Relevant bibliographies by topics / Orthographie

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Orthographie'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Orthographie"

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Koekkoek, B. J., and Dieter Nerius. "Deutsche Orthographie." Die Unterrichtspraxis / Teaching German 22, no. 1 (1989): 102. http://dx.doi.org/10.2307/3530070.

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Zeguers, M. H. T., P. Snellings, H. M. Huizenga, and M. W. van der Molen. "Time course analyses of orthographic and phonological priming effects during word recognition in a transparent orthography." Quarterly Journal of Experimental Psychology 67, no. 10 (October 2014): 1925–43. http://dx.doi.org/10.1080/17470218.2013.879192.

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In opaque orthographies, the activation of orthographic and phonological codes follows distinct time courses during visual word recognition. However, it is unclear how orthography and phonology are accessed in more transparent orthographies. Therefore, we conducted time course analyses of masked priming effects in the transparent Dutch orthography. The first study used targets with small phonological differences between phonological and orthographic primes, which are typical in transparent orthographies. Results showed consistent orthographic priming effects, yet phonological priming effects were absent. The second study explicitly manipulated the strength of the phonological difference and revealed that both orthographic and phonological priming effects became identifiable when phonological differences were strong enough. This suggests that, similar to opaque orthographies, strong phonological differences are a prerequisite to separate orthographic and phonological priming effects in transparent orthographies. Orthographic and phonological priming appeared to follow distinct time courses, with orthographic codes being quickly translated into phonological codes and phonology dominating the remainder of the lexical access phase.
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Koekkoek, B. J., Peter Eisenberg, and Hartmut Gunther. "Schriftsystem und Orthographie." German Quarterly 64, no. 4 (1991): 564. http://dx.doi.org/10.2307/406673.

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Tesak, Jurgen, Peter Eisenberg, Hartmut Günther, and Hartmut Gunther. "Schriftsystem und Orthographie." Language 67, no. 3 (September 1991): 649. http://dx.doi.org/10.2307/415049.

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Engl, Verena, Florian Hutzler, Arthur M. Jacobs, Melissa L. H. Võ, and Mario Braun. "Orthografie oder Orthographie?" Zeitschrift für Psychologie / Journal of Psychology 214, no. 2 (April 2006): 59–72. http://dx.doi.org/10.1026/0044-3409.214.2.59.

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Zusammenfassung. Vor zehn Jahren wurde eine Reform der deutschen Orthografie beschlossen. Anhand einer Blickbewegungsstudie, an der sowohl erwachsene Leser als auch Kinder teilnahmen, sollte untersucht werden, welche Auswirkungen die Rechtschreibreform auf das Lesen hatte. Die Ergebnisse liefern erste Hinweise dafür, dass die Rechtschreibreform die Worterkennung insgesamt nicht beeinträchtigt hat. Lediglich die Wörter zum Erhalt der Stammschreibung in Zusammensetzungen (Balletttänzerin vs. Ballettänzerin) konnten sowohl von Kindern als auch von Erwachsenen in alter Rechtschreibung schneller gelesen werden. Ein gemischtes Bild ergab sich außerdem bei der Getrenntschreibung (kennen lernen vs. kennenlernen): Hier können zwar Erwachsene die zusammengeschriebenen alten Wörter besser verarbeiten, Kinder hingegen die neu auseinander geschriebenen. Einerseits wird für die konsequente Umsetzung einer einheitlichen Schreibweise vor allem im Sinne der Kinder plädiert, andererseits auf die Notwendigkeit empirischer Studien zur Absicherung theoretischer Vorüberlegungen hingewiesen.
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Si-Teak Yu. "Schwa-Alternationen und Orthographie." Zeitschrift f？r Deutsche Sprache und Literatur ll, no. 61 (September 2013): 25–45. http://dx.doi.org/10.30947/zfdsl.2013..61.25.

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Koekkoek, B. J., and Utz Maas. "Grundzüge der deutschen Orthographie." Language 70, no. 1 (March 1994): 213. http://dx.doi.org/10.2307/416777.

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Paulesu, Eraldo, Rolando Bonandrini, Laura Zapparoli, Cristina Rupani, Cristina Mapelli, Fulvia Tassini, Pietro Schenone, Gabriella Bottini, Conrad Perry, and Marco Zorzi. "Effects of Orthographic Consistency on Bilingual Reading: Human and Computer Simulation Data." Brain Sciences 11, no. 7 (June 30, 2021): 878. http://dx.doi.org/10.3390/brainsci11070878.

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English serves as today’s lingua franca, a role not eased by the inconsistency of its orthography. Indeed, monolingual readers of more consistent orthographies such as Italian or German learn to read more quickly than monolingual English readers. Here, we assessed whether long-lasting bilingualism would mitigate orthography-specific differences in reading speed and whether the order in which orthographies with a different regularity are learned matters. We studied high-proficiency Italian-English and English-Italian bilinguals, with at least 20 years of intensive daily exposure to the second language and its orthography and we simulated sequential learning of the two orthographies with the CDP++ connectionist model of reading. We found that group differences in reading speed were comparatively bigger with Italian stimuli than with English stimuli. Furthermore, only Italian bilinguals took advantage of a blocked presentation of Italian stimuli compared to when stimuli from both languages were presented in mixed order, suggesting a greater ability to keep language-specific orthographic representations segregated. These findings demonstrate orthographic constraints on bilingual reading, whereby the level of consistency of the first learned orthography affects later learning and performance on a second orthography. The computer simulations were consistent with these conclusions.
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Koekkoek, B. J., and Manfred Kohrt. "Theoretische Aspekte der deutschen Orthographie." Die Unterrichtspraxis / Teaching German 21, no. 2 (1988): 252. http://dx.doi.org/10.2307/3530318.

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Lipka, Marlies. "Deutsche Orthographie – Historisch, systematisch, didaktisch." Lernen und Lernstörungen 7, no. 4 (October 2018): 268. http://dx.doi.org/10.1024/2235-0977/a000235.

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Dissertations / Theses on the topic "Orthographie"

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Podelo, Jochen [Verfasser], and Sebastian [Akademischer Betreuer] Kempgen. "Nicht standardisierte Orthographie im russischen Internet : Nicht standardisierte Orthographie in der russischen Internetkommunikation aus Kontextualisierungsperspektive / Jochen Podelo ; Betreuer: Sebastian Kempgen." Bamberg : University of Bamberg Press, 2018. http://d-nb.info/1170158501/34.

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Voeste, Anja. "Orthographie und Innovation die Segmentierung des Wortes im 16. Jahrhundert." Hildesheim Zürich New York, NY Olms, 2007. http://d-nb.info/987728547/04.

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Jurish, Bryan. "Finite-state canonicalization techniques for historical German." Phd thesis, Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2012/5578/.

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This work addresses issues in the automatic preprocessing of historical German input text for use by conventional natural language processing techniques. Conventional techniques cannot adequately account for historical input text due to conventional tools' reliance on a fixed application-specific lexicon keyed by contemporary orthographic surface form on the one hand, and the lack of consistent orthographic conventions in historical input text on the other. Historical spelling variation is treated here as an error-correction problem or "canonicalization" task: an attempt to automatically assign each (historical) input word a unique extant canonical cognate, thus allowing direct application-specific processing (tagging, parsing, etc.) of the returned canonical forms without need for any additional application-specific modifications. In the course of the work, various methods for automatic canonicalization are investigated and empirically evaluated, including conflation by phonetic identity, conflation by lemma instantiation heuristics, canonicalization by weighted finite-state rewrite cascade, and token-wise disambiguation by a dynamic Hidden Markov Model.
Diese Arbeit behandelt Themen der automatischen Vorverarbeitung historischen deutschen Textes für die Weiterverarbeitung durch konventionelle computerlinguistische Techniken. Konventionelle Techniken können historischen Text wegen des hohen Grads an graphematischer Variation in solchem Text ohne eine solche Vorverarbeitung nicht zufriedenstellend behandeln. Variation in der historischen Rechtschreibung wird hier als Fehlerkorrekturproblem oder "Kanonikalisierungsaufgabe" behandelt: ein Versuch, jedem (historischen) Eingabewort eine eindeutige extante Äquivalente zuzuordnen; so können konventionelle Techniken ohne weitere Modifikation direkt auf den gelieferten kanonischen Formen arbeiten. Verschiedene Methoden zur automatischen Kanonikalisierung werden im Rahmen dieser Arbeit untersucht, unter anderem Konflation durch phonetische Identität, Konflation durch Lemma-Instanziierungsheuristiken, Kanonikalisierung durch eine Kaskade gewichteter endlicher Transduktoren, und Disambiguiierung von Konflationskandidaten durch ein dynamisches Hidden Markov Modell.
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Kern, Beate Maria. "Getrennt schreiben oder zusammenschreiben? Eine Untersuchung zu den Regeln der Getrennt- und Zusammenschreibung der zusammengesetzten Verben." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/733.

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This thesis explores the usage of the new spelling rules in the complex area of separate and compound spelling. This area was a main topic in the reform of German orthography 1996/98. The old rules can be characterized as a complex and incoherent system. The primary ambition in defining new rules for separate and compound spelling was to simplify the writing process in order to facilitate an easier usage of written language for the German speaking community.

The basic concept of the new rules is the declaration of separate spelling as the default, making compound spelling the exception. As a consequence, most words of the German vocabulary, which were spelled as compounds before, are now to be spelled separately. The publication of the new rules for this orthographic area in the year 1996 caused a lot of criticism amongst linguists, the main point of criticism being that words, which grew together on the basis of grammatical processes, had been robbed of their status as words. They are now word-groups in which the two parts do not belong together and have their own individual status and meaning in the sentence. These rules are in opposition to the productive tendency of ?Univerbierung? in the German written language. This means a process whereby words, which stand next to each other in a written text, grow together under special conditions.

This thesis has two main aims: The first aim is to define the system of separate and compound spelling as a combination of grammatical and orthographic aspects. It will be shown how grammatical categories are influencing the orthography of these words. Additionally, it will be shown how the new rules produce spellings which are grammatically incorrect. The second is to verify the prognosis that the new rules were not accepted by the German language community. This thesis presents the results of a corpus analysis drawn from the text corpora of contemporary German language which is available on the website of the Institut für deutsche Sprache. Articles from six different newspapers were analyzed to see if and how the new rules for the groups verb and verb, adjective and verb and noun and verb were used in these texts. The results of this research have been compiled for the period of time from August 1999 to December 2000 (Corpus 1) and August 1999 to June 2003 (Corpus 2). It was uncovered that for more than half of the analyzed verbs the new rules were not used consistently. The divergence from the spelling norms ranged from 10 to 50 percent. In particular the group adjective and verb showed a high deviation from the new rules for compound and separate spelling. These results can be explained both with semantic and syntactic reasoning.
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Noack, Christina. "Regularitäten der deutschen Orthographie und ihre Deregulierung eine computerbasierte diachrone Untersuchung zu ausgewählten Sonderbereichen der deutschen Rechtschreibung /." [S.l.] : [s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=963282298.

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Bezu, Pascale. "Suivre la genèse des compétences précoces en orthographie lexicale et syntaxique : Etude longitudinale d'enfants de fin de GS à l'entrée en CE2." Université Louis Pasteur (Strasbourg) (1971-2008), 2007. http://www.theses.fr/2007STR1PS10.

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Certains enfants manifestent, dès l’entrée en cycle 3, des compétences précoces en orthographe : pendant l’apprentissage de la lecture se construirait-il des compétences particulières, à l’origine de ces performances précoces ?L’évolution de différentes variables considérées comme déterminantes pour favoriser l’entrée dans l’écrit a été testée sur une cohorte et a permis de dégager, de manière rétrospective, d’éventuelles constantes permettant d’expliquer l’expression de compétences orthographiques. Une très forte corrélation entre les compétences en orthographe syntaxique et lexicale suggère que les mécanismes de construction de chacune de ces compétences seraient similaires : la capacité d’analyse du lien entre l’oral et l’écrit serait à l’origine des compétences en orthographe. Elle témoignerait d’une construction cognitive particulière, susceptible de se centrer principalement sur les correspondances significatives relatives à tous les aspects de la langue
From the age of 8, some children show early competences in spelling: does this mean that some specific competences develop during the early acquisition of literacy?The development of different variables considered as important for the acquisition of literacy was tested on a group of children and made it possible to point, in a retrospective way, to regularities which explain spelling competences. A very strong correlation between competence in syntactic and lexical spelling suggests that the way each of these competences develop is similar: the analytical skill of the link between oral and written forms could be the bases for competence in spelling. This analytical skill is the sign of a particular cognitive activity which could be centered mainly on the meaningful links relative to all aspects of language
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Stenger, Irina [Verfasser], and Roland Marti [Akademischer Betreuer]. "Zur Rolle der Orthographie in der slavischen Interkomprehension mit besonderem Fokus auf die kyrillische Schrift / Irina Stenger ; Betreuer: Roland Marti." Saarbrücken : universaar, Universitätsverlag des Saarlandes, 2019. http://d-nb.info/1194547850/34.

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Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.

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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
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Zheltukhin, Alexander. "Orthographic codes and code-switching : a study in 16th century Swedish orthography /." Stockholm : Almqvist & Wiksell, 1996. http://catalogue.bnf.fr/ark:/12148/cb37164838m.

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Sémidor, Pierre. "La genèse orthographique chez l'élève de cours préparatoire : description de la langue et pratiques d'enseignement." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0328/document.

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Notre recherche sur la genèse orthographique est descriptive etpraxéologique. Les phénomènes sémiographiques ayant contribué à opacifierle principe phonographique et à autonomiser l'écrit, nous interrogeons lesapproches de l'orthographe phonocentrées. Nous montrons qu'une seule desdescriptions linguistiques parues entre 1967 et 1988 est exploitéedidactiquement. Phonocentrée, elle s’accorde aux pratiques d’éveil inscritesdans le plan Rouchette et aux approches successivistes de la lecturesyllabiques et de la grammaire traditionnelle. Nous postulons que ledéveloppement de l'orthographe aurait provoqué une rupture épistémologiquequi peut former obstacle pour l'enseignement.Pour interroger l'articulation entre le développement individuel et les conditionsd'apprentissage, nous intégrons le concept d’habitus dans le cadre descommunautés discursives disciplinaires scolaires. Nous pensons que ledéveloppement de schèmes orthographiques est corrélé aux pratiques delecture et d'écriture proposées aux élèves ; la mise en place récurrente etprolongée d'une activité scripturale phonographique pourrait figer des schèmesliés aux conversions phonie-graphie.Nous observons comment des enseignantes de CP, instituent une communautédiscursive cripturale orthographique en focalisant l'activité sur le mot et initientla genèse orthographique par la valorisation de manières d'agir fédérées par leprincipe d'hétérographie distinctive. Les élèves, observés pendant deux ans,s'approprient les scénarios proposés. La secondarisation orthographique deleur habitus scriptural primaire est marquée par l'émergence de dispositionsaccordées aux règles de l'écriture orthographique
Our research about orthographic genesis is descriptive andpraxeologic. Semiographic phenomena contribute to opacify the phonographicprinciple and to autonomize writing. So we interrogate phonocentric approachesof orthography. We show that among the four linguistic descriptions presentbetween 1967 and 1988, only one is being used in didactics today. Because ofits phonocentrism, it is in accordance with child awareness practices asstipulated in the Rouchette plan and with consecutive approaches of syllabicreading methods and traditionnel grammar teaching. We postulate thatorthography development may have provoked an epistemologistic breach. It isour opinion that this breach could be an obstacle as for teaching.In order to question the articulation between individual development and sociallearning conditions, the concept of habitus is integrated in the framework ofeducational discursive communities. We believe that orthographic schematadevelopment is correlated with the reading and writing practices proposed topupils. The setting up of recurrent and prolonged phonographic scripturalactivity may immobilise schemata linked to the phonic-graphic conversion.We observe how teachers in the first year of primary school institute anorthographic scriptural educational discursive community focalising activity onwords and initiating the orthographic genesis by bringing value to orthographicmanners brought about by the distinctive heterographic principle. The pupils,observed for two years, appropriate the proposed patterns about word's usage.The orthographic secondarisation of their scriptural primary habitus ischaracterised by the emergence of dispositions accorded to the rule oforthographic writing
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Books on the topic "Orthographie"

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Nerius, Dieter. Orthographie. Heidelberg: J. Groos, 1993.

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Orthographie als Sprachkultur. Frankfurt am Main: P. Lang, 1997.

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Blondet, Sandrine. Orthographie franc ʹaise. [Paris]: Ed. Jean-Paul Gisserot, 2002.

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Eisenberg, Peter, and Hartmut Günther, eds. Schriftsystem und Orthographie. Berlin, New York: DE GRUYTER, 1989. http://dx.doi.org/10.1515/9783111372266.

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Petra, Ewald, and Skibitzki Bernd, eds. Beiträge zur deutschen Orthographie. Frankfurt am Main: Peter Lang, 1999.

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Theoretische Aspekte der deutschen Orthographie. Tübingen: Niemeyer, 1987.

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Stetter, Christian, ed. Zu einer Theorie der Orthographie. Berlin, New York: DE GRUYTER, 1990. http://dx.doi.org/10.1515/9783111372280.

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Orthographie: Öffentlichkeit, Wissenschaft und Erwerb. Berlin: De Gruyter, 2015.

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Weisskopf, Ralf. System und Entwicklung der spanischen Orthographie. Wilhelmsfeld: G. Egert, 1994.

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Les glyphes cromagnonnais: Esquisse d'entrée, orthographie et grammaire. Flintbek (Germany): H. W. Bornefeld, 2004.

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Book chapters on the topic "Orthographie"

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Dürscheid, Christa. "Orthographie." In Einführung in die Schriftlinguistik, 180–223. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-92514-5_6.

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Becker, Tabea. "12. Orthographie." In Sprachdiagnostik Deutsch als Zweitsprache, edited by Stefan Jeuk and Julia Settinieri, 277–98. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110418712-012.

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Schmidt, Jochen. "Hatte Hölderlin eine persönliche Orthographie?" In Hölderlin-Jahrbuch, 283–84. Stuttgart: J.B. Metzler, 1995. http://dx.doi.org/10.1007/978-3-476-03607-0_22.

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Penzl, Herbert. "Zur alphabetischen Orthographie als Gegenstand der Sprachwissenschaft." In Orthography and Phonology, 225. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.12pen.

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Scholz, Friedrich. "Zur Orthographie und Aussprache der Sprachen des Baltikums." In Die Literaturen des Baltikums, 11–13. Wiesbaden: VS Verlag für Sozialwissenschaften, 1990. http://dx.doi.org/10.1007/978-3-322-83713-4_1.

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Luelsdorff, Philip A. "Orthographic Complexity and Orthography Acquisition." In Learning, Keeping and Using Language, 353–78. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.25lue.

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Wiprächtiger-Geppert, Maja, Susanne Riegler, and Janine Freivogel. "Erfassung des professionellen Wissens von Deutschlehrkräften zu Orthographie und Orthographieerwerb – Forschungsstand und Perspektiven." In Lehrende im Blick, 281–300. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09734-9_13.

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Geva, Esther, and Dale Willows. "Orthographic Knowledge is Orthographic Knowledge is Orthographic Knowledge." In The Varieties of Orthographic Knowledge, 359–80. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-3492-9_11.

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Yarwood, A. "Orthographic Projection." In Work Out Graphic Communication GCSE, 33–49. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10242-6_3.

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Rathnam, K. "Orthographic Projections." In A First Course in Engineering Drawing, 73–101. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5358-0_5.

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Conference papers on the topic "Orthographie"

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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.
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Karpava, Sviatlana, and Elena Kkese. "Acoustic-orthographic interface in L2 phonology by L1 Cypriot-Greek speakers." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0026/000441.

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The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions based on the different phoneme inventories and orthographies of CG and English. The findings suggest that there is an effect of L1 CG phonological and orthographic systems on L2 English vowel and consonant sound perception and written production.
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Adam, Gabriela‑Violeta. "Romanian toponymy in Szabó T. Attila’s works. Solnoc-Dăbâca county. I. Vocalism." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/29.

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The Magyarization of Romanian toponymy in historical Transylvania was achieved in three different ways: 1) adapting the onomastic material to the Hungarian orthographic and phonetic system; 2) translating the toponymic items; 3) adopting the specific Hungarian morphosyntactic rules. The Magyarization of microtoponymy did not have repercussions on the morphosyntactic and lexical levels; the adoption of Hungarian orthography ensured only the formal assimilation of the toponyms. The Hungarian orthographic principles and norms, used inconsistently, reflect numerous oscillating contexts in which the sounds ă, î, u have as graphic correspondents both labial and non-labial vowels. The Magyarization of Romanian toponymy in historical Transylvania did not obscure specific dialectal features, which highlight important information on the age and strata of populations and the relationships among them
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Smirnov, Yury V. "Typing circumflexes in search box in multilingual digital dictionaries (as exemplified by the digital abbreviation dictionary and 25 European languages)2." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-101-104.

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Entering circumflexes which are lacking on Russian and English language keyboard traditionally used in Russia is rather incovenient. As the example, the interface of digital abbreviation dictionary comprising 25 languages is described; the additional symbol bar is used for the purpose. Special attention is given to the features of the Modern Greek language where, along with circumflex input problem, the problems of orthography (two literary forms in use, orthographic complexities) are faced. The solution as appears in the abbreviations digital dictionary is presented. The author concludes that user-friendly solution for entering lacking symbols has to be found.
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Atkinson, Colin, Dietmar Stoll, and Christian Tunjic. "Orthographic Service Modeling." In 2011 15th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW). IEEE, 2011. http://dx.doi.org/10.1109/edocw.2011.20.

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Zhao, Hong, and Yong Se Kim. "A Computer Aided Visual Reasoning Tool for Missing View Problems." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0076.

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Abstract The ability of an engineer to visualize and reason about geometric aspects of physical objects and processes is crucial in the success of engineering activities. The paper presents the development of a prototype visual reasoning system which aims at increasing engineering students’ visual reasoning capabilities. Specifically we take the missing view problem which requires students to construct any valid solid and a corresponding missing orthographic view when they are given two orthographic views. Sweeping operations, which are the reverse procedure of orthographic projection, are used to solve missing view problems by forming the boundary faces of a solid from the loops of orthographic views. This geometric operation forms a primary user interface of the system in visually reasoning about the construction of 3-D solid given the constraints by two orthographic views.
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Pesti, Peter, Jeremy Elson, Jon Howell, Drew Steedly, and Matt Uyttendaele. "Low-cost orthographic imagery." In the 16th ACM SIGSPATIAL international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463434.1463465.

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Atkinson, Colin, and Christian Tunjic. "Criteria for Orthographic Viewpoints." In the 2nd Workshop. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2631675.2631680.

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Larsson, Viktor, Marc Pollefeys, and Magnus Oskarsson. "Orthographic-Perspective Epipolar Geometry." In 2021 IEEE/CVF International Conference on Computer Vision (ICCV). IEEE, 2021. http://dx.doi.org/10.1109/iccv48922.2021.00552.

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Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.

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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.
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Reports on the topic "Orthographie"

1

Kanatani, Ken-Ichi. Analysis of Structure and Motion from Optical Flow. Part 1. Orthographic Projection. Revision. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada171612.

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Dukart, Carla. A Comparison of Speech Intelligibility Measures between Unsophisticated Listener Judgements and Orthographic Transcription. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7130.

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Mowe, Kristi. Comparison of Intelligibility Estimation and Orthographic Transcription Methods by Preprofessional Speech-Language Pathologists. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7262.

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Sugarman, Nancy. A Comparison Between Trained Ear Estimation and Orthographic Transcription When Measuring Speech Intelligibility of Young Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6659.

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