Relevant bibliographies by topics / Superordinate words

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Academic literature on the topic 'Superordinate words'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Superordinate words"

1

Watson, Rita. "Relevance and Definition." Journal of Child Language 22, no. 1 (1995): 211–22. http://dx.doi.org/10.1017/s0305000900009703.

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ABSTRACTThe study examined whether the use of superordinate terms in children's definitions was predicted by relevance theory. Two hundred and six children aged five to ten years gave definitions for 16 basic-level words and four superordinate words from natural kind and artefact semantic domains. Superordinate terms were used more frequently when they supported more inferences. This was evidenced by their more frequent use in natural kind than in artefact domains, and more frequent use when the superordinate was itself defined by a semantically complex expression. When used, superordinates al
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2

Perkasa, Dicky Widiya, and Iman Santoso. "The Use Superordinate Concept in The Meaning of speech." PROJECT (Professional Journal of English Education) 2, no. 6 (2019): 852. http://dx.doi.org/10.22460/project.v2i6.p852-855.

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Words have been existed since hundreds of years ago the implicit meaning of a words can indicate an expression of someone Through human words can communicate with various kinds of meanings in their conversation, in the concept of writing the researcher will explain a concept of superordinate which as a form of word level the highest which has the earliest meaning of each word, The good thing that can be learned in this superordinate concept is that the meaning of the word will not become complicated, for example "The fish is very ferocious", then what fish does it mean that might be sharks or
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3

Tamura, Takahiro. "Effects of Types of Featural Information on Interpretation by Young Children of Novel Words at the Superordinate Level." Perceptual and Motor Skills 90, no. 1 (2000): 73–80. http://dx.doi.org/10.2466/pms.2000.90.1.73.

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In this experiment with a Novel Label Task, 48 children ages 5 to 6 years were given a novel word for a target item, e.g., a dog. They were also given one of two types of featural information for the target item, a feature naturally common to animals, i.e., “This has a heart inside,” or an accidental feature uncommon to animals, i.e., “This gets a splinter.” As a result, the number of children who interpreted the novel word at the superordinate level (animal) increased significantly when they were given the feature naturally common to animals. On the other hand, there was no significant increa
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4

Storm, Christine, Tom Storm, and Katherine Ratchford. "Breadth of Meaning, Informativeness, and Superordination Relationships Among Selected Emotion Terms Appearing Early and Later in Development." Psychology and Human Development: an international journal 2, no. 1 (1988): 33–42. http://dx.doi.org/10.2224/sbp.6423.

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We conducted 3 studies to investigate some of the characteristics of emotion words. Five sets of 3 emotion words were selected; each set contained 1 basic word appearing early in the developing lexicon and 2 more specific words from the same broad category of emotion appearing later in development. Basic words were hypothesized to be broader in reference, less informative, and superordinate to more specific terms in the same set (examined in Studies 1–3). Undergraduates (Ns = 36, 60, and 60, respectively) made choices on each of the 10 pairs of predictor words and on 30 comparison pairs. Resul
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Gathercole, Virginia C. "The contrastive hypothesis for the acquisition of word meaning: a reconsideration of the theory." Journal of Child Language 14, no. 3 (1987): 493–531. http://dx.doi.org/10.1017/s0305000900010266.

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ABSTRACTThe evidence for the Contrastive Hypothesis (Clark 1980, 1983a, b, 1987, Barrett 1978, 1982) is reviewed. An examination of data from the acquisition of object words, relational words and superordinate terms reveals little support for this hypothesis that young children automatically assume that every two words in their lexicons contrast. Further, theoretical problems with the positions that children assign words to semantic fields as they are acquiring them and that innovations are used to fill lexical gaps make these stances untenable.
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6

CLARK, EVE V., and JAMES B. GROSSMAN. "Pragmatic directions and children's word learning." Journal of Child Language 25, no. 1 (1998): 1–18. http://dx.doi.org/10.1017/s0305000997003309.

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The present study tested the hypothesis that children as young as two use what adults tell them about meaning relations when they make inferences about new words. 18 two-year-olds (mean age 2;2) and 18 three-year-olds (mean age 3;2) learned two new terms (a) with instructions either (i) to treat one term as a superordinate to the other, or (ii) to replace one term with another; and (b) with no instruction given about how two new words might be related. Children were attentive to both kinds of instructions or pragmatic directions, and made use of them in their word-learning. When they received
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7

Kusuma, Deny. "Strategy Of Translating Gadget Brochure." RETORIKA: Jurnal Ilmu Bahasa 1, no. 2 (2017): 339–51. http://dx.doi.org/10.22225/jr.1.2.38.339-351.

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The title of this writing is strategy of translating gadget brochure. There were two problems discussed in this thesis, namely (1) terms found in the gadget manual book and its equivalence in Indonesia, (2) strategies applied in translating gadget brochure. Based on the analysis result, it was found that the terms and its equivalent words found in the gadget brochure were classified based on: 1) simple words or compound words and terminology forming phrase. 2) words category found are: noun and verb. The recommended pattern to determine the equivalent word was pure borrowing strategy, not adap
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8

Chen, Bohua, Degao Li, and Xuping Cao. "Unbalanced Bilinguals’ Asymmetric Associations Between L2 Words for Taxonomic Categories of Basic and Superordinate Levels." SAGE Open 6, no. 1 (2016): 215824401664002. http://dx.doi.org/10.1177/2158244016640025.

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9

Audring, Jenny. "Mothers or sisters? The encoding of morphological knowledge." Word Structure 12, no. 3 (2019): 274–96. http://dx.doi.org/10.3366/word.2019.0150.

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How is grammatical knowledge encoded in mental representations? While traditional accounts view grammar as a system of rules, construction-based theories assume declarative schemas – lexical entries with variables – as the locus of grammatical knowledge. Such schemas are evidently needed to encode productive patterns. However, morphological knowledge also includes relations between existing words, in patterns that cannot necessarily be productively extended. This contribution argues that such patterns can be encoded in two ways: by a ‘mother’ schema dominating the listed instances, or by ‘sist
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10

Ribas-Fernandes, José J. F., Danesh Shahnazian, Clay B. Holroyd, and Matthew M. Botvinick. "Subgoal- and Goal-related Reward Prediction Errors in Medial Prefrontal Cortex." Journal of Cognitive Neuroscience 31, no. 1 (2019): 8–23. http://dx.doi.org/10.1162/jocn_a_01341.

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A longstanding view of the organization of human and animal behavior holds that behavior is hierarchically organized—in other words, directed toward achieving superordinate goals through the achievement of subordinate goals or subgoals. However, most research in neuroscience has focused on tasks without hierarchical structure. In past work, we have shown that negative reward prediction error (RPE) signals in medial prefrontal cortex (mPFC) can be linked not only to superordinate goals but also to subgoals. This suggests that mPFC tracks impediments in the progression toward subgoals. Using fMR
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Books on the topic "Superordinate words"

1

Goddard, Cliff. Furniture, vegetables, weapons. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198736721.003.0010.

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This chapter deals with the semantic structure of functional collective superordinates, concentrating on three formally distinguishable classes. These can be termed ‘singular only’ (mass), e.g. furniture, cutlery; ‘plural mostly’, e.g. vegetables, cosmetics; and ‘countable’, e.g. weapons, vehicles. The chapter begins with a semantic overview, then moves to a selective review of the psycholinguistic and other cognitive science literature on superordinates. It is argued that much of this literature is flawed by the ‘All Superordinates are Taxonomic’ Fallacy. The study then presents semantic temp
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Book chapters on the topic "Superordinate words"

1

Van Rooy, Raf. "A dive into the prehistory of the conceptual pair." In Language or Dialect? Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198845713.003.0002.

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Chapter 2 starts at the ultimate origin of the English term dialect, ancient Greece, contending that it was never customary in Greek scholarship to contrast this term to a word referring to a superordinate concept of language. In order to substantiate this view, the chapter treats both passing references to the Greek dialects in a wide variety of texts and influential definitions of the Greek word diálektos (διάλεκτος‎). It also frames these definition attempts in their philological context, as the phenomenon of dialect was predominantly studied for its literary relevance. Finally, this chapter briefly discusses the Latin tradition up to about 1500, arguing that an obvious opposition of dialect to language cannot be discovered there either.
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