Premodifier order in English nominal phrases: A semantic account

The article starts from the description of premodification in English nominal phrases as structured in four zones, given in Quirk and colleagues (A Comprehensive Grammar of Contemporary English, Longman, 1985). The argument is that one explanation for the zones and the zone order is in premodifiers’ types of meaning (“semantic structure”), following the analysis of meaning types in Cruse (Meaning in Language: An Introduction to Semantics and Pragmatics, Oxford University Press, 2004). Semantic structure is distinguished from content; different senses of words can have the same core content but different semantic structures, and accordingly occur in different zones. It is assumed that syntax and other levels of language contribute to the full understanding of premodifier order, complementing this semantic explanation.
The introduction outlines the zone structure, and the semantic analysis to be used. Section 2 discusses the zone immediately before the head, arguing that words there have non-descriptive meaning (denoting entities); for example, percussion in “your actual tinny round percussion instrument”. Section 3 argues that words in the next zone have a concrete descriptive meaning; for example, round in the phrase just cited. Section 4 argues that words in the next zone have abstract, scalar descriptive meaning, or emotive meaning; for example, tinny. Section 5 argues that words in the first zone have purely grammatical meaning; for example, actual.

from Cognitive Linguistics

What constructional profiles reveal about synonymy: A case study of Russian words for sadness and happiness

We test two hypotheses relevant to the form-meaning relationship and offer a methodological contribution to the empirical study of near-synonymy within the framework of cognitive linguistics. In addition, we challenge implicit assumptions about the nature of the paradigm, which we show is skewed in favor of a few forms that are prototypical for a given lexical item. If one accepts the claim of construction grammar that the construction is the relevant unit of linguistic analysis, then we should expect to find a relationship between the meanings of words and the constructions they are found in. One way to investigate this expectation is by examining the meaning of constructions on the basis of their lexical profile; this line of research is pursued in collostructional analyses. We have taken a different approach, examining the meaning of near-synonyms on the basis of what we call their “constructional profile”. We define a constructional profile as the frequency distribution of the constructions that a word appears in. Constructional profiles for Russian nouns denoting sadness and happiness are presented, based upon corpus data, and analyzed quantitatively (using chi square and hierarchical cluster analysis). The findings are compared to the introspective analyses offered in synonym dictionaries.

from Cognitive Linguistics

Do French–English Bilingual Children Gesture More Than Monolingual Children?

Abstract Previous studies have shown that bilingual adults use more gestures than English monolinguals. Because no study has compared the gestures of bilinguals and monolinguals in both languages, the high gesture rate could be due to transfer from a high gesture language or could result from the use of gesture to aid in linguistic access. In this study we tried to distinguish between those causes by comparing the gesture rate of 10 French–English bilingual preschoolers with both 10 French and 10 English monolinguals. All were between 4 and 6 years of age. The children were asked to watch a cartoon and tell the story back. The results showed the bilingual children gestured more than either group of monolinguals and at the same rate in both French and English. These results suggest that that the bilinguals were not gesturing because they were transferring the high gesture rate from one language to another. We argue that bilinguals might gesture more than monolinguals to help formulate their spoken message.

from the Journal of Psycholinguistic Research

Emergent Literacy Intervention for Prekindergarteners at Risk for Reading Failure

This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as “at risk” for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive immediate or delayed intervention. The intervention consisted of eighteen 30-minute lessons delivered twice weekly for 9 weeks and focused on teaching critical emergent literacy skills within small groups. Hierarchical linear models were used to nest children within center and measure treatment and dosage effects for students’ residualized gains in rhyming, alliteration, picture naming, and print and letter knowledge skills. Results indicated significant treatment effects on two of four outcome variables (rhyming and alliteration) and significant dosage effects on all four variables. The study demonstrated a significant positive impact of this intervention for prekindergartners at risk for reading failure.

from the Journal of Learning Disabilities

Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language

Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results found in Hebrew equally apply to an orthographically transparent language. Training results of 59 Dutch children with reading disabilities and normally achieving children show that children with reading disabilities are able to increase their sentence reading rate with high comprehension levels when pushed to do so with accelerated reading training. Posttest results show that transfer to routine reading is less strong for both accelerated and unaccelerated reading. Only accelerated training allows children with reading disabilities to read at high speed while maintaining high comprehension levels.

from the Journal of Learning Disabilities

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities.

from the Journal of Learning Disabilities

Proofreading Using an Assistive Software Homophone Tool

The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.

from the Journal of Learning Disabilities

Working Memory in Children With Developmental Disorders

The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language Impairment, Developmental Coordination Disorder (DCD), Attention-Deficit/Hyperactivity Disorder, and Asperger syndrome (AS). Specifically, language impairments were associated with selective deficits in verbal short-term and working memory, whereas motor impairments (DCD) were associated with selective deficits in visuospatial short-term and working memory. Children with attention problems were impaired in working memory in both verbal and visuospatial domains, whereas the children with AS had deficits in verbal short-term memory but not in any other memory component. The implications of these findings are discussed in light of support for learning.

from the Journal of Learning Disabilities

Age Differences and Similarities in the Shift From Computation to Retrieval During Reading Comprehension

Previous research has established that 1 mechanism underlying speed-ups in task performance with practice involves a shift from computational processing to retrieval of information encoded earlier in practice. To what extent do young and older adults differ in shifts from computation to retrieval with practice in reading comprehension? Young and older adults read short stories containing an unfamiliar noun–noun combination (e.g., bee caterpillar) followed by disambiguating information indicating the combination’s meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were presented either once or repeatedly across practice blocks. In Experiment 1, both age groups shifted from computation to retrieval with practice for the repeated items. However, older adults were slower to shift (e.g., older adults showed slower convergence of reading times for repeated subordinate and dominant items). Results of Experiment 2 suggested that the slower shift was due to age differences in bias against using retrieval rather than associative learning differences. The authors compare age differences in retrieval shifts in reading versus other tasks and discuss implications for age differences in the regulation of reading comprehension.

from Psychology and Aging

Do Younger and Older Adults’ Communicative Goals Influence Off-Topic Speech in Autobiographical Narratives?

The present research investigated younger and older adults’ communicative goals and their effects on off-topic speech for autobiographical narratives. Participants indicated their communicative goals by rating preferences among paired goals, for example, focus–fascinating, one of which was designated as an expressive goal, appropriate for producing elaborative speech, and one of which was an objective goal, suited to producing concise speech. The participants then told stories about episodic and procedural topics, which were rated by groups of younger and older listeners. Age differences emerged in communicative goals, where younger adults clearly favored expressive goals for episodic topics and objective goals for procedural topics. In contrast, older adults’ goals were more diverse, consisting of a mixture of expressive and objective goals for both topic types, without a clear preference. Younger adults’ goals predicted ratings of off-topic speech assessed by listeners: Younger and older adults were perceived as equivalently focused, coherent, and clear for episodic topics, but older adults were perceived as less focused, less clear, and more talkative than younger adults on procedural topics. These results suggest that age-related changes in off-topic speech emerge as a result of younger adults selecting goals designed to produce more succinct stories.

from Psychology and Aging

Laryngeal complications after lipoinjection for vocal fold augmentation

Although lipoinjection vocal fold augmentation is a safe procedure, over-injection of autologous fat is a risk. Lipoinjection for vocal fold augmentation can lead to over-injection with dysphonia in a small number of patients. The complications can be managed with lateral cordotomy and fat removal.

from The Laryngoscope

Short-duration accelerated breathing challenges affect phonation

During daily activities, such as exercise, individuals may engage in accelerated breathing for prolonged durations. This study demonstrates that even extremely short durations of accelerated breathing may affect phonation.

from The Laryngoscope

MLA Conference 2009: HealthMash makes Big Waves in Honolulu with a new Semantic Search Engine

Newcomer WebLib made a big splash at the Medical Library Association’s annual conference this year with the unveiling of HealthMash, their new semantic search engine. Utilizing a pragmatic mix of proprietary natural language processing tools, semantic engineering and multiple knowledge sources, including their own extensive Health Knowledge Base, HealthMash is quickly achieving the highest precision and relevancy in surfing the Web.

from PRWeb.com

Lipid Lateral Mobility in Cochlear Outer Hair Cells: Regional Differences and Regulation by Cholesterol

Abstract The outer hair cell (OHC) lateral plasma membrane houses the transmembrane protein prestin, a necessary component of the yet unknown molecular mechanism(s) underlying electromotility and the exquisite sensitivity and frequency selectivity of mammalian hearing. The importance of the plasma membrane environment in modulating OHC electromotility has been substantiated by recent studies demonstrating that membrane cholesterol alters prestin activity in a manner consistent with cholesterol-induced changes in auditory function. Cholesterol is known to affect membrane material properties, and measurements of lipid lateral mobility provide a method to asses these changes in living OHCs. Using fluorescence recovery after photobleaching (FRAP), we characterized regional differences in the lateral diffusion of the lipid analog di-8-ANEPPS in OHCs and investigated whether lipid mobility, which reflects membrane fluidity, is sensitive to membrane cholesterol. FRAP experiments revealed quantitative differences in lipid lateral mobility among the apical, lateral, and basal regions of the OHC and demonstrated that diffusion in individual regions is uniquely sensitive to cholesterol manipulations. Interestingly, in the lateral region, both cholesterol depletion and loading significantly reduced the effective diffusion coefficient from control values. Thus, the fluidity of the OHC lateral plasma membrane is regulated by cholesterol levels in a non-monotonic manner, suggesting that the overall material properties of the lateral plasma membrane are optimally tuned for OHC function in the native state. These results support the idea that the cholesterol-dependent regulation of prestin function and electromotility correlates with changes in the properties of the lipid environment that surrounds and supports prestin.

from JARO — Journal of the Association for Research in Otolaryngology

Lung patients get singing therapy

Doctors in London are investigating how singing can help seriously ill patients improve their breathing control.

from the BBC