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Journal articles on the topic 'Lexical ambiguity'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Sanker, Chelsea. "Lexical ambiguity and acoustic distance in discrimination." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 431. http://dx.doi.org/10.3765/plsa.v5i1.4719.

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This work presents a perceptual study on how acoustic details and knowledge of the lexicon influence discrimination decisions. English-speaking listeners were less likely to identify phonologically matching items as the same when they differed in vowel duration, but differences in mean F0 did not have an effect. Although both are components of English contrasts, the results only provide evidence for attention to vowel duration as a potentially contrastive cue. Lexical ambiguity was a predictor of response time. Pairs with matching duration were identified more quickly than pairs with distinct duration, but only among lexically ambiguous items, indicating that lexical ambiguity mediates attention to acoustic detail. Lexical ambiguity also interacted with neighborhood density: Among lexically unambiguous words, the proportion of 'same' responses decreased with neighborhood density, but there was no effect among lexically ambiguous words. This interaction suggests that evaluating phonological similarity depends more on lexical information when the items are lexically unambiguous.

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Tang, Huijun. "Eye Movements in English Lexical Ambiguity Resolution." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 148. http://dx.doi.org/10.5539/ijel.v8n2p148.

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English Language ambiguity has always been one of the major concerns of psycholinguistic research. A number of studies have been carried out to investigate different types of ambiguity resolution, including phonological ambiguity resolution, lexical ambiguity resolution, syntactic ambiguity resolution and pragmatic ambiguity resolution. Studies of lexical ambiguity resolution have found that lexically ambiguous words with two meanings of the same frequency took longer to read than lexically unambiguous words, suggesting that different meanings of ambiguous words compete for integration to the local context. This paper gives an overview of the classical psycholinguistic studies on English lexical ambiguity resolution which employed the eye-tracking technology.

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3

Holt, Dennis, and Soon Peng Su. "Lexical Ambiguity in Poetry." Language 73, no. 1 (March 1997): 201. http://dx.doi.org/10.2307/416627.

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4

Laporte, Éric. "Reduction of lexical ambiguity." Ambiguity 24, no. 1 (December 31, 2001): 67–103. http://dx.doi.org/10.1075/li.24.1.05lap.

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Summary We examine various issues faced during the elaboration of lexical disambiguators, e.g. issues related with linguistic analyses underlying disambiguators, and we exemplify these issues with grammatical constraints. We also examine computational problems and show how they are connected with linguistic problems: the influence of the granularity of tagsets, the definition of realistic and useful objectives, and the construction of the data required for the reduction of ambiguity. We show why a formalism is required for automatic ambiguity reduction, we analyse its function and we present a typology of such formalisms.

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5

Charina, Intan Nur. "LEXICAL AND SYNTACTIC AMBIGUITY IN HUMOR." International Journal of Humanity Studies (IJHS) 1, no. 1 (September 14, 2017): 120–31. http://dx.doi.org/10.24071/ijhs.v1i1.681.

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Ambiguity occurs when a sentence has more than one meaning. Ambiguity can be caused by the ambiguous lexicon in which one word has more than one meaning and it can also be caused because of the way the sentence is structure (syntactic). The context also determines whether the sentence can be interpreted differently and become ambiguous. Ambiguity often causes confusion, and has become one of the phenomena in language studies, especially semantics. This study investigates ambiguity in creating humors. The data were taken from electronic sources in forms of newspaper headlines, jokes, riddles and anecdotes. The number of the data collection includes 25 cases of ambiguity. 12 sentences were lexically ambiguous, while the other 13 sentences were syntactically ambiguous. The results showed that lexical ambiguity and syntactic ambiguity were the language devices used to create puns in humor. The results also suggested that the ambiguity could be an effective source of humor when it particularly involves dual interpretations in which one interpretation gives a serious meaning and tone, whereas the other interpretation gives a humorous meaning which is not likely to occur in normal contexts.DOI: https://doi.org/10.24071/ijhs.2017.010113

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6

Saputri, Ni Komang Desey Trisna Dewi, I. Made Suastra, and I. Komang Sumaryana Putra. "The Lexical Ambiguity in News Headlines of the Jakarta Post." Humanis 26, no. 1 (February 28, 2022): 26. http://dx.doi.org/10.24843/jh.2022.v26.i01.p04.

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The title of this study is “Lexical Ambiguity in News Headlines of The Jakarta Post”. This study deals with lexical ambiguity and its factors. This study aims to identify the lexical ambiguity and analyze the factors of lexical ambiguity. The data was taken from The Jakarta Post’s articles that were published throughout 2019-2021. The documentation method and the note-taking technique were used in collecting the data. The data was analyzed by using the theory of lexical ambiguity proposed by Ullmann (1967). The results of the study showed that there are four words found as lexical ambiguity and two factors of lexical ambiguity, namely polysemy and homonymy. The words ‘flood’ and ‘ghosting’ are classified as homonymy, and the words ‘promise’ and ‘curfew’ are classified as polysemy.

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7

Krovetz, Robert, and W. Bruce Croft. "Lexical ambiguity and information retrieval." ACM Transactions on Information Systems 10, no. 2 (April 1992): 115–41. http://dx.doi.org/10.1145/146802.146810.

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8

Mason, Robert A., and Marcel Adam Just. "Lexical ambiguity in sentence comprehension." Brain Research 1146 (May 2007): 115–27. http://dx.doi.org/10.1016/j.brainres.2007.02.076.

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9

HUANG, Fu-Rong, and Zhi-Jin ZHOU. "Neural Mechanism of Resolving Lexical Ambiguity." Advances in Psychological Science 20, no. 10 (June 14, 2013): 1551–59. http://dx.doi.org/10.3724/sp.j.1042.2012.01551.

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10

Charina, Intan. "LEXICAL AND SYNTACTIC AMBIGUITY IN HUMOR." International Journal of Humanity Studies 1, no. 1 (September 15, 2017): 120–31. http://dx.doi.org/10.24071/ijhs.2017.010113.

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11

Witzel, Jeffrey, and Kenneth Forster. "Lexical co-occurrence and ambiguity resolution." Language, Cognition and Neuroscience 29, no. 2 (December 5, 2012): 158–85. http://dx.doi.org/10.1080/01690965.2012.748925.

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12

Simpson, Greg B., and Mollie R. Foster. "Lexical ambiguity and children's word recognition." Developmental Psychology 22, no. 2 (1986): 147–54. http://dx.doi.org/10.1037/0012-1649.22.2.147.

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13

Black, Sheila R. "Semantic Satiation and Lexical Ambiguity Resolution." American Journal of Psychology 114, no. 4 (2001): 493. http://dx.doi.org/10.2307/1423607.

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14

Dey, Pradip, Barrett R. Bryant, and Tadao Takaoka. "Lexical ambiguity in tree adjoining grammars." Information Processing Letters 34, no. 2 (March 1990): 65–69. http://dx.doi.org/10.1016/0020-0190(90)90138-n.

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15

KAPLAN, JENNIFER J., NEAL T. ROGNESS, and DIANE G. FISHER. "EXPLOITING LEXICAL AMBIGUITY TO HELP STUDENTS UNDERSTAND THE MEANING OF RANDOM." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 1 (May 30, 2014): 9–24. http://dx.doi.org/10.52041/serj.v13i1.296.

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Words that are part of colloquial English but used differently in a technical domain may possess lexical ambiguity. The use of such words by instructors may inhibit student learning if incorrect connections are made by students between the technical and colloquial meanings. One fundamental word in statistics that has lexical ambiguity for students is “random.” A suggestion in the literature to counteract the effects of lexical ambiguity and help students learn vocabulary is to exploit the lexical ambiguity of the words. This paper describes a teaching experiment designed to exploit the lexical ambiguities of random in the statistics classroom and provides preliminary results that indicate that such classroom interventions can be successful at helping students make sense of ambiguous words. First published May 2014 at Statistics Education Research Journal Archives

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16

Cahyani, Dian Anik, and Aang Fatikhul Islam. "THE AMBIGUITY OF ENGLISH ADVERTISEMENT." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 4, no. 1 (February 28, 2020): 49. http://dx.doi.org/10.33394/jo-elt.v4i1.2436.

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This is a qualitative research on applied linguistic which is conducted to find applied semantic theory about ambiguity, a condition where an utterance has two or more interpretations. The writers uses Kreidler’s theory which classifies ambiguities into three kinds; lexical, referential, and syntactic which is devided into two types; surface structure and deep structure. The discussion includes kinds of ambiguity that are found and their interpretations. The data sources is English advertisement and the data is English advertisement utterances in banners, posters, and billboards. The writers collects the datas by taking in a picture, sellecting, and presenting. The next is analysis and conclusion. There are 33 datas that are found, they are twelve banners, eleven posters, and ten billboards. From banners, there are three lexical, no referential, six surface structure, and three deep structure ambiguities. From posters, there is no lexical, one referential, four surface structure, and six deep structure ambiguities. From billboards, there are two lexical, two referential, four surface structure, and two deep structure ambiguities. Generally, the ambiguities are dominated by surface and deep structure ambiguity.

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17

Ermika, Ermika, Erika Sinambela, and Arsen Nahum Pasaribu. "Lexical And Grammatical Ambiguities In Engligsh Texbook For Tenth Grade Students." International Journal of Educational Research & Social Sciences 2, no. 3 (June 29, 2021): 494–502. http://dx.doi.org/10.51601/ijersc.v2i3.87.

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This study dealt with effort of finding the lexical and grammatical ambiguity in English textbook of Bahasa Inggris for the tenth grade. The objectives of the study were to find out the types of ambiguity and to find out the dominant types of ambiguity in Bahasa Inggris of the tenth grade. The numbers of the data were 21 of reading texts which were taken from English textbook of Bahasa Inggris of the tenth grade. The types of ambiguities were identified based on Fromkin et al theory. The research design used in this research is descriptive qualitative. The data were analyzed by Identifying , classifying, tabulating and interpreting. From 21 reading texts, there were 27 sentences that contained ambiguous meaning. There are two types of ambiguity found in reading texts, they were lexical and grammatical ambiguity. The lexical ambiguity consisted of homonym, polysemy and antonym. While grammatical ambiguity consisted of coordinate structure, negation scope, active or passive meaning, gerund + object or participle modifying a noun, prepositional phrase (PP) as modifier or sentence adjunct, and a head of inner modifier and outer modifier. The dominant type of lexical ambiguity was homonymy with 6 occurrences (20.68%). While the dominant type of grammatical ambiguity was coordinate structure as many as 8 occurrences (27.59%).

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18

Jager, Bernadet, and Alexandra A. Cleland. "Connecting the research fields of lexical ambiguity and figures of speech." Mental Lexicon 10, no. 1 (May 1, 2015): 133–51. http://dx.doi.org/10.1075/ml.10.1.05jag.

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The current studies investigated the processing and storage of lexical metaphors and metonyms by combining two existing methodologies from ambiguity research: counting the number of senses (as in e.g., Rodd, Gaskell, & Marslen-Wilson, 2002) and determining the relationship between those senses (as in e.g., Klepousniotou & Baum, 2007). We have called these two types of ambiguity ‘numerical polysemy’ and ‘relational polysemy’. Studies employing a lexical decision task (Experiment 1) and semantic categorization task (Experiment 2) compared processing of metaphorical and non-metaphorical words while controlling for number of senses. The effects of relational polysemy were investigated in more detail with a further lexical decision study (Experiment 3). Results showed a metaphor advantage and metonymy disadvantage which conflict with earlier findings of reverse patterns (e.g., Klepousniotou & Baum, 2007). The fact that both conventional lexical metaphors and metonyms can incur either processing advantages or disadvantages strongly suggests they are not inherently stored differently in the mental lexicon.

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19

DOPKINS, S. "Lexical ambiguity and eye fixations in reading: A test of competing models of lexical ambiguity resolution*1." Journal of Memory and Language 31, no. 4 (August 1992): 461–76. http://dx.doi.org/10.1016/0749-596x(92)90023-q.

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20

Irwandi, Irwandi. "An Analysis of Students' Ability in Distinguishing Lexical and Structural Ambiguity in English Sentences at Second Grade of SMA 1 Labuapi in the Academic Year 2016-2017." Linguistics and Elt Journal 5, no. 1 (March 5, 2019): 1. http://dx.doi.org/10.31764/leltj.v9i1.733.

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Ambiguity is the property of having two or more distinct meanings or interpretations. Sometimes we found many ambiguities sentences when we are reading or listen to the English sentences. A word or sentence is ambiguous if it can be interpreted in more than one way. The problem stated in this study is: How is the students’ ability in distinguishing lexical and structural ambiguity in English sentences? The purpose of this study is to investigate the students’ ability in distinguishing lexical and structural ambiguity in English sentences at second grade of SMAN 1 Labuapi in academic year 2016/2017. This study used a descriptive qualitative approach. The writer used purposive sampling for taking the sample, namely class IPA 2 which consists of 22 students. The data were collected by a gap-filling test for lexical ambiguity word class of noun and label for structural ambiguity. The results of the research demonstrate that the students of SMAN 1 Labuapi were categorized into a very poor with the average score was 4.450. The writer illustrates the analysis result in the percentage of all test’s items in simple sentences, there were 890 ambiguous words and phrase. Lexical ambiguity involves noun (150) and structural ambiguity involve noun phrase (30). Finally, based on the research findings, the writer concluded that more than a half of students at the second grade of SMAN 1 Labuapi had very poor abilities in distinguishing lexical and structural ambiguity in English sentences.

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21

Ferreira, Victor S., and Gary S. Dell. "Effect of Ambiguity and Lexical Availability on Syntactic and Lexical Production." Cognitive Psychology 40, no. 4 (June 2000): 296–340. http://dx.doi.org/10.1006/cogp.1999.0730.

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22

Gakis, P., C. Panagiotakopoulos, K. Sgarbas, and C. Tsalidis. "Analysis of lexical ambiguity in Modern Greek using a computational lexicon." Digital Scholarship in the Humanities 30, no. 1 (July 2, 2013): 20–38. http://dx.doi.org/10.1093/llc/fqt035.

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23

Halberstadt, Jamin B., Paula M. Niedenthal, and Julia Kushner. "Resolution of Lexical Ambiguity by Emotional State." Psychological Science 6, no. 5 (September 1995): 278–82. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00511.x.

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The role of emotion in the resolution of lexical ambiguity was investigated Happy and sad subjects listened to a list of words that included homophones that had happy and neutral meanings (e g, presents-presence) and homophones that had sad and neutral meanings (e g, mourning-morning) Words were presented every 3 s, and subjects wrote down the words as they heard them (Meaning could be identified by spelling in all cases) An interaction between emotional state and homophone category was observed Sad subjects were more likely to write down sad meanings than were happy subjects Results are discussed with reference to the literatures on both emotion and lexical access

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24

Hjort-Pedersen, Mette, and Dorrit Faber. "Lexical ambiguity and legal translation: A discussion." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 20, no. 4 (January 18, 2001): 379–92. http://dx.doi.org/10.1515/mult.2001.008.

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25

Kaplan, Jennifer J., Neal T. Rogness, and Diane G. Fisher. "Lexical ambiguity: making a case against spread." Teaching Statistics 34, no. 2 (April 28, 2011): 56–60. http://dx.doi.org/10.1111/j.1467-9639.2011.00477.x.

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26

Macdonald, M. C. "The Interaction of Lexical and Syntactic Ambiguity." Journal of Memory and Language 32, no. 5 (October 1993): 692–715. http://dx.doi.org/10.1006/jmla.1993.1035.

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27

MacDonald, Maryellen C., Neal J. Pearlmutter, and Mark S. Seidenberg. "The lexical nature of syntactic ambiguity resolution." Psychological Review 101, no. 4 (1994): 676–703. http://dx.doi.org/10.1037/0033-295x.101.4.676.

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28

Duffy, Susan A., Robin K. Morris, and Keith Rayner. "Lexical ambiguity and fixation times in reading." Journal of Memory and Language 27, no. 4 (August 1988): 429–46. http://dx.doi.org/10.1016/0749-596x(88)90066-6.

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Lee, Chia-lin, and Kara D. Federmeier. "Ambiguity's aftermath: How age differences in resolving lexical ambiguity affect subsequent comprehension." Neuropsychologia 50, no. 5 (April 2012): 869–79. http://dx.doi.org/10.1016/j.neuropsychologia.2012.01.027.

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30

Frost, Ram, Laurie B. Feldman, and Leonard Katz. "Phonological ambiguity and lexical ambiguity: Effects on visual and auditory word recognition." Journal of Experimental Psychology: Learning, Memory, and Cognition 16, no. 4 (1990): 569–80. http://dx.doi.org/10.1037/0278-7393.16.4.569.

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31

Degani, Tamar, Anat Prior, Chelsea M. Eddington, Ana B. Arêas da Luz Fontes, and Natasha Tokowicz. "Determinants of translation ambiguity." Linguistic Approaches to Bilingualism 6, no. 3 (January 25, 2016): 290–307. http://dx.doi.org/10.1075/lab.14013.deg.

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Abstract Ambiguity in translation is highly prevalent, and has consequences for second-language learning and for bilingual lexical processing. To better understand this phenomenon, the current study compared the determinants of translation ambiguity across four sets of translation norms from English to Spanish, Dutch, German and Hebrew. The number of translations an English word received was correlated across these different languages, and was also correlated with the number of senses the word has in English, demonstrating that translation ambiguity is partially determined by within-language semantic ambiguity. For semantically-ambiguous English words, the probability of the different translations in Spanish and Hebrew was predicted by the meaning-dominance structure in English, beyond the influence of other lexical and semantic factors, for bilinguals translating from their L1, and translating from their L2. These findings are consistent with models postulating direct access to meaning from L2 words for moderately-proficient bilinguals.

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Rodd, Jennifer M. "Settling Into Semantic Space: An Ambiguity-Focused Account of Word-Meaning Access." Perspectives on Psychological Science 15, no. 2 (January 21, 2020): 411–27. http://dx.doi.org/10.1177/1745691619885860.

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Most words are ambiguous: Individual word forms (e.g., run) can map onto multiple different interpretations depending on their sentence context (e.g., the athlete/politician/river runs). Models of word-meaning access must therefore explain how listeners and readers can rapidly settle on a single, contextually appropriate meaning for each word that they encounter. I present a new account of word-meaning access that places semantic disambiguation at its core and integrates evidence from a wide variety of experimental approaches to explain this key aspect of language comprehension. The model has three key characteristics. (a) Lexical-semantic knowledge is viewed as a high-dimensional space; familiar word meanings correspond to stable states within this lexical-semantic space. (b) Multiple linguistic and paralinguistic cues can influence the settling process by which the system resolves on one of these familiar meanings. (c) Learning mechanisms play a vital role in facilitating rapid word-meaning access by shaping and maintaining high-quality lexical-semantic knowledge throughout the life span. In contrast to earlier models of word-meaning access, I highlight individual differences in lexical-semantic knowledge: Each person’s lexicon is uniquely structured by specific, idiosyncratic linguistic experiences.

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Burgess, Curt, Michael K. Tanenhaus, and Mark S. Seidenberg. "Context and lexical access: Implications of nonword interference for lexical ambiguity resolution." Journal of Experimental Psychology: Learning, Memory, and Cognition 15, no. 4 (1989): 620–32. http://dx.doi.org/10.1037/0278-7393.15.4.620.

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PELEG, O., and Z. EVIATAR. "Hemispheric sensitivities to lexical and contextual information: Evidence from lexical ambiguity resolution." Brain and Language 105, no. 2 (May 2008): 71–82. http://dx.doi.org/10.1016/j.bandl.2007.09.004.

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35

Rogers, Jack C., and Matthew H. Davis. "Inferior Frontal Cortex Contributions to the Recognition of Spoken Words and Their Constituent Speech Sounds." Journal of Cognitive Neuroscience 29, no. 5 (May 2017): 919–36. http://dx.doi.org/10.1162/jocn_a_01096.

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Speech perception and comprehension are often challenged by the need to recognize speech sounds that are degraded or ambiguous. Here, we explore the cognitive and neural mechanisms involved in resolving ambiguity in the identity of speech sounds using syllables that contain ambiguous phonetic segments (e.g., intermediate sounds between /b/ and /g/ as in “blade” and “glade”). We used an audio-morphing procedure to create a large set of natural sounding minimal pairs that contain phonetically ambiguous onset or offset consonants (differing in place, manner, or voicing). These ambiguous segments occurred in different lexical contexts (i.e., in words or pseudowords, such as blade–glade or blem–glem) and in different phonological environments (i.e., with neighboring syllables that differed in lexical status, such as blouse–glouse). These stimuli allowed us to explore the impact of phonetic ambiguity on the speed and accuracy of lexical decision responses (Experiment 1), semantic categorization responses (Experiment 2), and the magnitude of BOLD fMRI responses during attentive comprehension (Experiment 3). For both behavioral and neural measures, observed effects of phonetic ambiguity were influenced by lexical context leading to slower responses and increased activity in the left inferior frontal gyrus for high-ambiguity syllables that distinguish pairs of words, but not for equivalent pseudowords. These findings suggest lexical involvement in the resolution of phonetic ambiguity. Implications for speech perception and the role of inferior frontal regions are discussed.

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Denisenko, Vladimir N., and Natalia S. Kalinina. "Lexical Means of Verbalization of Uncertainty in the Arabic language on the example of Modern Best Sellers." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 1 (December 15, 2020): 36–47. http://dx.doi.org/10.22363/2313-2299-2020-11-1-36-47.

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The article studies the peculiarities of verbalizing the category of ambiguity on the material of English literary texts translated into Arabic. Seven texts of writers-postmodernist - J. Barnes, 1. McCarthy, I. McEwan, D. Lodge, D. Mitchell, were chosen to be analyzed. The subject of the category of ambiguity research is both logic and philosophical, and linguistic. Lexemes denoting ambiguity are described in terms of their belonging to semantic (thematic) fields, including their contrastive and stylistic properties. There are involved proper lexical units denoting ambiguity, and contextual, occasional means, while their dictionary definitions do not reveal the semes of ambiguity. The study deals with the role and functions of nominative units reflecting ambiguity and uncertainty of the world contemporary literary discourse through translation into Arabic. The methodology is based on the functional interaction of lexis and grammar as one of the systemic linguistics principles. The study conclusions proceed from the provision on the Arabic language to demonstrate the system of various lexical means to express the ambiguity category, and their determinant to be implied in paradigmatic relations of language system, and syntagmatic relations between textual semantic units which both explain grammar structure of language and the nature of semantic correlations in its lexical subsystem. The authors draw a conclusion that both English and Arabic languages possess universal extralinguistic meaning of nominative ambiguity, while the semantic field nucleus fulfils the crucial function to select and assort proper means and units to realize the ambiguity category in texts. Differentiation of ambiguity nominations according to their application is not homogeneous due to lexical nominations making up the main means to realize ambiguity principle as both semantic and grammatical category. In course of studying the topic issue it seems adequate to study the topic of ambiguity conceptualization in languages of different structure and arrange the means to verbalize the ambiguity concept using the method of systemic comparison.

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Klepousniotou, Ekaterini. "The Processing of Lexical Ambiguity: Homonymy and Polysemy in the Mental Lexicon." Brain and Language 81, no. 1-3 (April 2002): 205–23. http://dx.doi.org/10.1006/brln.2001.2518.

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38

Anggur, Bonefantura. "Ambiguity in Writing Story Text of Experience of Grade IV Students of the Champion School Denpasar-Bali." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 68–71. http://dx.doi.org/10.22225/jr.5.1.807.68-71.

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This research aims is to describe the lexical ambiguity, gramatical ambiguity and what factors that influence the writing skills of primary IV students of The Champion Denpasar-Bali. The method of this research is a qualitative approach. The data is obtained by the written story text from the student’s experience. The results showed that the type of ambiguity contained is consisted of lexical ambiguity and grammatical ambiguity. Lexical ambiguity is divided into two parts, namely polysemy and homonymy, while grammatical ambiguity is divided into four parts including: grammatical ambiguity caused by grammatical word formation events, grammatical ambiguity in similar phrases, grammatical vocabulary because of sentence context or lack of grammatical context and ambiguity because of the inaccuracy of the grammatical structure. The factors that influence the writing skills of primary IV students of The Champion Denpasar - Bali. First, the use of a foreign language (English) as a daily communication language of students in schools that intervene in Indonesian, which causes the lack of vocabulary that students have so that students find it difficult to write the text of the Indonesian experience stories correctly. Second, family, the assumption that the task of giving lessons to students is only the duty of the teacher to make the family environment rarely train their children to write at home. Third is, intelligence which is related to students' ability to absorb the material taught to them. The fourth is interest related to encouragement, motives, and emotional responses.

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KAMOWSKI-SHAKIBAI, MARGARET T., and HELEN SMITH CAIRNS. "Kindergarten children can be taught to detect lexical ambiguities." Journal of Child Language 43, no. 2 (April 27, 2015): 442–56. http://dx.doi.org/10.1017/s030500091500015x.

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ABSTRACTThis study investigates the development of metalinguistic skills, particularly ambiguity detection, and whether training accelerates this development for prereaders in kindergarten (5;5–6;6). It is the first to compare homophone detection with lexically ambiguous sentence detection in which the same homophones appear. The experimental group received ambiguity detection training; the control group received vocabulary training. Results showed that there is a spontaneous development of homophone detection abilities at the end of kindergarten, and training may accelerate this trajectory. The development of lexical ambiguity detection is not apparent in kindergarteners. However, explicit training improves this trajectory significantly. The knowledge of both meanings of a homophone is not sufficient to report both meanings of a sentence that contains that homophone. We propose that detecting the dual meanings of an ambiguous sentence involves sentence processing operations and an ability to think flexibly about language that may be enhanced with training.

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Vu, Hoang, George Kellas, and Stephen T. Paul. "Sources of sentence constraint on lexical ambiguity resolution." Memory & Cognition 26, no. 5 (September 1998): 979–1001. http://dx.doi.org/10.3758/bf03201178.

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41

Lee, Chia-Lin, and Kara D. Federmeier. "Differential age effects on lexical ambiguity resolution mechanisms." Psychophysiology 48, no. 7 (December 22, 2010): 960–72. http://dx.doi.org/10.1111/j.1469-8986.2010.01158.x.

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Gow, David W. "Does English coronal place assimilation create lexical ambiguity?" Journal of Experimental Psychology: Human Perception and Performance 28, no. 1 (2002): 163–79. http://dx.doi.org/10.1037/0096-1523.28.1.163.

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Coney, Jeffrey, and Kimberly David Evans. "Hemispheric asymmetries in the resolution of lexical ambiguity." Neuropsychologia 38, no. 3 (March 2000): 272–82. http://dx.doi.org/10.1016/s0028-3932(99)00076-7.

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MORI, Kanetaka, and Rywhay HAYASHI. "Testing semantic satiation effect with lexical ambiguity resolutions." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 1PMA24. http://dx.doi.org/10.4992/pacjpa.76.0_1pma24.

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Kidd, Evan, and Judith Holler. "Children's use of gesture to resolve lexical ambiguity." Developmental Science 12, no. 6 (April 6, 2009): 903–13. http://dx.doi.org/10.1111/j.1467-7687.2009.00830.x.

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Ristad, Eric Sven. "Computational Complexity of Syntactic Agreement and Lexical Ambiguity." Journal of Mathematical Psychology 39, no. 3 (September 1995): 275–84. http://dx.doi.org/10.1006/jmps.1995.1028.

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Jorge-Botana, Guillermo, and Ricardo Olmos. "How lexical ambiguity distributes activation to semantic neighbors." Semantic Considerations of Lexical Processing 9, no. 1 (April 24, 2014): 67–106. http://dx.doi.org/10.1075/ml.9.1.04jor.

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Abstract:

The role which the diversity of a word’s contexts plays in lexical access is currently the object of research. Vector-space models such as Latent Semantic Analysis (LSA) are useful to examine this role. Having an objective, discrete model of lexical representation allows us to objectify parameters in order to define contextual focalization in a more measurable way. In the first part of our study, we investigate whether certain empirical data on ambiguity can be modeled by means of an exclusively symbolic single representation model such as LSA and an excitatory-inhibitory mechanism such as the Construction-Integration framework. Our observations support the idea that some ambiguity effects could be explained by the contextual distribution using such a model. In the second part, we put abstract and concrete words to the test. Our LSA model (exclusively symbolic) and the excitatory-inhibitory mechanism can also explain the penalty paid by abstract words as they activate other words through semantic similarity and the advantage of concrete words in naming and semantic judgments, though it does not account for the advantage of concrete words in lexical decision tasks. The results of this second part are then discussed within the framework of the embodied/symbolic view of the language process.

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Piorkowski, Rebecca L., and William Badecker. "Perceptual learning of a talker resolves lexical ambiguity." Journal of the Acoustical Society of America 118, no. 3 (September 2005): 2036. http://dx.doi.org/10.1121/1.4785819.

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Tabossi, Patrizia, Lucia Colombo, and Remo Job. "Accessing lexical ambiguity: Effects of context and dominance." Psychological Research 49, no. 2-3 (August 1987): 161–67. http://dx.doi.org/10.1007/bf00308682.

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Paxton, Alexandra, Jennifer M. Roche, Alyssa Ibarra, and Michael K. Tanenhaus. "Predictions of Miscommunication in Verbal Communication During Collaborative Joint Action." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 613–27. http://dx.doi.org/10.1044/2020_jslhr-20-00137.

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Purpose The purpose of the current study was to examine the lexical and pragmatic factors that may contribute to turn-by-turn failures in communication (i.e., miscommunication) that arise regularly in interactive communication. Method Using a corpus from a collaborative dyadic building task, we investigated what differentiated successful from unsuccessful communication and potential factors associated with the choice to provide greater lexical information to a conversation partner. Results We found that more successful dyads' language tended to be associated with greater lexical density, lower ambiguity, and fewer questions. We also found participants were more lexically dense when accepting and integrating a partner's information (i.e., grounding) but were less lexically dense when responding to a question. Finally, an exploratory analysis suggested that dyads tended to spend more lexical effort when responding to an inquiry and used assent language accurately—that is, only when communication was successful. Conclusion Together, the results suggest that miscommunication both emerges and benefits from ambiguous and lexically dense utterances.

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