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Journal articles on the topic 'Universal language'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

HUSSEIN, ABDEL-HAMID. "Language Universals, Universal Grammar and Language Acquisition." Journal of King Abdulaziz University-Arts and Humanities 1, no. 1 (1988): 21–36. http://dx.doi.org/10.4197/art.1-1.3.

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Gorkin, Robert A. "Universal Language." Science News 160, no. 20 (November 17, 2001): 307. http://dx.doi.org/10.2307/4012878.

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Pinheiro, Marcia R. "Universal Grammar." International Journal for Innovation Education and Research 4, no. 4 (April 30, 2016): 34–37. http://dx.doi.org/10.31686/ijier.vol4.iss4.529.

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We are interested in creating a universal grammar structure, so that learning languages becomes a much easier task than it is now. We obviously cannot dream of having all languages on earth adopting this universal grammar, so that this is at most for those languages that are associated with our occidental style of writing. The Brazilian and Portuguese peoples decided to unify their language once and then reached several agreements which formed the new language, basically. With this, Brazilian Portuguese and Portuguese Portuguese became almost the same thing. In the same way, we could have all languages that adopt the occidental style of writing sharing the same grammar structure. This paper is then about a dream, but, because of the experience with the Portuguese language, we know that this is an achievable dream.

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Lounsbury, John H. "Music Universal Language, Universal Curriculum?" Music Educators Journal 78, no. 6 (February 1992): 42–44. http://dx.doi.org/10.2307/3398382.

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Kim, Donghyun, Kuniaki Saito, Kate Saenko, Stan Sclaroff, and Bryan Plummer. "MULE: Multimodal Universal Language Embedding." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 07 (April 3, 2020): 11254–61. http://dx.doi.org/10.1609/aaai.v34i07.6785.

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Existing vision-language methods typically support two languages at a time at most. In this paper, we present a modular approach which can easily be incorporated into existing vision-language methods in order to support many languages. We accomplish this by learning a single shared Multimodal Universal Language Embedding (MULE) which has been visually-semantically aligned across all languages. Then we learn to relate MULE to visual data as if it were a single language. Our method is not architecture specific, unlike prior work which typically learned separate branches for each language, enabling our approach to easily be adapted to many vision-language methods and tasks. Since MULE learns a single language branch in the multimodal model, we can also scale to support many languages, and languages with fewer annotations can take advantage of the good representation learned from other (more abundant) language data. We demonstrate the effectiveness of our embeddings on the bidirectional image-sentence retrieval task, supporting up to four languages in a single model. In addition, we show that Machine Translation can be used for data augmentation in multilingual learning, which, combined with MULE, improves mean recall by up to 20.2% on a single language compared to prior work, with the most significant gains seen on languages with relatively few annotations. Our code is publicly available1.

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McMurray, Bob, and Edward Wasserman. "Variability in languages, variability in learning?" Behavioral and Brain Sciences 32, no. 5 (October 2009): 459–60. http://dx.doi.org/10.1017/s0140525x09990926.

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AbstractIn documenting the dizzying diversity of human languages, Evans & Levinson (E&L) highlight the lack of universals. This suggests the need for complex learning. Yet, just as there is no universal structure, there may be no universal learning mechanism responsible for language. Language is a behavior assembled by many processes, an assembly guided by the language being learned.

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Zhang, Niina Ning. "Universal 20 and Taiwan Sign Language." Sign Language and Linguistics 10, no. 1 (October 16, 2007): 55–81. http://dx.doi.org/10.1075/sll.10.1.05zha.

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Word order flexibility in sign languages has led some scholars to conclude that sign languages do not have any hierarchical structure. This paper shows that the word order patterns within Taiwan Sign Language nominals precisely follow Greenberg’s (1963:87) Universal 20. The manifestation of the universal in this sign language indicates that like oral languages, sign languages have hierarchical structures. Moreover, this paper also discusses the relation between syntactic hierarchy and linearization from the perspective of Taiwan Sign Language. The fact that the word order possibilities stated in Universal 20 are attested in a single language challenges the very notion of language parameter.

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Richmond, John W. "Universal Access for the Universal Language." Arts Education Policy Review 99, no. 2 (November 1997): 22–29. http://dx.doi.org/10.1080/10632919709600767.

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Al-Dabbagh, Abdulla. "Globalism and the universal language." English Today 21, no. 2 (April 2005): 3–12. http://dx.doi.org/10.1017/s0266078405002026.

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Like so many other innovations, the idea of one common language for all mankind appeared for the first time, in European thought, during the Renaissance. It has been estimated that since then nearly ‘seven hundred such artificial languages’ have been tried. Undoubtedly, this had to do with the collapse of Latin as the common language of education, soon to be replaced by the various, rising national languages. Europe's great expansion overseas, in this epoch, also created the need for a unified vehicle of communication.In many ways, the world, and not just Europe, is now facing a similar challenge. While English has become the Latin of the contemporary world, such a position, one can say in the light of historical experience, has always been precarious. Whether English will be unanimously accepted as the one unifying, international language of the globe, whether it will share this role with one or more other languages, or whether an artificial language will be adopted for that purpose is the question that sooner or later we will all be facing.

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Glaze, William H. "The universal language." Environmental Science & Technology 34, no. 17 (September 2000): 369A. http://dx.doi.org/10.1021/es003393a.

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Kornberg, Arthur. "The Universal Language." Nature Biotechnology 5, no. 5 (May 1987): 520. http://dx.doi.org/10.1038/nbt0587-520.

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Cacchione, Trix, Marcello Indino, Kazuo Fujita, Shoji Itakura, Toyomi Matsuno, Simone Schaub, and Federica Amici. "Universal ontology." International Journal of Behavioral Development 38, no. 6 (July 28, 2014): 481–86. http://dx.doi.org/10.1177/0165025414544233.

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Previous research has demonstrated that adults are successful at visually tracking rigidly moving items, but experience great difficulties when tracking substance-like “pouring” items. Using a comparative approach, we investigated whether the presence/absence of the grammatical count–mass distinction influences adults and children’s ability to attentively track objects versus substances. More specifically, we aimed to explore whether the higher success at tracking rigid over substance-like items appears universally or whether speakers of classifier languages (like Japanese, not marking the object–substance distinction) are advantaged at tracking substances as compared to speakers of non-classifier languages (like Swiss German, marking the object–substance distinction). Our results supported the idea that language has no effect on low-level cognitive processes such as the attentive visual processing of objects and substances. We concluded arguing that the tendency to prioritize objects is universal and independent of specific characteristics of the language spoken.

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Zeynalov, Farman. "Universal Properties of Human Language in the Light of Natural Phenomena." International Journal of English Linguistics 6, no. 1 (January 31, 2016): 187. http://dx.doi.org/10.5539/ijel.v6n1p187.

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<p>The investigations of linguistic literature show that linguists today are much inspired by the goals of generative grammar, as well as the important human universals which explain child language acquisition, the universals of general cognition and learning. To put it the other way, linguists are interested in studying the human language to discover the nature of Universal Grammar the principles of which characterize all human languages and this major aim becomes the basis of contemporary linguistic theory of today. As D. Crystal writes: “… the main task of the linguistic scholar is basically to study and understand the general principles upon which all languages are built” (Crystal, 1977).</p><p>In this respect we are sure that this article may throw some light on the origin of universal properties of human language.</p><p>Our aim, accordingly, is to study the origin of general principles of human language and to discover natural factors which cause the human language to have universal properties. In other words, our aim is “to find out the laws of human language” in relation to natural phenomena. In this connection an attempt is made to describe variety of observable similar facts and compare them both pertaining to human language and natural processes.</p>

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Stoykova, Velislava. "Representation of Universal Quantifier in Bulgarian Language with Universal Networking Language." Procedia - Social and Behavioral Sciences 186 (May 2015): 805–10. http://dx.doi.org/10.1016/j.sbspro.2015.04.175.

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Pinker, Steven, and Ray Jackendoff. "The reality of a universal language faculty." Behavioral and Brain Sciences 32, no. 5 (October 2009): 465–66. http://dx.doi.org/10.1017/s0140525x09990720.

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AbstractWhile endorsing Evans & Levinson's (E&L's) call for rigorous documentation of variation, we defend the idea of Universal Grammar as a toolkit of language acquisition mechanisms. The authors exaggerate diversity by ignoring the space of conceivable but nonexistent languages, trivializing major design universals, conflating quantitative with qualitative variation, and assuming that the utility of a linguistic feature suffices to explain how children acquire it.

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양세욱. "The Genealogy and Thought of the Universal ̶ Language between Universal Language and Language Diversity." Human Beings, Environment and Their Future ll, no. 21 (October 2018): 3–39. http://dx.doi.org/10.34162/hefins.2018..21.001.

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17

Mulder, Jean. "The Viability of the Notion of Subject in Coast Tsimshian." Canadian Journal of Linguistics/Revue canadienne de linguistique 34, no. 2 (June 1989): 129–44. http://dx.doi.org/10.1017/s0008413100013281.

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The status of subject as a linguistic universals is commonly assumed. For example, the classification of the word order of a language as SVO, SOV, etc. presupposes the universal occurrence of subject; many language universale such as Mithun’s (1984) hierarchy for noun incorporation are stated in terms of subject; and, some theories such as Relational Grammar take subject as a primitive.

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18

Song, Jae Jung. "Language Universals and Universal Language: The Case of the Accessibility Hierarchy in Relativization." Journal of Universal Language 3, no. 2 (September 30, 2002): 113–37. http://dx.doi.org/10.22425/jul.2002.3.2.113.

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19

Hoffert, Sharon B. "Mathematics: The Universal Language?" Mathematics Teacher 103, no. 2 (September 2009): 130–39. http://dx.doi.org/10.5951/mt.103.2.0130.

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Hoffert, Sharon B. "Mathematics: The Universal Language?" Mathematics Teacher 103, no. 2 (September 2009): 130–39. http://dx.doi.org/10.5951/mt.103.2.0130.

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Doane, Mary Ann. "Facing a Universal Language." New German Critique 41, no. 2 (2014): 111–24. http://dx.doi.org/10.1215/0094033x-2680801.

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22

Herold, Ken. "Editorial: Universal Building Language." Journal of Computing in Civil Engineering 11, no. 1 (January 1997): 1–3. http://dx.doi.org/10.1061/(asce)0887-3801(1997)11:1(1).

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23

Booth, Leigh. "Compassion: a universal language." Contemporary Nurse 52, no. 2-3 (May 6, 2016): 366–68. http://dx.doi.org/10.1080/10376178.2016.1221325.

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Gethner, Robert. "Poem: The Universal Language." Mathematics Magazine 82, no. 3 (June 2009): 226. http://dx.doi.org/10.1080/0025570x.2009.11953626.

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Roy, J., and A. Ramanujan. "XML: data's universal language." IT Professional 2, no. 3 (2000): 32–36. http://dx.doi.org/10.1109/6294.846203.

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Frederick, Robert. "A More Universal Language." American Scientist 108, no. 5 (2020): 272. http://dx.doi.org/10.1511/2020.108.5.272.

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The Lancet. "Foreword: A universal language." Lancet 366 (December 2005): S1. http://dx.doi.org/10.1016/s0140-6736(05)67819-1.

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Gethner, Robert. "Poem: The Universal Language." Mathematics Magazine 82, no. 3 (June 1, 2009): 226. http://dx.doi.org/10.4169/193009809x468887.

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Llamzon, Benjamin S. "Language: A Universal Cause." Listening 21, no. 1 (1986): 66–78. http://dx.doi.org/10.5840/listening19862117.

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Hoffert, Sharon B., and Introduction by: Candies Cook. "“Mathematics: The Universal Language?”." Mathematics Teacher: Learning and Teaching PK-12 116, no. 8 (August 2023): 633–43. http://dx.doi.org/10.5951/mtlt.2023.0194.

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Taoufik Ben Hassine. "LIDO: A universal language." World Journal of Advanced Research and Reviews 18, no. 2 (May 30, 2023): 361–64. http://dx.doi.org/10.30574/wjarr.2023.18.2.0826.

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LIDO is a Metamodeling language for developing IoT solutions. It is a set of concepts of high-level abstraction. LIDO makes it possible that people with different technical backgrounds and IoT culture to come together around the development of IoT solutions. LIDO allows people of different disciplines, having different viewpoints, to come together to discuss and reflect on the modeling and implementation of an IoT solution. This article presents the philosophy underlying LIDO that makes it a universal language allowing sustainable development.

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32

Goldberg, Adele E. "Universal Grammar? Or prerequisites for natural language?" Behavioral and Brain Sciences 31, no. 5 (October 2008): 522–23. http://dx.doi.org/10.1017/s0140525x0800513x.

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AbstractThis commentary aims to highlight what exactly is controversial about the traditional Universal Grammar (UG) hypothesis and what is not. There is widespread agreement that we are not born “blank slates,” that language universals exist, that grammar exists, and that adults have domain-specific representations of language. The point of contention is whether we should assume that there exist unlearned syntactic universals that are arbitrary and specific to Language.

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Liang, Yaobo, Quanzhi Zhu, Junhe Zhao, and Nan Duan. "Machine-Created Universal Language for Cross-Lingual Transfer." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 17 (March 24, 2024): 18617–25. http://dx.doi.org/10.1609/aaai.v38i17.29824.

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There are two primary approaches to addressing cross-lingual transfer: multilingual pre-training, which implicitly aligns the hidden representations of various languages, and translate-test, which explicitly translates different languages into an intermediate language, such as English. Translate-test offers better interpretability compared to multilingual pre-training. However, it has lower performance than multilingual pre-training and struggles with word-level tasks due to translation altering word order. As a result, we propose a new Machine-created Universal Language (MUL) as an alternative intermediate language. MUL comprises a set of discrete symbols forming a universal vocabulary and a natural language to MUL translator for converting multiple natural languages to MUL. MUL unifies shared concepts from various languages into a single universal word, enhancing cross-language transfer. Additionally, MUL retains language-specific words and word order, allowing the model to be easily applied to word-level tasks. Our experiments demonstrate that translating into MUL yields improved performance compared to multilingual pre-training, and our analysis indicates that MUL possesses strong interpretability. The code is at: https://github.com/microsoft/Unicoder/tree/master/MCUL.

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Sahoo, Sunil Kumar, Brojo Kishore Mishra, Satya Ranjan Dash, Shantipriya Parida, Jatindra Nath Besra, and Atul Kumar Ojha. "Universal Dependency Treebank for Santali Language." ECS Transactions 107, no. 1 (April 24, 2022): 2837–46. http://dx.doi.org/10.1149/10701.2837ecst.

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A major effort is currently underway to develop a large-scale treebank for Indian low resource Languages (ILRLs). Apart from that, a rich and large-scale treebank can be an essential resource for linguistic investigations. This paper presents the first publicly available treebank of Santali low resource Indian language. The treebank contains 307 tokens (51 sentences) in the Santali language. All the selected sentences are manually annotated following the Universal Dependency guidelines. The morphological analysis of the Santali treebank was performed using machine learning techniques. The Santali annotated treebank will enrich the Santali language resource and will help in building language technology tools for cross-lingual learning and typological research. We also built a preliminary Santali parser using a machine learning approach. Finally, the paper briefly discusses the linguistic analysis of the Santali UD treebank.

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Evans, Nicholas, and Stephen C. Levinson. "The myth of language universals: Language diversity and its importance for cognitive science." Behavioral and Brain Sciences 32, no. 5 (October 2009): 429–48. http://dx.doi.org/10.1017/s0140525x0999094x.

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AbstractTalk of linguistic universals has given cognitive scientists the impression that languages are all built to a common pattern. In fact, there are vanishingly few universals of language in the direct sense that all languages exhibit them. Instead, diversity can be found at almost every level of linguistic organization. This fundamentally changes the object of enquiry from a cognitive science perspective. This target article summarizes decades of cross-linguistic work by typologists and descriptive linguists, showing just how few and unprofound the universal characteristics of language are, once we honestly confront the diversity offered to us by the world's 6,000 to 8,000 languages. After surveying the various uses of “universal,” we illustrate the ways languages vary radically in sound, meaning, and syntactic organization, and then we examine in more detail the core grammatical machinery of recursion, constituency, and grammatical relations. Although there are significant recurrent patterns in organization, these are better explained as stable engineering solutions satisfying multiple design constraints, reflecting both cultural-historical factors and the constraints of human cognition.Linguistic diversity then becomes the crucial datum for cognitive science: we are the only species with a communication system that is fundamentally variable at all levels. Recognizing the true extent of structural diversity in human language opens up exciting new research directions for cognitive scientists, offering thousands of different natural experiments given by different languages, with new opportunities for dialogue with biological paradigms concerned with change and diversity, and confronting us with the extraordinary plasticity of the highest human skills.

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Dodds, Peter Sheridan, Eric M. Clark, Suma Desu, Morgan R. Frank, Andrew J. Reagan, Jake Ryland Williams, Lewis Mitchell, et al. "Human language reveals a universal positivity bias." Proceedings of the National Academy of Sciences 112, no. 8 (February 9, 2015): 2389–94. http://dx.doi.org/10.1073/pnas.1411678112.

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Using human evaluation of 100,000 words spread across 24 corpora in 10 languages diverse in origin and culture, we present evidence of a deep imprint of human sociality in language, observing that (i) the words of natural human language possess a universal positivity bias, (ii) the estimated emotional content of words is consistent between languages under translation, and (iii) this positivity bias is strongly independent of frequency of word use. Alongside these general regularities, we describe interlanguage variations in the emotional spectrum of languages that allow us to rank corpora. We also show how our word evaluations can be used to construct physical-like instruments for both real-time and offline measurement of the emotional content of large-scale texts.

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Wolfe-Quintero, Kate. "Nativism does not equal Universal Grammar." Second Language Research 12, no. 4 (October 1996): 335–73. http://dx.doi.org/10.1177/026765839601200402.

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This article is about nativist theories of language learning and how they apply to SLA. I am seeking a nativism that goes beyond the scope of Universal Grammar (UG), that explains the human cognitive capacity for language learning (language knowledge, learning, and processing), the learning of all language structures found in natural languages (both core and peripheral), and SLA (learnability, development, transfer, and differential success). Such a theory does not yet exist, but current nativist theories (linguistic, developmental, general and connectionist) suggest ways in which such a theory might be developed.

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Ziegler, Johannes C., Conrad Perry, Anna Ma-Wyatt, Diana Ladner, and Gerd Schulte-Körne. "Developmental dyslexia in different languages: Language-specific or universal?" Journal of Experimental Child Psychology 86, no. 3 (November 2003): 169–93. http://dx.doi.org/10.1016/s0022-0965(03)00139-5.

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Velarde Lombraña, Julián. "El Español en los proyectos de lengua universal." Historiographia Linguistica 27, no. 1 (May 29, 2000): 59–77. http://dx.doi.org/10.1075/hl.27.1.05vel.

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Summary ‘One language for the world’ is the most perennial ideal in the history of humanity. Projects for a universal language have been multifarious. Its design typically depends on the dominant linguistic theories of the period in which such languages are conceived. The project by Bonifacio Sotos Ochando (1785–1869) of 1852 can be considered as the highest point reached by the tradition which harks back to the 17th century and tries to develop what is known as a ‘philosophical’ language or characteristica universalis. From 1860 onwards the projects for a universal language are, in general, a posteriori linguistic systems which look at historical grammars and languages in search for general principles and universal rules. Languages used for the design of such a posteriori projects are, for political and cultural reasons, European languages, mainly Romance languages. In this paper the focus is on Spanish. First, a classification of international language projects of is offered that, in some way, use Spanish. Second, the growing of Spanish language in the USA and its relationships with English is analysed. Third, the influence on Spanish by new technologies of communication is discussed. Finally, an analogy is drawn between the role of Latin in the 17th century and English in the 20th with regard to the search for an auxiliary international language.

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Wilbur, Ronnie B. "What does the study of signed languages tell us about ‘language’?" Investigating Understudied Sign Languages - Croatian SL and Austrian SL, with comparison to American SL 9, no. 1-2 (December 31, 2006): 5–32. http://dx.doi.org/10.1075/sll.9.1.04wil.

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Linguists focusing on what all languages have in common seek to identify universals, tendencies, and other patterns to construct a general model of human language, Universal Grammar (UG). The design features of this model are that it must account for linguistic universals, account for linguistic diversity, and account for language learnability. Sign languages contribute to the construction of this model by providing a new source of data, permitting the claims and assumptions of UG to be rigorously tested and modified. One result of this research has been that the notion of ‘language’ itself has been clarified, clearly separating it from speech. It has also been possible to identify the design features of ‘natural languages’ themselves, and then to explain why pedagogical signing systems are not natural languages. This paper provides an overview of these issues.

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Ozioma J., Okey-Kalu, Okorie Okechukwu, and Nweke Nneka U. "Is Emoji a Universal Language?" Edumania-An International Multidisciplinary Journal 02, no. 02 (April 1, 2024): 97–108. http://dx.doi.org/10.59231/edumania/9040.

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The invention of the internet and digital communication channels has made it possible for people in different parts of the world to interact without geographic restrictions. Nevertheless, people from different speech communities may encounter communication barriers as a result of their language differences. The invention of emojis, which are perceived as a universal language, is believed to bridge the communication gap between individuals of different languages. To find out how effective emojis are in communication, the findings of four empirical studies, which investigated the use of emojis in communication, were collected and analysed qualitatively. The present study was anchored on Sonja Foss’s Theory of Visual Rhetoric, which posits that visuals must communicate effectively and accurately to their audience before they can be identified and described as communicative. The findings of this study, however, showed that while emojis can trigger the emotions of readers, they may fail to communicate effectively to them. Based on these findings, it was concluded that emojis may not be an effective tool in cross border interactions.

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Nevins, Andrew. "On formal universals in phonology." Behavioral and Brain Sciences 32, no. 5 (October 2009): 461–62. http://dx.doi.org/10.1017/s0140525x09990537.

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AbstractUnderstanding the universal aspects of human language structure requires comparison at multiple levels of analysis. While Evans & Levinson (E&L) focus mostly on substantive variation in language, equally revealing insights can come from studying formal universals. I first discuss how Artificial Grammar Experiments can test universal preferences for certain types of abstract phonological generalizations over others. I then discuss moraic onsets in the language Arrernte, and how its apparent substantive variation ultimately rests on a formal universal regarding syllable-weight sensitivity.

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Zhang, Heng, Yan Zhang, Jia-Huai You, Zhiyong Feng, and Guifei Jiang. "Towards Universal Languages for Tractable Ontology Mediated Query Answering." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 03 (April 3, 2020): 3049–56. http://dx.doi.org/10.1609/aaai.v34i03.5699.

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An ontology language for ontology mediated query answering (OMQA-language) is universal for a family of OMQA-languages if it is the most expressive one among this family. In this paper, we focus on three families of tractable OMQA-languages, including first-order rewritable languages and languages whose data complexity of the query answering is in AC0 or PTIME. On the negative side, we prove that there is, in general, no universal language for each of these families of languages. On the positive side, we propose a novel property, the locality, to approximate the first-order rewritability, and show that there exists a language of disjunctive embedded dependencies that is universal for the family of OMQA-languages with locality. All of these results apply to OMQA with query languages such as conjunctive queries, unions of conjunctive queries and acyclic conjunctive queries.

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Nevins, Andrew. "Two Case Studies in Phonological Universals: A View from Artificial Grammars." Biolinguistics 4, no. 2-3 (September 30, 2010): 218–33. http://dx.doi.org/10.5964/bioling.8787.

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This article summarizes the results of two experiments that use artificial grammar learning in order to test proposed phonological universals. The first universal involves limits on precedence-modification in phonological representations, drawn from a typology of ludlings (language games). It is found that certain unattested precedence-modifying operations in ludlings are also dispreferred in learning in experimental studies, suggesting that the typological gap reflects a principled and universal aspect of language structure. The second universal involves differences between vowels and consonants, and in particular, the fact that phonological typology finds vowel repetition and harmony to be widespread, while consonants are more likely to dissimilate. An artificial grammar task replicates this bias in the laboratory, suggesting that its presence in natural languages is not due to historical accident but to cognitive constraints on the form of linguistic grammars.

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Khanina, Olesya. "How universal is wanting?" Studies in Language 32, no. 4 (September 12, 2008): 818–65. http://dx.doi.org/10.1075/sl.32.4.03kha.

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The paper reports on a cross-linguistic survey of translational equivalents of the Standard Average European concept of wanting. It is conducted on a variety sample of 73 languages, each of which was checked for morphosyntactic and semantic properties of its regular means for expressing wanting, i.e. desideratives. Desideratives are shown to typically have other meanings in addition to ‘want’, an array of modal and mental-emotive senses. I suggest that the combination of these meanings with ‘want’ can insightfully be analyzed as a macrofunction, each language making its own decision about the set of situations in which its desideratives can be used. The often-claimed status of WANT as an alleged universal semantic prime is thus seriously called into question by the evidence from languages which always express wanting together with some other situations.

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Stolz, George. "Dream of a Universal Language." Antioch Review 58, no. 4 (2000): 497. http://dx.doi.org/10.2307/4614073.

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Juffs, Alan, and Anjum P. Saleemi. "Universal Grammar and Language Learnability." Modern Language Journal 79, no. 2 (1995): 272. http://dx.doi.org/10.2307/329634.

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48

Whiteford, Tim. "Is Mathematics a Universal Language?" Teaching Children Mathematics 16, no. 5 (December 2009): 276–83. http://dx.doi.org/10.5951/tcm.16.5.0276.

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Chung, Young-hee. "Borrowing for a Universal Language." Journal of Universal Language 2, no. 1 (March 31, 2001): 24–33. http://dx.doi.org/10.22425/jul.2001.2.1.24.

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Бахтияров, К. И. "Universal Language of the Metascience." Logical Investigations 21, no. 1 (April 21, 2015): 167–69. http://dx.doi.org/10.21146/2074-1472-2015-21-1-167-169.

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Abstract:

Leibniz set a problem of the Universal characteristic, but he is extremely focused on the mathematical explanation instead of metasymbolic consideration of the method. The symbols of a metascience are energy maximums and minimums. Creation of a block matrix (by means of the left tensor square) allowed to reveal macrolevel. The alphabet of educational metasymbols solves a problem of polystructural integration of knowledge naturally through their comparison. The genetic table has 4 blocks of the designated and anti-designated pairs of metasymbols which are based on the universal language. Universal language unites various sciences and eras, considering everything from the point of view of Eternity, allowing to expect new results.

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