences were controlled for frequency of presentation, one being presented eight times, one seven times, and so forth. When presented together with novel instances of the same type in a transfer set, reaction times to old instances were significantly faster. Reaction times to repetitions of the previously presented verbs in new frames and novel verbs in old frames were compared as a test of hypotheses about strategy switches in processing alternating and nonalternating verbs.
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TATSUMI, Tomoko, Ben AMBRIDGE, and Julian M. PINE. "Testing an input-based account of children's errors with inflectional morphology: an elicited production study of Japanese." Journal of Child Language 45, no. 5 (May 11, 2018): 1144–73. http://dx.doi.org/10.1017/s0305000918000107.
Abstract:
AbstractThis study tested the claim of input-based accounts of language acquisition that children's inflectional errors reflect competition between different forms of the same verb in memory. In order to distinguish this claim from the claim that inflectional errors reflect the use of a morphosyntactic default, we focused on the Japanese verb system, which shows substantial by-verb variation in the frequency distribution of past and nonpast forms. 22 children aged 3;2–5;8 (Study 1) and 26 children aged 2;7–4;11 (Study 2) completed elicited production studies designed to elicit past and nonpast forms of 20 verbs (past-biased and nonpast-biased). Children made errors in both directions, using past forms in nonpast contexts, and vice versa, with the likelihood of each determined by the frequency bias of the two forms in the input language, even after controlling for telicity. This bi-directional pattern provides particularly direct evidence for the role of frequency-sensitive competition between stored forms.
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Premjith, B., and K. P. Soman. "Deep Learning Approach for the Morphological Synthesis in Malayalam and Tamil at the Character Level." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 6 (November 30, 2021): 1–17. http://dx.doi.org/10.1145/3457976.
Abstract:
Morphological synthesis is one of the main components of Machine Translation (MT) frameworks, especially when any one or both of the source and target languages are morphologically rich. Morphological synthesis is the process of combining two words or two morphemes according to the Sandhi rules of the morphologically rich language. Malayalam and Tamil are two languages in India which are morphologically abundant as well as agglutinative. Morphological synthesis of a word in these two languages is challenging basically because of the following reasons: (1) Abundance in morphology; (2) Complex Sandhi rules; (3) The possibilty in Malayalam to form words by combining words that belong to different syntactic categories (for example, noun and verb); and (4) The construction of a sentence by combining multiple words. We formulated the task of the morphological generation of nouns and verbs of Malayalam and Tamil as a character-to-character sequence tagging problem. In this article, we used deep learning architectures like Recurrent Neural Network (RNN) , Long Short-Term Memory Networks (LSTM) , Gated Recurrent Unit (GRU) , and their stacked and bidirectional versions for the implementation of morphological synthesis at the character level. In addition to that, we investigated the performance of the combination of the aforementioned deep learning architectures and the Conditional Random Field (CRF) in the morphological synthesis of nouns and verbs in Malayalam and Tamil. We observed that the addition of CRF to the Bidirectional LSTM/GRU architecture achieved more than 99% accuracy in the morphological synthesis of Malayalam and Tamil nouns and verbs.
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Baroni, Marco, and Alessandro Lenci. "Distributional Memory: A General Framework for Corpus-Based Semantics." Computational Linguistics 36, no. 4 (December 2010): 673–721. http://dx.doi.org/10.1162/coli_a_00016.
Abstract:
Research into corpus-based semantics has focused on the development of ad hoc models that treat single tasks, or sets of closely related tasks, as unrelated challenges to be tackled by extracting different kinds of distributional information from the corpus. As an alternative to this “one task, one model” approach, the Distributional Memory framework extracts distributional information once and for all from the corpus, in the form of a set of weighted word-link-word tuples arranged into a third-order tensor. Different matrices are then generated from the tensor, and their rows and columns constitute natural spaces to deal with different semantic problems. In this way, the same distributional information can be shared across tasks such as modeling word similarity judgments, discovering synonyms, concept categorization, predicting selectional preferences of verbs, solving analogy problems, classifying relations between word pairs, harvesting qualia structures with patterns or example pairs, predicting the typical properties of concepts, and classifying verbs into alternation classes. Extensive empirical testing in all these domains shows that a Distributional Memory implementation performs competitively against task-specific algorithms recently reported in the literature for the same tasks, and against our implementations of several state-of-the-art methods. The Distributional Memory approach is thus shown to be tenable despite the constraints imposed by its multi-purpose nature.
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Pikhart, Marcel, Blanka Klimova, and Fanny Bohnenbeger Ruschel. "Foreign Language Vocabulary Acquisition and Retention in Print Text vs. Digital Media Environments." Systems 11, no. 1 (January 5, 2023): 30. http://dx.doi.org/10.3390/systems11010030.
Abstract:
In the context of very current trends in digital language education generally supported by governments and educational institutions, it seems necessary to evaluate the efficiency of these tools from various points of psycholinguistics and applied linguistics, mostly when it comes to learning a foreign/second language (L2). Therefore, this paper aims to evaluate vocabulary retention in L2 when using print text in contrast with digital media. The research was conducted among 122 participants who were university students and were divided into two groups to learn 60 new phrasal verbs; one group of them using a standard print text, the other using the same text displayed and annotated on their digital devices. There were two memory tests after four weeks of studying the four sets of phrasal verbs, i.e., 15 verbs a week, and another test after another month to evaluate students’ memory retention of the given vocabulary in time. The results clearly show a slight but clear discrepancy in these two groups in favor of the group using the print text in both tests performed. The findings of this study suggest that students can retain L2 vocabulary better in conditions where they have access to printed vocabulary and if they can make notes, highlight or write their translation in their native language. However, these findings should be verified from other perspectives as well to obtain more reliable data.
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Lago, Sol, Martina Gračanin-Yuksek, Duygu Fatma Şafak, Orhan Demir, Bilal Kırkıcı, and Claudia Felser. "Straight from the horse’s mouth." Linguistic Approaches to Bilingualism 9, no. 3 (March 30, 2018): 398–426. http://dx.doi.org/10.1075/lab.17019.lag.
Abstract:
Abstract We investigated the comprehension of subject-verb agreement in Turkish-German bilinguals using two tasks. The first task elicited speeded judgments to verb number violations in sentences that contained plural genitive modifiers. We addressed whether these modifiers elicited attraction errors, which have supported the use of a memory retrieval mechanism in monolingual comprehension studies. The second task examined the comprehension of a language-specific constraint of Turkish against plural-marked verbs with overt plural subjects. Bilinguals showed a reduced application of this constraint, as compared to Turkish monolinguals. Critically, both groups showed similar rates of attraction, but the bilingual group accepted ungrammatical sentences more often. We propose that the similarity in attraction rates supports the use of the same retrieval mechanism, but that bilinguals have more problems than monolinguals in the mapping of morphological to abstract agreement features during speeded comprehension, which results in increased acceptability of ungrammatical sentences.
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Tarrayo, Veronico N. "Wounds and words: A lexical and syntactic analysis of Casocot’s “There are other things beside brightness and light”." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 502–12. http://dx.doi.org/10.17509/ijal.v10i2.28594.
Abstract:
While there has been a sustained interest in conducting stylistic studies on fiction, specifically novels and short stories, the literature about stylistic analysis of flash fiction as a literary genre remains scant. Thus, the present study attempts to conduct a lexical and syntactic analysis of Ian Rosales Casocot’s “There Are Other Things Beside Brightness And Light.” The analysis was anchored in two of the four linguistic and stylistic categories proposed by Leech and Short (2007), namely lexical and grammatical. To communicate the narrator’s traumatic experience, the following lexical categories were found: words that evoke the main character’s recollected sensations, particularly visual; a Latin expression, and slang words; concrete nouns providing access to the feelings of the main character; abstract nouns connoting psychological or emotional processes; and adjectives depicting sensory imageries and representing, along with some verbs, psychological states that carry negative connotations. Stative verbs vis-à-vis dynamic ones echo the impressions of attachment and detachment, and memory in the story, which link to the adverbs of manner in the text. On the other hand, these grammatical features contributed to text interpretation: cumulative or loose sentences depicting a series of rapid thoughts of the narrator who recalls a traumatic experience; mini-paragraphs, i.e., text fragmentation, foregrounding the theme of the narrative; a verb-tense shift from past to future, and the demonstrative pronouns that and this representing the struggle of the narrator to escape from the vexatious memory of pain and trauma; and the em dash paving the way for the narrator’s emotional rumination. The stylistic analysis, particularly lexical and syntactic, provides a more objective and profound understanding of the underlying meanings of the FF under study.
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Klimek-Jankowska, Dorota, Anna Czypionka, and Joanna Błaszczak. "Imperfective aspect underspecified for number: Evidence from an eye-tracking during reading experiment." Poznan Studies in Contemporary Linguistics 58, no. 4 (November 25, 2018): 823–59. http://dx.doi.org/10.1515/psicl-2022-0032.
Abstract:
Abstract In an eye-tracking during reading experiment we investigated the processing of ambiguous Polish imperfective verbs in contexts with disambiguating (‘frequently’ and ‘yesterday’) and neutral preceding adverbs. Grammatical number of NP objects was also manipulated. Verb regions received significantly longer regression path times when following a neutral compared to 'yesterday' contexts. This implies that in neutral contexts both senses of polysemous imperfective verbs are activated on the verbal region. Post-hoc analyses revealed more regressions from singular objects in neutral contexts, suggesting that a preference for a more frequent plural event sense was created before the first fixations on the object were made. Finally, we observed an effect consisting of longer first pass times on singular objects and more regressions from the following region in contexts with ‘frequently’, which is consistent with the view that imperfective aspect is underspecified for number. This pattern of results is compatible with Relevance Theory, which posits that the selection of one sense (single ongoing or plural) is an outcome of an inferential process based on frequency, context and world knowledge. However, the fact that sense frequency plays a role in this process indicates that it serves as input to context-based inferential processes suggesting that this information is pre-stored in the memory.
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PRIOR, ANAT, JUDITH F. KROLL, and BRIAN MACWHINNEY. "Translation ambiguity but not word class predicts translation performance." Bilingualism: Language and Cognition 16, no. 2 (July 13, 2012): 458–74. http://dx.doi.org/10.1017/s1366728912000272.
Abstract:
We investigated the influence of word class and translation ambiguity on cross-linguistic representation and processing. Bilingual speakers of English and Spanish performed translation production and translation recognition tasks on nouns and verbs in both languages. Words either had a single translation or more than one translation. Translation probability, as determined by normative data, was the strongest predictor of translation production and translation recognition, after controlling for psycholinguistic variables. Word class did not explain additional variability in translation performance, raising the possibility that previous findings of differences between nouns and verbs might be attributed to the greater translation ambiguity of verbs relative to nouns. Proficiency in the second language was associated with quicker and more successful production of translations for ambiguous words, and with more accurate recognition of translations for ambiguous words. Working memory capacity was related to the speed of recognizing low probability translations for ambiguous words. These results underscore the importance of considering translation ambiguity in research on bilingual lexical and conceptual knowledge.
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Koster, Dietha, and Teresa Cadierno. "The effect of language on recognition memory in first language and second language speakers: The case of placement events." International Journal of Bilingualism 23, no. 2 (March 27, 2018): 651–69. http://dx.doi.org/10.1177/1367006918763140.
Abstract:
Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes (“Thinking for Speaking” (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very little research on the effect of language on memory in L2 speakers and no such studies have focused on placement events. By adopting a short time course (750 ms) between the prime and recognition phase this study makes a methodological advancement. Design/Methodology/Approach: We employed a design with L1 speakers ( N = 54) of German and Spanish, and a group of Spanish L2 learners ( N = 123) of German. Participants were presented with a two-phased memory task with minimum delay, with language and pictures showing placement events. Following the direction indicated by German placement verbs we changed position of objects in the picture recognition phase. L2 German speakers received a form-focused instruction on German placement verbs (stand/lay) before the memory task. Data and Analysis: We analysed recognition accuracy for object position changes. Findings/Conclusions: Results showed that L1 German speakers had more accurate recognition memory for object position changes than L1 Spanish speakers. When Spanish learners of L2 German performed the experiment in German, their accuracy exceeded L1 German speakers’ scores. Significance/Implications: The findings provide support for TFS effects on memory for object position in placement events for L1 speakers and show accuracy advantages for L2 speakers. Future studies should consider employing tasks with short time courses as the one used in this paper, in order to establish a base of controlled and reliable findings to unravel the linguistic relativity literature.
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Francis, Wendy S. "Shared core meanings and shared associations in bilingual semantic memory: Evidence from research on implicit memory." International Journal of Bilingualism 24, no. 3 (December 5, 2018): 464–77. http://dx.doi.org/10.1177/1367006918814375.
Abstract:
Aims and objectives/purpose/research questions: The degree of overlap across languages in bilingual semantic memory has been debated in the cognitive bilingual literature for decades. This paper focuses on theory and recent evidence addressing the questions of whether translation-equivalent words in a bilingual person’s two languages access common core-meaning representations and whether long-standing semantic/conceptual associations among words are language-general or language-specific. Design/methodology/approach: We explain a theoretical approach to this problem and review recent evidence that addresses it. The empirical work cited used primarily memory tasks in which the languages of the word stimuli or responses changed from encoding to test. Data and analysis: Several studies are reviewed. In most cases, data were analyzed using an analysis of variance. Findings/conclusions: Robust between-language priming was observed for concrete nouns, abstract nouns, verbs, and adjectives using a variety of specific tasks, indicating that the semantic representations of translation equivalents overlap. The reduction in priming relative to within-language conditions could be explained in some cases by repetition of language-specific processes in the within-language conditions. Results of repetition-priming and false-memory experiments that involved semantic associations showed that category–exemplar, noun–verb, antonym, and other semantic relationships are shared across languages in a common semantic system. Originality: Many of the results are interpreted with respect to questions that have not been addressed in previous work. Significance/implications: The nature of semantic system integration is important for understanding bilingual cognition. Episodic memory tasks can be a useful way to study the organization of core-meaning representations in bilinguals, and indicate that these representations are shared across languages. However, these procedures do not capture other aspects of semantic representation that may differ across languages.
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Robinson, Peter. "GENERALIZABILITY AND AUTOMATICITY OF SECOND LANGUAGE LEARNING UNDER IMPLICIT, INCIDENTAL, ENHANCED, AND INSTRUCTED CONDITIONS." Studies in Second Language Acquisition 19, no. 2 (June 1997): 223–47. http://dx.doi.org/10.1017/s0272263197002052.
Abstract:
This experimental study examines the extent to which 60 adult Japanese ESL learners were able to acquire a rule regulating the argument structure frames of novel verbs of English after exposure to grammatical examples of sentences containing the verbs. Training took place under conditions with no focus on form (implicit and incidental conditions) and with focus on form (enhanced and instructed conditions). The presentation of instances during training was manipulated as a test of predictions made by Logan's (1988, 1990, 1992) memory-based instance theory of automaticity. Results measured in reaction times show similar slopes for automaticity on trained examples in each condition but significant differences in the extent of learning, with the focus on form conditions outperforming the no focus on form conditions in transfer of learned knowledge to accurate judgments of new ungrammatical sentences. Implications are drawn from the results regarding the acquisition of rule-based versus memory-based knowledge from exposure to stimuli in each training condition and the influence of this knowledge on decision-making about grammaticality during the transfer task.
44
Childers, Jane B., Bibiana Cutilletta, Katherine Capps, Priscilla Tovar-Perez, and Gemma Smith. "Can children learn verbs from events separated in time? Examining how variability and memory contribute to verb learning." Journal of Experimental Child Psychology 227 (March 2023): 105583. http://dx.doi.org/10.1016/j.jecp.2022.105583.
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Kellenbach, Marion L., Albertus A. Wijers, Marjolijn Hovius, Juul Mulder, and Gijsbertus Mulder. "Neural Differentiation of Lexico-Syntactic Categories or Semantic Features? Event-Related Potential Evidence for Both." Journal of Cognitive Neuroscience 14, no. 4 (May 1, 2002): 561–77. http://dx.doi.org/10.1162/08989290260045819.
Abstract:
Event-related potentials (ERPs) were used to investigate whether processing differences between nouns and verbs can be accounted for by the differential salience of visual-perceptual and motor attributes in their semantic specifications. Three subclasses of nouns and verbs were selected, which differed in their semantic attribute composition (abstract, high visual, high visual and motor). Single visual word presentation with a recognition memory task was used. While multiple robust and parallel ERP effects were observed for both grammatical class and attribute type, there were no interactions between these. This pattern of effects provides support for lexical—semantic knowledge being organized in a manner that takes account both of category-based (grammatical class) and attribute-based distinctions.
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King, Jonathan W., and Marta Kutas. "Who Did What and When? Using Word- and Clause-Level ERPs to Monitor Working Memory Usage in Reading." Journal of Cognitive Neuroscience 7, no. 3 (July 1995): 376–95. http://dx.doi.org/10.1162/jocn.1995.7.3.376.
Abstract:
ERPs were recorded from 24 undergraduates as they read sentences known to differ in syntactic complexity and working memory requirements, namely Object and Subject Relative sentences. Both the single-word and multiword analyses revealed significant differences due to sentence type, while multiword ERPs also showed that sentence type effects differed for Good and Poor comprehenders. At the single-word level, ERPs to both verbs in Object Relative sentences showed a left anterior negativity between 300 and 500 msec postword-onset relative to those to Subject Relative verbs. At the multiword level, a slow frontal positivity characterized Subject Relative sentences, but was absent for Object Relatives. This slow positivity appears to index ease of processing or integration. and was more robust in Good than in Poor comprehenders.
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Spanoudis, George C., and Demetrios Natsopoulos. "Memory functioning and mental verbs acquisition in children with specific language impairment." Research in Developmental Disabilities 32, no. 6 (November 2011): 2916–26. http://dx.doi.org/10.1016/j.ridd.2011.05.011.
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Maass, Anne, Mara Cadinu, Marta Boni, and Cristiana Borini. "Converting Verbs into Adjectives: Asymmetrical Memory Distortions for Stereotypic and Counterstereotypic Information." Group Processes & Intergroup Relations 8, no. 3 (July 2005): 271–90. http://dx.doi.org/10.1177/1368430205053943.
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Brouillet, Thibaut, Arthur-Henri Michalland, Sophie Martin, and Denis Brouillet. "When the Action to Be Performed at the Stage of Retrieval Enacts Memory of Action Verbs." Experimental Psychology 68, no. 1 (January 2021): 18–31. http://dx.doi.org/10.1027/1618-3169/a000507.
Abstract:
Abstract. According to the embodied approach of language, concepts are grounded in sensorimotor mental states, and when we process language, the brain simulates some of the perceptions and actions that are involved when interacting with real objects. Moreover, several studies have highlighted that cognitive performances are dependent on the overlap between the motor action simulated and the motor action required by the task. On the other hand, in the field of memory, the role of action is under debate. The aim of this work was to show that performing an action at the stage of retrieval influences memory performance in a recognition task (experiment 1) and a cued recall task (experiment 2), even if the participants were never instructed to consider the implied action. The results highlighted an action-based memory effect at the retrieval stage. These findings contribute to the debate about the implication of motor system in action verb processing and its role for memory.
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Harahap, Mahmudin. "Perancangan Perangkat Lunak Teks Editor Bahasa C Menggunakan Metode Lexical Analyzer." Bulletin of Artificial Intelligence 1, no. 1 (April 30, 2022): 13–16. http://dx.doi.org/10.62866/buai.v1i1.3.
Abstract:
A computer is a machine that can carry out a set of basic commands (instruction set), so that a computer can do something, we must give it a command that the computer can carry out, namely in the form of a collection of these basic commands. DOS (Disk Operating System) Programming is the name given to programming carried out in the DOS environment, DOS Programming experienced its heyday when the operating system did not have an attractive GUI and did not have a large memory, Turbo C was one of the most widely used programming languages. at the time. Lexical analyzer is a method or technique commonly used to recognize the form of writing, the form of writing here is the commands contained in a programming language, the process of recognizing these commands is of course based on the compiler in the program language used, these commands will be distinguished by functions of existing commands, such as strings, variables, functions and others, this is used to make it easier for programmers to distinguish existing commands. In the Lexical analyzer method the word is called a token, where the Lexical analyzer scans the characters that match the tokens that have been set. The tokens identified in this study are verbs, where the verb consists of pure and verbs that have affixes