Relevant bibliographies by topics / Word

Academic literature on the topic 'Word'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Word"

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Pirgmaier, Elke. "World, Word, Work." Environmental Values 31, no. 3 (June 1, 2022): 245–52. http://dx.doi.org/10.3197/096327122x16452897197810.

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Laubstein, Ann Stuart. "Word Blends as Sublexical Substitutions." Canadian Journal of Linguistics/Revue canadienne de linguistique 44, no. 2 (June 1999): 127–48. http://dx.doi.org/10.1017/s0008413100022684.

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AbstractThe standard structural approach to word blends, such as noise1/sound2 → nound, has been to assume they involve a splicing together of the two words, where part of word2 is used to complete part of word1. The splice position has then been used as the source of mental lexicon generalizations. On the basis of 166 naturally occurring word blends, this article argues for a different approach—a “substitution” approach. The approach allows a comparison of the properties that word blends share with sublexical exchanges, anticipations, perseverations and substitutions; in addition, it accounts for the convergence of these properties. The substitution analysis allows a principled distinction between target and intruder; it predicts metrical structure output, and possible and impossible errors; moreover, the substitution analysis simplifies and constrains language production models.
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Foltz, Franz, and Frederick Foltz. "Word, Words, Words." Bulletin of Science, Technology & Society 32, no. 3 (June 2012): 222–30. http://dx.doi.org/10.1177/0270467612458089.

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Kokane, Chandrakant D., Sachin D. Babar, Parikshit N. Mahalle, and Shivprasad P. Patil. "Word sense disambiguation: Mathematical modelling of adaptive word embedding technique for word vector." Journal of Interdisciplinary Mathematics 26, no. 3 (2023): 475–82. http://dx.doi.org/10.47974/jim-1675.

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Word embedding is the method of representing ambiguous words into word vectors. The existing methods of word embedding are applicable for homonymous words. Constructing word vector of polysemous words is the challenge. The word vector of polysemous words are made by considering context information. The proposed adaptive word embedding technique is discussed in this article. The adaptive word embedding technique is applicable for both homosemous and polysemous words. While representing ambiguous word into word vector the context information is considered. The adaptive word embedding technique generates dynamic word vector for ambiguous word. The word vector with dimension size 198 is created here. There are 198 features are considered in the discussed model. The countable nouns are used as features in adaptive word embedding.
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Berleant, Daniel. "Engineering “word experts” for word disambiguation." Natural Language Engineering 1, no. 4 (December 1995): 339–62. http://dx.doi.org/10.1017/s1351324900000255.

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AbstractEvery word in the lexicon of a natural language is used distinctly from all the other words. A word expert is a small expert system-like module for processing a particular word based on other words in its vicinity. A word expert exploits the idiosyncratic nature of a word by using a set of context testing decision rules that test the identity and placement of context words to infer the word's role in the passage.The main application of word experts is disambiguating words. Work on word experts has never fully recognized previous related work, and a comprehensive review of that work would therefore contribute to the field. This paper both provides such a review, and describes guidelines and considerations useful in the design and construction of word expert based systems.
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Uraeva, Darmon Saidakhmedovna. "DERIVATIVES OF WORDS, WORD COMBINATIONS AND PHRASES WITH THE WORD "MARKET" IN THE UZBEK LANGUAGE." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 26–31. http://dx.doi.org/10.37547/jcass/volume02issue01-a5.

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The article examines derivative words, word combinations and phrases formed in the Uzbek language with the participation of the word "market". Synonyms for this word are words borrowed from the English language. Revealed literal and figurative meanings of words and phrases formed with the participation of the word "market".
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Ingham,, Mary Beth. "World as Word." American Catholic Philosophical Quarterly 77, no. 1 (2003): 146–48. http://dx.doi.org/10.5840/acpq200377110.

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Muammar Suharso, Silvi Angelika, and Yani Lubis. "Word Stress of Derive word." Jurnal Pendidikan dan Sastra Inggris 3, no. 2 (June 22, 2023): 105–10. http://dx.doi.org/10.55606/jupensi.v3i2.2002.

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Due to the fact that pronunciation is a fundamental component of English conversations, it is crucial that it be done correctly. word stress of derived words is one of the important aspects of English pronunciation that affects the understanding and expression of word meanings accurately. The goal of this study is to examine the word stress patterns in words that are English-derived. Although there are variations and exceptions, word stress in derived words typically adheres to a set of rules and patterns. In this study, we examine the word stress patterns in noun to verb, adjective to noun, and verb to noun derivations. Additionally, we looked at how prefixes and suffixes affected stress patterns. The purpose of this study is to advance the field of English pronunciation and provide a better understanding of the stress patterns in derived words. In this study, we collected data and examined stress patterns using a variety of sources, including dictionaries and pronunciation guides. The findings of this study can aid English language learners in getting better at pronouncing words. The findings of this study might help English learners in perfecting their pronunciation abilities and understanding words derived from them more precisely.
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CHEVROT, JEAN-PIERRE, CELINE DUGUA, and MICHEL FAYOL. "Liaison acquisition, word segmentation and construction in French: a usage-based account." Journal of Child Language 36, no. 3 (October 24, 2008): 557–96. http://dx.doi.org/10.1017/s0305000908009124.

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ABSTRACTIn the linguistics field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged two to six years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of new words, the long-term stabilization of the word form in the lexicon and the formation of item-based constructions. According to this scenario, children favour the presence of initial CV syllables when segmenting stored chunks of speech of the type word1-liaison-word2 (les arbres‘the trees’ is segmented as /le/+/zarbr/). They cope with the variation of the liaison in the input by memorizing multiple exemplars of the same word2 (/zarbr/, /narbr/). They learn the correct relations between the word1s and the word2 exemplars through exposure to the well-formed sequence (un+/narbr/,deux+/zarbr/). They generalize the relation between a word1 and a class of word2 exemplars beginning with a specific liaison consonant by integrating this information into an item-based schema (e.g.un+/nX/,deux+/zX/). This model is based on the idea that the segmentation of new words and the development of syntactic schemas are two aspects of the same process.
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Culligan, Brent. "Evaluating Corpora with Word Lists and Word Difficulty." Vocabulary Learning and Instruction 8, no. 1 (2019): 29–38. http://dx.doi.org/10.7820/vli.v08.1.culligan.

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This study examines the application of an IRT analysis of words on lists including the General Service List (GSL), New General Service List (NGSL), Academic Word List (AWL), New Academic Word List (NAWL), and TOEIC Service List (TSL). By comparing line graphs, density distribution graphs, and boxplots for the average difficulty of each word list to related lists, we can get a visualization of the data’s distribution. Japanese EFL students responded to one or more of 84 Yes/No test forms compiled from 5,880 unique real words and 2,520 nonwords. The real words were analyzed using Winsteps (Linacre, 2005) resulting in IRT estimates for each word. By summing the difficulties of each word, we can calculate the average difficulty of each word list which can then be used to rank the lists. In effect, the process supports the concurrent validity of the lists. The analysis indicates the word family approach results in more difficult word lists. The mean difficulties of the GSL and the BNC_COCA appear to be more divergent and more difficult particularly over the first 4000 words, possibly due to the use of Bauer and Nation’s (1993) Affix Level 6 definition for their compilation. Finally, just as we should expect word lists for beginners to have higher frequency words than subsequent lists, we should also expect them to be easier with more words known to learners. This can be seen with the gradual but marked difference between the different word lists of the NGSL and its supplemental SPs.
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Dissertations / Theses on the topic "Word"

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Wilkerson, Bryan Scott. "Old World...New Word." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394808105.

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Vice, President Research Office of the. "Word by Word." Office of the Vice President Research, 2008. http://hdl.handle.net/2429/2775.

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Once a struggling regional university publisher on the brink of demise, UBC Press is now one of North America’s most venerable university presses and has played a key role in disseminating leading social sciences research. After nearly 40 years in the publishing industry, UBC Press’s retired Associate Director, Editorial, Jean Wilson reflects on her 20-year career at the Press and the critical importance of scholarly publishing to the academic community.
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Buck, Sally. "Where words meet The Word: An exploration of a theopoetic paradigm for ministry of word." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/702719/1/Buck_2017.pdf.

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Reader ministry in the Church of England and in Wales accounts for a significant percentage of licensed ministry being offered particularly in parishes and chaplaincies. However, when working with Reader candidates and licensed ministers with responsibility for formational education, it became apparent that very little has been written about this ministry from a theological or vocational perspective. It has been the intention of this research to overcome this gap in knowledge and understanding in a way that adds to the small corpus of work about Reader ministry in general, explores a theology of ministry of word in particular and improves my own practice and thus the quality of formational education offered to the Readers among whom I work. An inductive research project was designed incorporating a co-operative research group and a conversational form of interviews to investigate the possibility of a theopoetic paradigm for ministry of word which might then inform the practice of Reader education. The research group’s phases of reflection and action resulted in the emergence of a number of key topics. Interviews were transcribed and presented in the form of found poems. Topics and poems were then examined, themes grouped and related to further literature. The resulting theopoetic paradigm emerged from this interpretation of the data. The conclusion is that it is possible to communicate theological and vocational understanding of Reader ministry of word in terms of a theopoetic paradigm which is trinitarian in nature; creative, embodied and transformative and expressed through the lens of Gerard Manley Hopkins’ concepts of inscape, instress and selving. This paradigm contributes to theological and practical understanding of lay ministry of word and to research methods in pastoral theology and poetics.
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Buck, Sally. "Where words meet The Word : an exploration of a theopoetic paradigm for ministry of word." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702719/.

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Reader ministry in the Church of England and in Wales accounts for a significant percentage of licensed ministry being offered particularly in parishes and chaplaincies. However, when working with Reader candidates and licensed ministers with responsibility for formational education, it became apparent that very little has been written about this ministry from a theological or vocational perspective. It has been the intention of this research to overcome this gap in knowledge and understanding in a way that adds to the small corpus of work about Reader ministry in general, explores a theology of ministry of word in particular and improves my own practice and thus the quality of formational education offered to the Readers among whom I work. An inductive research project was designed incorporating a co-operative research group and a conversational form of interviews to investigate the possibility of a theopoetic paradigm for ministry of word which might then inform the practice of Reader education. The research group’s phases of reflection and action resulted in the emergence of a number of key topics. Interviews were transcribed and presented in the form of found poems. Topics and poems were then examined, themes grouped and related to further literature. The resulting theopoetic paradigm emerged from this interpretation of the data. The conclusion is that it is possible to communicate theological and vocational understanding of Reader ministry of word in terms of a theopoetic paradigm which is trinitarian in nature; creative, embodied and transformative and expressed through the lens of Gerard Manley Hopkins’ concepts of inscape, instress and selving. This paradigm contributes to theological and practical understanding of lay ministry of word and to research methods in pastoral theology and poetics.
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Abu-Hamour, Bashir Essa. "The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.

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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
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Padilla, López Rebeca. "Word Frequency as a Predictor of Word Intensity." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325301.

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In this thesis we explore the intensity of adjectives and how it can be predicted by different word features. We investigate how to accurately determine intensity between synonymous adjectives. For this, we look at features such as word frequency, number of senses and syllable length. Our study is inspired by life satisfaction and happiness surveys and the possibility that differences in intensity in the translation of the adjectives used for the questionnaires could explain the high degree of satisfaction that some countries show. We base our hypothesis on the theories of grammaticalization and semantic bleaching and the discoveries made by other researches about the relations between these word features and word intensity. We focus on studying Danish, English and French. Our study points to a statistically significant negative correlation between word frequency and word intensity.
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Reynolds, Meredith Lynn Hanks Dorrel Thomas. "Word choice and word concentration in Malory's works." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5085.

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GIBSON, JANET MARIE. "PRIMING OF WORD FRAGMENT AND WORD STEM COMPLETION." Thesis, 1987. http://hdl.handle.net/1911/13219.

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Three experiments explored the extent to which word fragment completion and word stem completion could be "primed," or facilitated, by prior study of the words. In Experiment 1, the manner in which the words were studied beforehand had little effect on priming of either kind of completion, but delaying the test reduced the amount of priming. More importantly, priming of fragment completion decreased over the delay to a greater degree than priming of stem completion. In Experiment 2, this interaction was not replicated when both fragments and stems were constructed without controlling the number of possible completions and were placed in the same test. In a third experiment, the number of response alternatives did not affect priming of stem completion. It was concluded that differences in the amount of priming of fragment completion and stem completion cannot be easily explained by the number of response alternatives or by the task difficulty.
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Ussishkin, Adam. "Target = tfaħħar (real word); prime = ħarref (real word)." 2010. http://hdl.handle.net/10150/316903.

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Ussishkin, Adam. "Target = baqqan (real word); prime = baqqan (real word)." 2010. http://hdl.handle.net/10150/316916.

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Books on the topic "Word"

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Drawing Center (New York, N.Y.), ed. A word: Words/words : a word. New York: The Drawing Center, 2007.

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ill, Stromoski Rick, ed. Willie's word world. New York: Children's Press, 2011.

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ill, Stromoski Rick, ed. Willie's word world. New York: Children's Press, 2005.

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MacLachlan, Patricia. Word after word after word. New York: Katherine Tegen Books, 2010.

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MacLachlan, Patricia. Word after word after word. New York: Katherine Tegen Books, 2010.

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MacLachlan, Patricia. Word after word after word. New York: Katherine Tegen Books, 2010.

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Manuel, Barbeito, ed. Paradise lost: The word, the words, the world. [Santiago de Compostela]: Universidad de Santiago de Compostela, 1991.

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ill, McEwan Chris, ed. Word Bird's Easter words. Chanhassen, Minn: Child's World, 2002.

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Gohman, Vera Kennedy, 1922- ill., ed. Word Bird's spring words. Elgin, Ill: Child's World, 1985.

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ill, McEwan Chris, ed. Word Bird's Halloween words. Chanhassen, Minn: Child's World, 2002.

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Book chapters on the topic "Word"

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Mithun, Marianne. "Word." In Handbook of Pragmatics, 1–17. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/hop.4.wor1.

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Craith, Máiréad Nic. "Word and World." In Narratives of Place, Belonging and Language, 49–74. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230355514_3.

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Fried, Mirjam. "Word order." In Handbook of Pragmatics, 1–14. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/hop.8.wor2.

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Ao, Benjamin. "Words and word classes." In Nantong Chinese, 103–41. London ; New York : Routledge, 2020. | Series: Routledge studies in Chinese linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429200397-8.

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Neijmann, Daisy L. "Words and word formation." In Icelandic, 39–46. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315731056-5.

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Diller, Debbie. "Word Study Work Station." In Practice with Purpose, 85–102. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032682112-6.

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Ivanenko, Nadiya. "Words and word meanings." In The Routledge Companion to English Studies, 383–85. 2nd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003221265-35.

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Jeffries, Lesley. "Word." In Discovering Language, 71–101. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-62579-2_4.

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Weik, Martin H. "word." In Computer Science and Communications Dictionary, 1929. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_21176.

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Broekman, Jan M. "Word." In Meaning, Narrativity, and the Real, 93–147. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28175-9_3.

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Conference papers on the topic "Word"

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Schulz, Philip, Wilker Aziz, and Khalil Sima'an. "Word Alignment without NULL Words." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-2028.

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Hobbs, Jerry R. "World knowledge and word meaning." In the 1987 workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1987. http://dx.doi.org/10.3115/980304.980308.

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Kalil, Claudia. "Learning the 'word' and 'the world'." In the 2009 Annual Conference of the Southern African Computer Lecturers' Association. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562741.1562759.

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Nijholt, Anton. "From Word Play to World Play." In ECCE'18: 36th European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3232078.3232239.

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Tiedemann, Jörg. "Word to word alignment strategies." In the 20th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1220355.1220386.

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Acikgoz, Onur, Ali Tunca Gurkan, Burak Ertopcu, Ozan Topsakal, Berke Ozenc, Ali Bugra Kanburoglu, Ilker Cam, Begum Avar, Gokhan Ercan, and Olcay Taner Yildiz. "All-words word sense disambiguation for Turkish." In 2017 International Conference on Computer Science and Engineering (UBMK). IEEE, 2017. http://dx.doi.org/10.1109/ubmk.2017.8093442.

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Halle, P. A., and B. de Boysson-Bardies. "Word recognition before production of first words?" In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-90.

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Zhang, Guihong, Zhaoyi Guo, and Tao Men. "Get more Emotional Words with Word Vectors." In 2022 IEEE 10th Joint International Information Technology and Artificial Intelligence Conference (ITAIC). IEEE, 2022. http://dx.doi.org/10.1109/itaic54216.2022.9836909.

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Ngoc Anh, Tran, Nguyen Phuong Thai, Dao Thanh Tinh, and Nguyen Hong Quan. "Identifying reduplicative words for Vietnamese word segmentation." In 2015 IEEE RIVF International Conference on Computing & Communication Technologies, Research, Innovation, and Vision for the Future (RIVF). IEEE, 2015. http://dx.doi.org/10.1109/rivf.2015.7049878.

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Lu, Zhimao, DongMei Fan, and Rubo Zhang. "Word Sense Disambiguation Based on Vicarious Words." In 2008 Fourth International Conference on Natural Computation. IEEE, 2008. http://dx.doi.org/10.1109/icnc.2008.600.

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Reports on the topic "Word"

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Rumelhart, D. E., P. G. Skokowski, and B. O. Martin. Word prediction. Office of Scientific and Technical Information (OSTI), May 1995. http://dx.doi.org/10.2172/123254.

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Hartwig, George W., and Jr. Word Count. Fort Belvoir, VA: Defense Technical Information Center, June 2002. http://dx.doi.org/10.21236/ada402492.

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Lees, Matthew. Hidden Quotation Word Search. Boston, MA: Patricia Seybold Group, December 2009. http://dx.doi.org/10.1571/pz12-23-09cc.

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Dyer, Christopher, Smaranda Muresan, and Philip Resnik. Generalizing Word Lattice Translation. Fort Belvoir, VA: Defense Technical Information Center, February 2008. http://dx.doi.org/10.21236/ada482158.

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Kozlovskaya, Maria. How to design short answer word questions (150-300 words). Bristol, UK: The Economics Network, September 2020. http://dx.doi.org/10.53593/n3339a.

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Lees, Matthew. Hidden Quotation Word Search - Solutions. Boston, MA: Patricia Seybold Group, December 2009. http://dx.doi.org/10.1571/pz12-24-09cc.

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Thompson, Andrew A. The Word-Based Pyramid Method. Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada563308.

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Diefendorf, A. F. Groundwater, A century of word evolution. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/114018.

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Bendler, Dale B. Chiapas, Zapatistas, and the M" Word.". Fort Belvoir, VA: Defense Technical Information Center, June 1996. http://dx.doi.org/10.21236/ada312177.

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Mayer, Alain J., and Larry J. Stockmeyer. Word Problems - This Time with Interleaving. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada240494.

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