Journal articles: 'Word and sentence bisection'

1

Fischer, Martin H. "Bisection performance indicates spatial word representation." Cognitive Brain Research 4, no. 3 (October 1996): 163–70. http://dx.doi.org/10.1016/s0926-6410(96)00029-8.

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Petrovic, Tihomir. "Word - sentence - speech." Godisnjak Uciteljskog fakulteta u Vranju, no. 5 (2014): 317–29. http://dx.doi.org/10.5937/gufv1405317p.

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Hoad, Elizabeth. "Word & sentence level." 5 to 7 Educator 2005, no. 9 (July 2005): vii. http://dx.doi.org/10.12968/ftse.2005.4.9.18195.

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Hoad, Elizabeth. "Word & sentence level." 5 to 7 Educator 2005, no. 13 (December 2005): viii. http://dx.doi.org/10.12968/ftse.2005.5.1.20178.

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Hoad, Elizabeth. "Word & sentence level." 5 to 7 Educator 2008, no. 40 (April 2008): ii—iii. http://dx.doi.org/10.12968/ftse.2008.7.4.28794.

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Hoad, Elizabeth. "Word & sentence level." 5 to 7 Educator 2008, no. 44 (August 2008): ii—iv. http://dx.doi.org/10.12968/ftse.2008.7.8.30598.

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Hoad, Elizabeth. "Word & sentence level." 5 to 7 Educator 2008, no. 45 (September 2008): ii—iii. http://dx.doi.org/10.12968/ftse.2008.7.9.30975.

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Heinz, Jeffrey, and William Idsardi. "Sentence and Word Complexity." Science 333, no. 6040 (July 14, 2011): 295–97. http://dx.doi.org/10.1126/science.1210358.

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van Jaarsveld, Henk. "Understanding word and sentence." Acta Psychologica 81, no. 1 (October 1992): 87–89. http://dx.doi.org/10.1016/0001-6918(92)90013-4.

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Arduino, Lisa S., Laura Veronelli, Lin Cai, Shuwei Xue, Massimo Corbo, and Yaxu Zhang. "Pseudoneglect in sentence bisection: a comparison between Italian and Chinese." Journal of Cognitive Psychology 28, no. 5 (April 12, 2016): 575–84. http://dx.doi.org/10.1080/20445911.2016.1170689.

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Veronelli, Laura, Maria T. Guasti, Lisa S. Arduino, and Giuseppe Vallar. "Combining language and space: Sentence bisection in unilateral spatial neglect." Brain and Language 137 (October 2014): 1–13. http://dx.doi.org/10.1016/j.bandl.2014.07.007.

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12

Barlow, Michael. "Sequence and word frequency." Cognitive Linguistic Aspects of Information Structure and Flow 7, no. 2 (October 1, 2020): 284–306. http://dx.doi.org/10.1075/cogls.00058.bar.

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Abstract It is well-established that the linear ordering of words in a sentence is influenced by a variety of factors that are typically labelled as grammatical, discourse or cognitive constraints. The aim of the present study is to determine whether frequency effects are visible in the sequencing of words in a sentence. In other words, do “more frequently used units tend to be placed before less frequently used units” (Fenk-Oczlon 2001: 443)? Using a corpus of newspaper articles, we examine the frequency of words in different positions in sentences. That is, using data from thousands of sentences, we investigate the median value for the frequency or rank of words in first position in a sentence, compared with second position, and so on. We find that there is a frequency effect in English: the first element in a sentence has the highest frequency and last element in a sentence has the lowest frequency, with the middle of sentences having a more or less flat frequency profile. We also find that the overall shape of the frequency profile for sentences is rather consistent even when sentence length is taken into account.

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Murnane, Kevin, and Richard M. Shiffrin. "Word repetitions in sentence recognition." Memory & Cognition 19, no. 2 (March 1991): 119–30. http://dx.doi.org/10.3758/bf03197109.

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Barcroft, Joe. "Effects of sentence writing in second language lexical acquisition." Second Language Research 20, no. 4 (October 2004): 303–34. http://dx.doi.org/10.1191/0267658304sr233oa.

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This study compared the effects of writing new words in sentences with word picture repetition learning alone. Second language (L2) Spanish learners attempted to learn 24 new Spanish words in one of two conditions while viewing word picture pairs. In Experiment 1, in the no sentence writing condition, the participants viewed 4 repetitions of each word for 6 seconds each. In the sentence writing condition, they viewed 1 repetition of each word for 48 seconds and were asked to write the word in a Spanish sentence. In Experiment 2, the participants were shown one repetition of each word for 24 seconds in both the sentence writing and no sentence writing conditions. Immediate and delayed posttests on productive vocabulary knowledge were administered in both experiments. Scores were submitted to analyses of variance. Condition and time were independent variables. Target word production was scored based on syllables and whole words produced. Results of both experiments indicated strong negative effects for the sentence writing conditions, suggesting that sentence writing can inhibit word form learning during the initial stages of L2 lexical acquisition.

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Bednarskaya, Larisa D. "On theoretical grammar issues." Vestnik of Kostroma State University 28, no. 2 (May 12, 2022): 199–204. http://dx.doi.org/10.34216/1998-0817-2022-28-2-199-204.

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Grammar includes morphology and syntax, these are united by a word as a word form. The central unit of morphology is a part of speech, which acts as a part of a sentence in syntax. The question of the relationship of a word, a phrase and a sentence, a part of sentence and a part of speech has not been discussed deeply in both traditional and modern linguistics. In Russian academic grammars, sentence parts are considered to be word propagators in the composition of word combination rather than the structural and semantic components of the sentence that stand out on the basis of syntactic relations. The question posed back in the time of Aristotle has not yet been resolved – which is primary, a phrase or a sentence, a part of speech or a part of a sentence? This duality has led to the rejection of the theory of sentence parts. The article provides evidence that sentence is primary, parts of speech are realised on the basis of sentence parts. Each sentence part is a multidimensional word form, including lexical, morphological and syntactic components, however the syntactic position takes up, absorbs the remaining levels of meanings. The history of the origin and development of the proposal proves this position.

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Yunyu, Xu. "Question Word in the Mandarin Language." LLT Journal: A Journal on Language and Language Teaching 16, no. 1 (December 21, 2016): 51–55. http://dx.doi.org/10.24071/llt.v16i1.282.

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In an interrogative sentence in Mandarin language, a question word can be placed in the beginning, middle or end of a sentence. Because of the different nationand culture, when a foreign student learns Mandarin, they find it difficult to understandthe question words and the position of the question words in that language. Because ofthat, the writer proposes to explain such problems. This research aims to find out whatare the types of question words in Mandarin, and also to explain the function and usageof question words in the Mandarin interrogative sentence. An interrogative sentence isa very important sentence. In Mandarin, the following question words: ?(shu) Who????(zi n?li) where, ???(zi n?er) where????(wi shnme) why, ??(z?nme) why????du? sh?o? how many???(du? ji?) how long????? (shnme shhu) when???(shnme) what????(zu shnme) why?? ??(gn shnme) why???(gnma) why and so on are used to ask who, where, what, how much, when, what time, and why. Those words havedifferent functions and usage.Each sentence has a certain structure and word order. A question word can beplaced in the beginning, middle, or end of a sentence. When the place is changed, thereis a possibility of miscommunication.DOI: https://doi.org/10.24071/llt.2013.160106

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Rummer, Ralf, and Johannes Engelkamp. "Phonological Information in Immediate and Delayed Sentence Recall." Quarterly Journal of Experimental Psychology Section A 56, no. 1 (January 2003): 83–95. http://dx.doi.org/10.1080/02724980244000279.

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Potter and Lombardi (1990) state in their conceptual regeneration hypothesis that immediate sentence recall is only based on conceptual and lexical information; phonological information does not contribute. As experimental evidence for this hypothesis, they reported that if a sentence is followed by a word list that included a lure word similar to one of the content words of the sentence (target word), the lure word frequently intrudes into sentence recall. We demonstrated that Potter and Lombardi did not observe any influence of phonological information because list presentation followed sentence presentation, and phonological information was discarded. We observed that phonological information influenced the intrusion rate if recall was not delayed by the subsequent presentation of a word list. With immediate recall, the lure intrusion effect disappeared in auditorily presented sentences. This shows that, if available, phonological information contributes to sentence recall.

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Vitek, Debra J., and Frederick M. Schwantes. "Automatic-Spreading Activation Effects following Children's Reading of Complete Sentences." Journal of Reading Behavior 21, no. 2 (June 1989): 181–94. http://dx.doi.org/10.1080/10862968909547669.

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Third-, sixth-, and college-grade level students participated in an on-line reading task that incorporated both a naming latency and a subsequent cued-recall memory requirement. Following reading of a complete sentence, latency for naming a target word was measured in which the target word was either (a) a repetition of a word in the previous sentence, (b) an associate of a word in the previous sentence, (c) inferable from the integrated meaning of words in the previous sentence, or (d) unrelated to words in the previous sentence. Increased speed was found for naming words presented in the repeated, associated, and inferred target conditions as compared to the unrelated word condition. In each case, the observed facilitation effect was of greater magnitude for the younger readers. In the cued-recall task, single-word cues resulted in better recall memory performance when the cue had been explicitly presented in a prior sentence as compared to cues which were only inferable from previously read material. Results were interpreted in terms of context effects which extend beyond sentence completion boundaries and in terms of developmental differences in automatic expectancy and semantic integration effects.

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Galkina, Natalia P. "Experience of linguistic research of the word правда as a syntactic word in the Russian language." Vestnik of Kostroma State University 28, no. 1 (April 20, 2022): 134–38. http://dx.doi.org/10.34216/1998-0817-2022-28-1-134-138.

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The article analyses syntactic constructions in which the word правда functions as a service word. The constructions under consideration include this word either as a word-conjunction, a conjunction combination in a complex sentence, or as an introductory word in a simple or parceled sentence, indicating different shades of the meaning of concession. The structural component, which includes the word правда as part of a complex sentence, in addition to self-concessive relations, can express comparative, concessive-restrictive, adjunctive-restrictive relations, which are the constituents of the semantic field of concession. On various examples it is shown that the syntactic qualification of the word правда is not stable and can vary with a preponderance either towards that of a linking word or an introductory word, however, also indicating the concessive semantics of the construction. The syntactic conditions of the word правда such as the combination with a contrast conjunction or particle, as well as the contact location of this word between the parts of a complex sentence or a separate sentence, when parceling occurs, indicate its syntactic function as a marker of concessive relations. An attempt of transforming the syntactic structure of the sentences under analysis in order to achieve their equivalent machine translation has been made.

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20

Solstad, Torgrim. "Word-meaning and sentence-internal presupposition." ZAS Papers in Linguistics 44, no. 2 (January 1, 2006): 317–31. http://dx.doi.org/10.21248/zaspil.44.2006.320.

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The German causal preposition durch ('by', 'through') poses a challenge to formal-semantic analyses applying strict compositionality. To deal with this challenge, a formalism which builds on recent important developments in Discourse Representation Theory is developed, including a more elaborate analysis of presuppositional phenomena as well as the integration into the theory of unification as a mode of composition. It is argued that that the observed unificational phenomena belong in the realm of pragmatics, providing an argument for presuppositional phenomena at a sentence- and word-internal level.

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Browne, Wayles, Ilse Lehiste, and Pavle Ivic. "Word and Sentence Prosody in Serbocroatian." Slavic and East European Journal 32, no. 1 (1988): 164. http://dx.doi.org/10.2307/308951.

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22

Dereje, Senay Merawi, Tegegne Yalewu Tesfa, and Worku Tamir Yitbarek. "Sentence Level Amharic Word Sense Disambiguation." American Journal of Education and Technology 1, no. 2 (September 20, 2022): 83–87. http://dx.doi.org/10.54536/ajet.v1i2.531.

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Lexical ambiguity, phonological ambiguity, structural ambiguity, referential ambiguity, semantic ambiguity, and orthographic ambiguity were all types of Amharic ambiguity. The other ambiguities were out of this research because the study focuses on lexical-semantic, orthographic, and semantic ambiguities. Until now, some experts have been researching the Amharic word sense disambiguation system. Recent research, on the other hand, did not take into account antonym, troponymy, holonomy, and homonym relationships in the WordNet; this problem was overcome by this study. Using a Deep Learning method, we are developing an Amharic word sense disambiguation model. We use a design science research strategy to close the gap, starting with problem identification and concluding with final communication. 159 ambiguous words, 1214 synsets, and 2164 sentence datasets were used to create three distinct Deep Learning algorithms in three separate experiments. Using the given dataset, the overall performance of the model is measured using performance metrics in precision, F-measure, and confusion matrix. In this study, LSTM, CNN, and Bi-LSTM obtained 94 percent, 95 percent, and 96 percent accuracy respectively in the third experiment, based on performance measurement.

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23

Taylor, Kimberly, Sally Thorne, and John L. Oliffe. "It’s a Sentence, Not a Word." Qualitative Health Research 25, no. 1 (September 8, 2014): 110–21. http://dx.doi.org/10.1177/1049732314549606.

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24

Hartsuiker, Robert J., Herman H. J. Kolk, and Philippine Huiskamp. "Priming Word Order in Sentence Production." Quarterly Journal of Experimental Psychology Section A 52, no. 1 (February 1999): 129–47. http://dx.doi.org/10.1080/713755798.

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25

Posner, M. I., and A. Pavese. "Anatomy of word and sentence meaning." Proceedings of the National Academy of Sciences 95, no. 3 (February 3, 1998): 899–905. http://dx.doi.org/10.1073/pnas.95.3.899.

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26

Keating, Patricia A., Taehong Cho, Marco Baroni, Sven Mattys, Lynne E. Bernstein, Brian Chaney, and Abeer Alwan. "Articulation of word and sentence stress." Journal of the Acoustical Society of America 108, no. 5 (November 2000): 2466. http://dx.doi.org/10.1121/1.4743090.

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27

Siderits, Mark. "Word meaning, sentence meaning, and apoha." Journal of Indian Philosophy 13, no. 2 (June 1985): 133–51. http://dx.doi.org/10.1007/bf00200262.

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28

Harroff, Susan. "DIE SPRACHMASCHINE: A MICROWORLD FOR LANGUAGE EXPERIMENTATION." CALICO Journal 3, no. 4 (January 14, 2013): 32–35. http://dx.doi.org/10.1558/cj.v3i4.32-35.

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Die sprachmaschine—the language machine—provides a language microworld in which students experiment with word combinations with the intent of forming German sentences. Students choose basic German words from "word bins" and submit them in sentence order to the sentence builder, which explains the process it follows in generating a completed sentence and informs the student if the word list contains incorrect word order or semantic errors. The sentence builder handles sentence patterns composed of subject or time word in first position, verb in second position, an accusative object (if required by the verb), and a prepositional phrase which completes the verb in last position. It recognizes 65 nouns, 18 verbs, 2 time words, and the 9 prepositions whose objects derive case from the verb which the prepositional phrase completes. Students may ask questions about generated sentences and about characteristics of the words stored in the program. All interaction between student and machine is in German and students are encouraged to use full sentence requests and responses to the language machine.

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LACHMAIR, MARTIN, CAROLIN DUDSCHIG, IRMGARD DE LA VEGA, and BARBARA KAUP. "Constructing meaning for up and down situated sentences: Is a sentence more than the sum of its words?" Language and Cognition 8, no. 4 (August 3, 2015): 604–28. http://dx.doi.org/10.1017/langcog.2015.11.

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abstractThe present study was concerned with the question whether comprehension is based on mental simulation processes beyond the word level. In Experiment 1, participants were presented with coherent sentence pairs, consisting of a context sentence and a target sentence. Target sentences ended with a word referring to an entity with a typical location in the upper vertical space (e.g., bird in There she sees a bird). Context sentences either supported the target entity’s typical location or not (Anna looks to the sky vs. Anna looks to the ground, respectively). Participants responded to the final word of the sentence pair by pressing an up- or a down-key. The results showed a main effect of response direction (faster up compared to down responses) as well as an interaction between context location and response direction. In Experiment 2, participants were presented with incoherent sentence pairs with the same context sentences and different target sentences (whereby the target word was kept identical), but in an incoherent manner (target sentence: On the poster one sees a bird). Here, the results showed a main effect of response direction but no interaction. The same result was obtained in Experiment 3, in which participants were presented with word pairs consisting of an up- or down-context word (e.g., sky vs. ground) and an up-target word (e.g., bird). Overall, the results provide evidence for the view that comprehension involves simulation processes at the word level as well as simulation processes at the sentence or discourse level.

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30

Colombo, Lucia, and John Williams. "Effects of word- and sentence-level contexts upon word recognition." Memory & Cognition 18, no. 2 (March 1990): 153–63. http://dx.doi.org/10.3758/bf03197090.

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31

Yang, Chin Lung, Charles A. Perfetti, and Franz Schmalhofer. "Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes." Written Language and Literacy 8, no. 2 (December 31, 2005): 157–81. http://dx.doi.org/10.1075/wll.8.2.10yan.

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We examined the word-to-text integration processes of less skilled comprehenders using ERPs recorded during text reading. The first sentence of each text controlled the accessibility of an antecedent referent for a critical word, which was the first content word of the second sentence. In the explicit condition, the critical word had occurred in the first sentence; in the paraphrase condition, a word or phrase similar in meaning had occurred in the first sentence; in the inference condition, a referent could have been established during the first sentence only if the reader made a forward inference; a baseline condition provided no obvious antecedent for the critical word. PCA, topographic results, and mean amplitude analyses converged on a picture of integration difficulty. Integration effects emerged in the expected mid-latency ranges for the explicit and inference conditions. The pattern of effects differed from that of skilled comprehenders, who, in another study, showed earlier integration effects for explicit and paraphrase conditions, but not reliably for the inference condition. Paraphrase effects were especially weak and late occurring for less skilled comprehenders. Compared with skilled comprehenders, less skilled comprehenders show slow word-to-text integration processes.

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32

Gollub, Dan, and Alice F. Healy. "Word recall as a function of sentence generation and sentence context." Bulletin of the Psychonomic Society 25, no. 5 (May 1987): 359–60. http://dx.doi.org/10.3758/bf03330366.

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Leech, Robin. "WORD CLONES, OR BALL WORDS, IN ENGLISH USAGE." Canadian Entomologist 126, no. 3 (June 1994): 921–23. http://dx.doi.org/10.4039/ent126921-3.

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Except for emphasis (as in “. . .very, very good”), it is usual in languages that every following word in a sentence is different. The preceding sentence, this sentence, and the following sentence, are examples of this.Chinese has double, triple, and quadruple juxtaposed characters, most often for emphasis, but also for changing the meanings (G.-C. Lo, T. Mah, J. Yu, pers. comm.; Fig. la, b, c, and d). The Czech, Slovak, and German languages (M. Pospisil, pers. comm.), and the Ukrainian language each have at least one pair of juxtaposed identical words (see below).

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34

Yang, Xian Feng, Zhou Yu, Pei Ying Zhang, and Guo Hong Gao. "A Model for Chinese Sentence Similarity Computing." Advanced Materials Research 143-144 (October 2010): 668–71. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.668.

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Sentence similarity computation is very important in the field of case-based machine translation. Through the in-depth analysis of sentence and the sentence similarity computing method based on the similarity computation of the word form feature, the word order feature and the semantic feature, we propose a sentence similarity computing model based on the multi-featured weight. By fusing the three features, giving different feature different weight to adapt the contribution of each feature to the sentence similarity computation, make sentence similarity computation more accurate. Experiment result shows that this approach has better accuracy in sentence similarity computation than the others.

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35

Xiao, Xiao-Yun, and Connie Suk-Han Ho. "Modeling the Relationships between Language Skills and Sentence Comprehension among Chinese Junior Elementary Graders." Language and Literacy 22, no. 2 (July 15, 2020): 80–116. http://dx.doi.org/10.20360/langandlit29443.

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The present study examined the contributions of vocabulary knowledge, syntactic skills, and oral narrative skills to sentence reading comprehension among Chinese junior elementary school children. Various language and reading measures were administered to 85 Chinese normally-achieving children at Grades 2 and 3 in Hong Kong. Results showed that vocabulary knowledge and oral narrative skills contributed significantly to word order skills, an important syntactic skill in Chinese. Vocabulary knowledge contributed to word recognition directly and contributed to sentence comprehension indirectly through word recognition and syntactic skills; and syntactic skills contributed to sentence comprehension directly. These findings suggest that while vocabulary knowledge is important for Chinese word reading, syntactic word order plays a central role in Chinese sentence comprehension. The implications of these findings for our theoretical understanding of the Simple View of Reading, as well as reading instruction, will be discussed.

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ATHANASELIS, THEOLOGOS, KONSTANTINOS MAMOURAS, STELIOS BAKAMIDIS, and IOANNIS DOLOGLOU. "A CORPUS BASED TECHNIQUE FOR REPAIRING ILL-FORMED SENTENCES WITH WORD ORDER ERRORS USING CO-OCCURRENCES OF N-GRAMS." International Journal on Artificial Intelligence Tools 20, no. 03 (June 2011): 401–24. http://dx.doi.org/10.1142/s0218213011000218.

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There are several reasons to expect that recognising word order errors in a text will be a difficult problem, and recognition rates reported in the literature are in fact low. Although grammatical rules constructed by computational linguists improve the performance of a grammar checker in word order diagnosis, the repairing task is still very difficult. This paper describes a method to repair any sentence with wrong word order using a statistical language model (LM). A good indicator of whether a person really knows a language is the ability to use the appropriate words in a sentence in correct word order. The "scrambled" words in a sentence produce a meaningless sentence. Most languages have a fairly fixed word order. This paper introduces a method, which is language independent, for repairing word order errors in sentences using the probabilities of most typical trigrams and bigrams extracted from a large text corpus such as the British National Corpus (BNC).

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Alm, Maria. "contribution of sentence position: the word 'also' in spoken German." ZAS Papers in Linguistics 35, no. 1 (January 1, 2004): 1–14. http://dx.doi.org/10.21248/zaspil.35.2004.219.

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The German word also, similar to English so, is traditionally considered to be a sentence adverb with a consecutive meaning, i.e. it indicates that the propositional content of the clause containing it is some kind of consequence of what has previously been said. As a sentence adverb, also has its place within the core of the German sentence, since this is the proper place for an adverb to occur in German. The sentence core offers two proper positions for adverbs: the so-called front field and the middle field. In spoken German, however, also often occurs in sentence-initial position, outside the sentence itself. In this paper, I will use excerpts of German conversations to discuss and illustrate the importance of the sentence positions and the discourse positions for the functions of also on the basis of some German conversations.

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Strand, Edythe A., and Malcolm R. McNeil. "Effects of Length and Linguistic Complexity on Temporal Acoustic Measures in Apraxia of Speech." Journal of Speech, Language, and Hearing Research 39, no. 5 (October 1996): 1018–33. http://dx.doi.org/10.1044/jshr.3905.1018.

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The purpose of this study was to examine the effects of varying length and linguistic utterance types on temporal acoustic characteristics of the imitative speech of apraxic speakers. Vowel duration and two between-word segment durations were examined during the production of three response types: words, word-strings, and sentences. Three length conditions were studied in words, two length conditions for word-strings, and three length conditions for sentences, yielding eight experimental conditions. Apraxic speakers exhibited significantly longer vowel and between-word segment durations than control speakers in all conditions. Apraxic speakers consistently produced longer vowel and between-word segment durations in sentence contexts than in word contexts. Further, intrasubject and intersubject variability for between-word segment durations were substantially greater for the apraxic speakers in sentences compared to word conditions, whereas control speakers exhibited greater homogeneity in sentence production. The differences in duration and variability in sentence production versus word or word-string production imply different mechanisms for executing motor programs for varying linguistic stimuli.

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Desalli, Abhay, R. Anirudh, N. Prajwal Pai, S. B. Rajeshwari, and Jagadish S. Kallimani. "Rectifying Incorrectly Part of Speech-Tagged Polysemy Words in Kannada Language for Machine Translation." Journal of Computational and Theoretical Nanoscience 17, no. 9 (July 1, 2020): 4255–57. http://dx.doi.org/10.1166/jctn.2020.9057.

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Polysemy words refer to the same word, but have different context, when used in a single sentence, resulting in variant Part of Speech (POS). Occurrence of these Polysemy words, more than once, in a Kannada sentences, leads to ambiguity and is often cumbersome to translate it to English, due to incorrect interpretation of the sentence. The algorithm proposed is, concentrated on a few examples, which can identify the wrong POS-tagged word in a sentence. The POS tagged sentence is obtained as an input through Shallow parser, and then, by owing to the structure of Kannada language, the algorithm identifies the incorrectly tagged word.

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Lee, Chang H. "Association among Reading Summarization, Word Recognition, and Sentence Comprehension." Perceptual and Motor Skills 96, no. 3_suppl (June 2003): 1133–38. http://dx.doi.org/10.2466/pms.2003.96.3c.1133.

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Word recognition and sentence comprehension are initial and necessary processes to summarize a story. This study was conducted to investigate the relations among word recognition, sentence comprehension, and reading summarization. Analysis showed performance for word naming, an index of on-line word recognition, was correlated with the Latent Semantic Analysis scores, an index of reading summarization. These results indicate that the basic process of word recognition is a comer stone to better reading.

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TOMOSADA, Kenji. "The Japanese language and character particles, as seen in dialect:." Acta Linguistica Asiatica 5, no. 2 (December 29, 2015): 51–60. http://dx.doi.org/10.4312/ala.5.2.51-60.

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The article deals with the following three views and concludes that (1) the phenomenon in which a word related to the identity of the speaker (a sentence-ending particle with its origins in the first-person pronoun [“first-person sentence-ending particle” hereinafter]) appears after other sentence-ending particles may be observed in dialect; (2) the phenomenon in which a word related to the identity of the listener (a sentence-ending particle with its origins in the second-person pronoun [“second-person sentence-ending particle” hereinafter]) appears after other sentence-ending particles also may be observed in dialect; (3) the phenomenon of occurrence of the first-person sentence-ending particle at the end of the sentence has a different nature than the phenomenon of occurrence of the second-person sentence-ending particle at the end of the sentence.

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DIJKSTRA, TON, JANET G. VAN HELL, and PASCAL BRENDERS. "Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint." Bilingualism: Language and Cognition 18, no. 4 (November 18, 2014): 597–613. http://dx.doi.org/10.1017/s1366728914000388.

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In two lexical decision experiments, we investigated how sentence language affects the bilingual's recognition of target words from the same or a different language. Dutch–English bilinguals read Dutch (L1) or English (L2) sentences, presented word by word, followed by English (Experiment 1) or Dutch (Experiment 2) target words. Targets were Dutch–English cognates or non-cognates in isolation or preceded by sentences providing a high or a low semantic constraint. English cognates were facilitated irrespective of whether they were preceded by high or low constraining English sentences (no language switch) or Dutch sentences (switch). For Dutch cognates, inhibition effects arose in low constraining sentences (irrespective of Dutch or English) and in English (switch) sentences (irrespective of semantic constraint). Thus, under mixed language conditions, sentence constraint modulates target word processing but does not always completely eliminate cross-linguistic effects. The results are interpreted in a BIA+ model that extends monolingual views on sentence comprehension.

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Ham, Byeong Ho. "A study on ‘exclamation word, sentence’ construction." Journal of Dong-ak Language and Literature 76 (October 31, 2018): 125–56. http://dx.doi.org/10.25150/dongak.2018..76.004.

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Morris, Alison L., and Catherine L. Harris. "Sentence context, word recognition, and repetition blindness." Journal of Experimental Psychology: Learning, Memory, and Cognition 28, no. 5 (2002): 962–82. http://dx.doi.org/10.1037/0278-7393.28.5.962.

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Meyer, Antje, and Linda Wheeldon. "Word and sentence production across the lifespan." Language and Cognitive Processes 21, no. 1-3 (January 2006): 1. http://dx.doi.org/10.1080/01690960400001135.

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Mijangos, Victor, Gerardo Sierra, and Abel Herrera. "A Word Embeddings Model for Sentence Similarity." Research in Computing Science 117, no. 1 (December 31, 2016): 63–74. http://dx.doi.org/10.13053/rcs-117-1-5.

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Griffin, Tracy. "Cancer is a word, not a sentence." Lancet Oncology 8, no. 10 (October 2007): 877. http://dx.doi.org/10.1016/s1470-2045(07)70312-1.

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Knyazev, Sergey. "Sentence intonation in Russian dialects with word-by-word melodic contour." Voprosy Jazykoznanija, no. 1 (2022): 7. http://dx.doi.org/10.31857/0373-658x.2022.1.7-39.

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The present paper discusses the prosodic system found in the spontaneous dialogue speech corpus of an archaic Northern Russian dialect (the village of Vadyuga, upper reaches of Pinega river, Arkhangelsk Oblast), in which, supposedly, each word bears a pitch accent. A total of 6749 utterances from six speakers were analyzed. The results show that the following tonal parameters are used in this dialect as well as in Standard Modern Russian to convey different communicative meanings: the direction of pitch movement, the interval of pitch accent, the tonal level on which the pitch accent is realized, the timing of pitch accent, the type of phrase accent and the (fi nal) boundary tone. The dialect has fi ve pitch accents, L*+H, L+H*, H*+L, L* and H*, by far the most frequently used of them being L*+H, which is the predominant choice for prenuclear accents. Out of these five pitch accents, only H* is absent in Standard Modern Russian; however, the phonetic realization of pitch accents is dramatically diff erent in the dialect and in the standard language. Another distinction between the two idioms is found in association of prosodic means to communicative meanings; in particular, incompleteness is marked in Vadyuga with the high (downstepped) boundary tone, in contrast with the low tone typical for Standard Russian. The most prominent distinctions between the two idioms are the type of the basic prosodic unit (accentual phrase in the dialect vs. intonational phrase in the standard language), higher frequency of rising tones in Vadyuga, and greater utilization of the postnuclear part of utterance in the dialect. Generally, in terms of phrase prosody, the Pinega dialect (despite its ‘word-by-word melodic contour’) is much more similar to Standard Modern Russian than to the languages with lexical pitch accent, being most closely analogous to Modern Greek in this respect.

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Agus Ari Iswara and Ni Nyoman Ayu J. Sastaparamitha. "KONSTRUKSI KALIMAT KESANTUNAN BERBAHASA: KOMUNIKASI MAHASISWA DAN DOSEN STMIK STIKOM INDONESIA." SPHOTA: Jurnal Linguistik dan Sastra 11, no. 2 (September 30, 2019): 9–21. http://dx.doi.org/10.36733/sphota.v11i2.1194.

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This research aims at analyzing about politeness of STMIK STIKOM Indonesia’s students and lecturers based on their sentence construction in communicating on social media. The data was collected from documentation of their conversation on social media in two semesters of 2017 until 2018. Theory of Pragmatic from Leech and structural theory from Alwi are applied in this research. The research indicates that based on the number of clauses students and lecturers use simple sentence and compound sentence. Based on the syntactic form of the sentence, they use declarative, interrogative, imperative, exclamation, and affirmative sentence. Based on the completeness of the sentence element, they use complete and incomplete sentence. Based on the word sequence pattern, they use regular and inversion word sequence pattern

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van den Boer, Madelon, and Maaike H. T. Zeguers. "Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages." Bilingualism: Language and Cognition 25, no. 2 (November 8, 2021): 321–36. http://dx.doi.org/10.1017/s1366728921000900.

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AbstractTo capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.

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Journal articles on the topic 'Word and sentence bisection'

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