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Journal articles on the topic 'Word class frequency'
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Jacobsen, Thomas, Pamela Bäß, Anja Roye, István Winkler, Erich Schröger, and János Horváth. "Word class and word frequency in the MMN looking glass." Brain and Language 218 (July 2021): 104964. http://dx.doi.org/10.1016/j.bandl.2021.104964.
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Segui, Juan, Uli H. Frauenfelder, Catherine Lainé, and Jacques Mehler. "The word frequency effect for open- and closed-class items." Cognitive Neuropsychology 4, no. 1 (February 1987): 33–44. http://dx.doi.org/10.1080/02643298708252033.
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Sims, Andrea D., and Jeff Parker. "How inflection class systems work: On the informativity of implicative structure." Word Structure 9, no. 2 (October 2016): 215–39. http://dx.doi.org/10.3366/word.2016.0094.
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The complexity of an inflection class system can be defined as the average extent to which elements in the system inhibit motivated inferences about the realization of lexemes’ paradigm cells. Research shows that systems tend to exhibit relatively low complexity in this sense. However, relatively little work has explored how structural and distributional aspects of the inflectional system produce this outcome. In this paper we use the tools of information theory to do so. We explore a set of nine languages that have robust inflection class systems: Palantla Chinantec, French, Modern Greek, Icelandic, Kadiwéu, Nuer, Russian, Seri, and Võro. The data show that the extent to which implicative paradigmatic structure does work to minimize the complexity of the system differs significantly. In fact, the nine languages fall into three graph types based on their implicative structure. Moreover, low type frequency classes disproportionately contribute to the complexity of inflectional systems, but we hypothesize that their freedom to detract in this way may depend on the extent to which implicative structure is systemically important. We thus propose that the amount of ‘work’ done by implicative relations in structuring inflection classes should be considered a typological parameter.
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Besson, Mireille, Marta Kutas, and Cyma Van Petten. "An Event-Related Potential (ERP) Analysis of Semantic Congruity and Repetition Effects in Sentences." Journal of Cognitive Neuroscience 4, no. 2 (April 1992): 132–49. http://dx.doi.org/10.1162/jocn.1992.4.2.132.
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In two experiments, event-related brain potentials (ERPs) and cued-recall performance measures were used to examine the consequences of semantic congruity and repetition on the processing of words in sentences. A set of sentences, half of which ended with words that rendered them semantically incongruous, was repeated either once (eg, Experiment 1) or twice (e.g., Experiment 2). After each block of sentences, subjects were given all of the sentences and asked to recall the missing final words. Repetition benefited the recall of both congruous and incongruous endings and reduced the amplitude and shortened the duration of the N400 component of the ERP more for (1) incongruous than congruous words, (2) open class than closed class words, and (3) low-frequency than high-frequency open class words. For incongruous sentence terminations, repetition increased the amplitude of a broad positive component subsequent to the N400. Assuming additive factors logic and a traditional view of the lexicon, our N400 results indicate that in addition to their singular effects, semantic congruiry, repetition, and word frequency converge to influence a common stage of lexical processing. Within a parallel distributed processing framework, our results argue for substantial temporal and spatial overlap in the activation of codes subserving word recognition so as to yield the observed interactions of repetition with semantic congruity, lexical class, and word frequency effects.
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Peti-Stantić, Anita, Maja Anđel, Vedrana Gnjidić, Gordana Keresteš, Nikola Ljubešić, Irina Masnikosa, Mirjana Tonković, Jelena Tušek, Jana Willer-Gold, and Mateusz-Milan Stanojević. "The Croatian psycholinguistic database: Estimates for 6000 nouns, verbs, adjectives and adverbs." Behavior Research Methods 53, no. 4 (April 26, 2021): 1799–816. http://dx.doi.org/10.3758/s13428-020-01533-x.
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AbstractPsycholinguistic databases containing ratings of concreteness, imageability, age of acquisition, and subjective frequency are used in psycholinguistic and neurolinguistic studies which require words as stimuli. Linguistic characteristics (e.g. word length, corpus frequency) are frequently coded, but word class is seldom systematically treated, although there are indications of its significance for imageability and concreteness. This paper presents the Croatian Psycholinguistic Database (CPD; available at: 10.17234/megahr.2019.hpb), containing 6000 Croatian nouns, verbs, adjectives and adverbs, rated for concreteness, imageability, age of acquisition, and subjective frequency. Moreover, we present computationally obtained extrapolations of concreteness and imageability to the remainder of the Croatian lexicon (available at: https://github.com/megahr/lexicon/blob/master/predictions/hr_c_i.predictions.txt). In the two studies presented here, we explore the significance of word class for concreteness and imageability in human and computationally obtained ratings. The observed correlations in the CPD indicate correspondences between psycholinguistic measures expected from the literature. Word classes exhibit differences in subjective frequency, age of acquisition, concreteness and imageability, with significant differences between nouns, verbs, adjectives and adverbs. In the computational study which focused on concreteness and imageability, concreteness obtained higher correlations with human ratings than imageability, and the system underpredicted the concreteness of nouns, and overpredicted the concreteness of adjectives and adverbs. Overall, this suggests that word class contains schematic conceptual and distributional information. Schematic conceptual content seems to be more significant in human ratings of concreteness and less significant in computationally obtained ratings, where distributional information seems to play a more significant role. This suggests that word class differences should be theoretically explored.
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Rice, Keren. "Principles of affix ordering: An overview." Word Structure 4, no. 2 (October 2011): 169–200. http://dx.doi.org/10.3366/word.2011.0009.
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This article provides an introduction to factors that are involved in the ordering of affixes that are word-class preserving in languages with complex morphology. On the one hand, grammatical principles are proposed, including semantic, syntactic, phonological, and morphological ones. On the other hand, affix ordering is sometimes considered to be arbitrary from a synchronic perspective, with affixes occurring in an order specified by a template. Finally, extra-grammatical factors such as frequency, productivity, and parsability are argued to be important in determining affix ordering. I focus on synchronic grammatical principles in languages that have received less attention in the literature.
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Hansen, Pernille. "What makes a word easy to acquire? The effects of word class, frequency, imageability and phonological neighbourhood density on lexical development." First Language 37, no. 2 (December 1, 2016): 205–25. http://dx.doi.org/10.1177/0142723716679956.
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This article analyses how a set of psycholinguistic factors may account for children’s lexical development. Age of acquisition is compared to a measure of lexical development based on vocabulary size rather than age, and robust regression models are used to assess the individual and joint effects of word class, frequency, imageability and phonological neighbourhood density on Norwegian children’s early lexical development. The Norwegian Communicative Development Inventories (CDI) norms were used to calculate each CDI word’s age of acquisition and vocabulary size of acquisition. Lexical properties were downloaded from the lexical database Norwegian Words, supplemented with data on frequency in adult and child-directed speech. Age of acquisition correlated highly with vocabulary size of acquisition, but the new measure was more evenly distributed and more sensitive to lexical effects. Frequency in child-directed speech was the most important predictor of lexical development, followed by imageability, which seems to account for the dominance of nominals over predicates in Norwegian.
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George, Marie St, Debra L. Mills, and Ursula Bellugi. "ERPs during auditory language comprehension in Williams syndrome: The effects of word frequency, imageability and length on word class." NeuroImage 11, no. 5 (May 2000): S357. http://dx.doi.org/10.1016/s1053-8119(00)91288-6.
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Perry, Scott J., Matthew C. Kelley, and Benjamin V. Tucker. "Word frequency, predictability, and lexical class influence different aspects of Spanish tonic vowel production." Journal of the Acoustical Society of America 148, no. 4 (October 2020): 2474. http://dx.doi.org/10.1121/1.5146851.
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DeDe, Gayle. "Effects of Lexical Variables on Silent Reading Comprehension in Individuals With Aphasia: Evidence From Eye Tracking." Journal of Speech, Language, and Hearing Research 60, no. 9 (September 18, 2017): 2589–602. http://dx.doi.org/10.1044/2017_jslhr-l-16-0045.
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Purpose Previous eye-tracking research has suggested that individuals with aphasia (IWA) do not assign syntactic structure on their first pass through a sentence during silent reading comprehension. The purpose of the present study was to investigate the time course with which lexical variables affect silent reading comprehension in IWA. Three lexical variables were investigated: word frequency, word class, and word length. Methods IWA and control participants without brain damage participated in the experiment. Participants read sentences while a camera tracked their eye movements. Results IWA showed effects of word class, word length, and word frequency that were similar to or greater than those observed in controls. Conclusions IWA showed sensitivity to lexical variables on the first pass through the sentence. The results are consistent with the view that IWA focus on lexical access on their first pass through a sentence and then work to build syntactic structure on subsequent passes. In addition, IWA showed very long rereading times and low skipping rates overall, which may contribute to some of the group differences in reading comprehension.
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Slyusarenko, Olena. "The Visions Of World-Class Universities." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 58–67. http://dx.doi.org/10.1515/rpp-2015-0041.
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AbstractThe visions of the top 26 world-class universities of the first 30 in the Shanghai ranking list have been evaluated and compared with the missions of the world’s top 20 universities. Applying the content analysis, a group of 48 keywords, which describe the essence of these visions, has been revealed. The average amount of keywords in one vision is 51. According to the relevant characteristics, the missions are three times shorter (respectively 15 and 18 words). All keywords in missions, except one, are present in the list of words for visions. The main keywords for visions are “world”, “research’, “students”, “education” and “knowledge”, each of these words is present in half and more than three quarters of visions. For missions such words are “education’, “research”, “knowledge” and “create”, and have the same degree of use. The main content differences relating to visions and missions occur due to a lower word frequency (less significance). Comparison of visions and missions using 20 characteristic parameters shows that in quantitative terms, except the range of normalized frequencies for a certain number of institutions and the average frequency of keyword use, visions substantially prevail the relevant characteristics of missions (from 1,3 to 5,0 times). Regarding the qualitative structure of visions and missions – they are almost identical (mismatch within 0,9–1,2 times). This can be explained by the fact that mission in general as the generic purposes of the top institutions are more specific, unambiguous and stable in formulations, so to speak, statutory and the degree of their interuniversity variations is less. At the same time, the strategic visions of their implementation are more diverse and creatively formulated like a sort of expected predictions; therefore, they are less accurate and more approximate, and of course they are frequently reviewed in the process of development.
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Mustikarini, Wening, Risanuri Hidayat, and Agus Bejo. "Real-Time Indonesian Language Speech Recognition with MFCC Algorithms and Python-Based SVM." IJITEE (International Journal of Information Technology and Electrical Engineering) 3, no. 2 (October 29, 2019): 55. http://dx.doi.org/10.22146/ijitee.49426.
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Abstract — Automatic Speech Recognition (ASR) is a technology that uses machines to process and recognize human voice. One way to increase recognition rate is to use a model of language you want to recognize. In this paper, a speech recognition application is introduced to recognize words "atas" (up), "bawah" (down), "kanan" (right), and "kiri" (left). This research used 400 samples of speech data, 75 samples from each word for training data and 25 samples for each word for test data. This speech recognition system was designed using Mel Frequency Cepstral Coefficient (MFCC) as many as 13 coefficients as features and Support Vector Machine (SVM) as identifiers. The system was tested with linear kernels and RBF, various cost values, and three sample sizes (n = 25, 75, 50). The best average accuracy value was obtained from SVM using linear kernels, a cost value of 100 and a data set consisted of 75 samples from each class. During the training phase, the system showed a f1-score (trade-off value between precision and recall) of 80% for the word "atas", 86% for the word "bawah", 81% for the word "kanan", and 100% for the word "kiri". Whereas by using 25 new samples per class for system testing phase, the f1-score was 76% for the "atas" class, 54% for the "bawah" class, 44% for the "kanan" class, and 100% for the "kiri" class.
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Halgren, Eric, Rupali P. Dhond, Natalie Christensen, Cyma Van Petten, Ksenija Marinkovic, Jeffrey D. Lewine, and Anders M. Dale. "N400-like Magnetoencephalography Responses Modulated by Semantic Context, Word Frequency, and Lexical Class in Sentences." NeuroImage 17, no. 3 (November 2002): 1101–16. http://dx.doi.org/10.1006/nimg.2002.1268.
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Brown, Esther L., and William D. Raymond. "How discourse context shapes the lexicon." Diachronica 29, no. 2 (June 8, 2012): 139–61. http://dx.doi.org/10.1075/dia.29.2.02bro.
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Using a corpus of Medieval Spanish text, we examine factors affecting the Modern Standard Spanish outcome of the initial /f/ in Latin FV‑ words. Regression analyses reveal that the frequency of a word’s use in extralexical phonetic reducing environments and lexical stress patterns significantly predict the modern distribution of f‑ ([f]) and h‑ (Ø) in the Spanish lexicon of FV‑ words. Quantification of extralexical phonetic context of use has not previously been incorporated in studies of diachronic phonology. We find no effect of word frequency, lexical phonology, word class, or word transmission history. The results suggest that rather than frequency of use, it is more specifically a word’s likelihood of use in contexts favoring reduction that promotes phonological change. The failure to find a significant effect of transmission history highlights the relative importance of language internal sources of change. Results are consistent with usage-based approaches; contextual variation creates differential articulatory pressures among words, yielding variable pronunciations that, when registered in memory, promote diachronic change.
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Denison, G., and I. Custance. "Vocabulary Learning Using Student-Created Class Vocabulary Lists." Vocabulary Learning and Instruction 9, no. 2 (2020): 1–8. http://dx.doi.org/10.7820/vli.v09.2.denison.custance.
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In this article, we describe the pedagogical basis for class vocabulary lists (CVLs) and their implementation using Google Sheets. CVLs allow students to collaborate and build “notebooks” of vocabulary that they feel is important to learn. CVL choices of students (N = 53) in three classes of mixed non-English majors and one informatics class were compared against frequency-based lists (British National Corpus/Corpus of Contemporary American English Word Family Lists [BNC/COCA], New General Service List [NGSL], Test of English for International Communication [TOEIC] Service List [TSL]) using the Compleat Web Vocabulary Profiler (Web VP) to determine the usefulness of the selected vocabulary. An information technology keywords list, constructed using AntConc and AntCorGen, was compared against the informatics group’s CVL to determine if those students were choosing field-appropriate vocabulary. Results suggest that when given autonomy to choose vocabulary, students generally select useful and relevant words for their contexts (e.g, simulation, virtual, privacy, artificial, denuclearization, aftershock, heatstroke) and that CVLs supplement frequency-based lists in beneficial ways.
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Brown, Colin M., Peter Hagoort, and Mariken ter Keurs. "Electrophysiological Signatures of Visual Lexical Processing: Open-and Closed-Class Words." Journal of Cognitive Neuroscience 11, no. 3 (May 1999): 261–81. http://dx.doi.org/10.1162/089892999563382.
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n This paper presents evidence of the disputed existence of an electrophysiological marker for the lexical-categorical distinction between open-and closed-class words. Event-related brain potentials were recorded from the scalp while subjects read a story. Separate waveforms were computed for open-and closed-class words. Two aspects of the waveforms could be reliably related to vocabulary class. The first was an early negativity in the 230-to 350-msec epoch, with a bilateral anterior predominance. This negativity was elicited by open-and closed-class words alike, was not affected by word frequency or word length, and had an earlier peak latency for closed-class words. The second was a frontal slow negative shift in the 350-to 500-msec epoch, largest over the left side of the scalp. This late negativity was only elicited by closed-class words. Although the early negativity cannot serve as a qualitative marker of the open-and closed-class distinction, it does reflect the earliest electrophysiological manifestation of the availability of categorical information from the mental lexicon. These results suggest that the brain honors the distinction between open-and closed-class words, in relation to the different roles that they play in on-line sentence processing.
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Roy-Charland, Annie, and Jean Saint-Aubin. "Short Article: The interaction of word frequency and word class: A test of the GO model's account of the missing-letter effect." Quarterly Journal of Experimental Psychology 59, no. 1 (January 2006): 38–45. http://dx.doi.org/10.1080/17470210500269428.
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Lixin, Xia. "An Error Analysis of the Word Class: A Case Study of Chinese College Students." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 41. http://dx.doi.org/10.3991/ijet.v10i3.4563.
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The paper reports a study on the errors in word classes made by Chinese college students in their writings. From the CLEC, all the errors tagged as [wd2] were collected, and then a general overview of the errors among 4 groups of college students was given. After that, the first 100 errors with the greatest frequency were sorted out from all the errors. They were further classified into 8 categories according to the wrongly used word classes. Based on the actual errors in the CLEC, possible causes of these errors were identified and analyzed. Finally, potential implications for English teaching and learning were discussed and suggestions were put forward.
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Chamidy, Totok. "Metode Mel Frequency Cepstral Coeffisients (MFCC) Pada klasifikasi Hidden Markov Model (HMM) Untuk Kata Arabic pada Penutur Indonesia." MATICS 8, no. 1 (March 3, 2016): 36. http://dx.doi.org/10.18860/mat.v8i1.3482.
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<p class="Abstract" style="text-align: justify;"><em>Abstract</em>— Speech recognition is a system to transform the spoken word into text. Human voice signals have a very high of variability. Speech signals in the different pronunciation text, also resulting in distinctive speech patterns. This, furthermore, happens if the text is spoken by a speaker who is not the mother tongue of the speakers. For example, text Arabic words spoken by Indonesian speaker. In this study, Mel Frequency cepstral Coeffisients (MFCC) feature extraction techniques explored for voice recognition of the Arabic words for Indonesian speakers with data training using Arabian native speakers. Furthermore, features that have been extracted, classified using Hidden Markov Model (HMM). HMM is one of the sound modeling where the voice signal is analyzed and searched the maximum probability value that can be recognized, from the modeling results will be obtained parameters are then used in the word recognition process. Recognized word is a word that has the maximum suitability. The system produces an accuracy by an average of 83.1% for test data sampling frequency of 8,000 Hz, 82.3% for test data sampling frequency of 22050 Hz, 82.2% for test data sampling frequency of 44100 Hz.</p>
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Vermeer, Anne. "Lexicale rijkdom, frequentielagen en tekstmoeilijkheid." Dutch Journal of Applied Linguistics 5, no. 1 (June 27, 2016): 18–33. http://dx.doi.org/10.1075/dujal.5.1.02ver.
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In line with recent developments in both language acquisition and text comprehension studies, it is argued that more reliable and valid lexical richness measures can be obtained by including frequency class information. To that end, texts written by 452 elementary school children (L1/L2) in grades 3–6 were investigated. In order to find out whether a frequency class based lexical measure is more valid than type/token based measures, the central question to be answered was whether with increasing vocabulary skills from grades 3 to 6 (measured by standardized vocabulary tests), the number of low frequency words in children’s writings increased, and whether L2-children with lower vocabulary skills used relatively more high frequency words than their L1-peers. The results show a gradually growing number of low frequency words: children in grade 3 use more words belonging to the 1,000–5,000 word frequency range; in grades 4/5 more from the 5,000–12,500 range; and in grade 6 more from the 12,500-plus range. L2-children in all grades use relatively more words from the first frequency class (the first 1,000 lemmas) than their L1-peers. The effect sizes, however, with eta2 ranging from .09 to .02 between grades, and from eta2 = .01 to nonsignificant between L1/L2, were lower than those of the standardized productive and receptive vocabulary tests (eta2 = .26-.35 resp. between grades, eta2 = .34-.23 resp. between L1/L2), and also lower than the effect sizes for the number of different types in the texts (eta2 = .23 between grades, and .01 between NT1/NT2). The TTR shows only a significant difference in the wrong direction (grade 6 outperforming grade 5). The frequency class based lexical measure MLR discriminates significantly both between the grades and between L1/L2, but the effect sizes are low (eta2 = .05 between grades, and eta2 = .02 between L1/L2). These outcomes show evidence that a frequency class based lexical measure as the MLR is more valid than a type/token based measure such as the TTR.
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Plonsky, Luke, and Shawn Loewen. "Focus on form and vocabulary acquisition in the Spanish L2 classroom." Language, Interaction and Acquisition 4, no. 1 (May 31, 2013): 1–24. http://dx.doi.org/10.1075/lia.4.1.01plo.
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This study examined lexical development from an interactionist perspective. More specifically, we investigated student gains in seven specific vocabulary words as a function of their frequency of occurrence and the type and amount of focus on form episodes related to them. Pretests and posttests were given to an intact class of second-year Spanish students to assess their gains for the seven words. Each day of class was recorded and transcribed to enable corpus- and interaction-based analyses of target word use whether in isolation or within focus on form episodes. We present the results of overall (quantitative) and more finely-grained, word-by-word (qualitative) analyses, both of which indicate the insufficiency of any single variable to predict lexical development, thus providing support for multifaceted and mixed-method approaches to the understanding and research of vocabulary acquisition. Finally, the results are discussed in relation to models of L2 vocabulary learning, within the interactionist framework in particular.
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Reilly, Kevin J. "Vowel and Sibilant Production in Noise: Effects of Noise Frequency and Phonological Similarity." Journal of Speech, Language, and Hearing Research 63, no. 4 (April 27, 2020): 1002–17. http://dx.doi.org/10.1044/2020_jslhr-19-00345.
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Purpose This study investigated vowel and sibilant productions in noise to determine whether responses to noise (a) are sensitive to the spectral characteristics of the noise signal and (b) are modulated by the contribution of vowel or sibilant contrasts to word discrimination. Method Vowel and sibilant productions were elicited during serial recall of three-word sequences that were produced in quiet or during exposure to speaker-specific noise signals. These signals either masked a speaker's productions of the sibilants /s/ and /ʃ/ or their productions of the vowels /a/ and /æ/. The contribution of the vowel and sibilant contrasts to word discrimination in a sequence was manipulated by varying the number of times that the target sibilant and vowel pairs occurred in the same word position in each sequence. Results Spectral noise effects were observed for both sibilants and vowels: Responses to noise were larger and/or involved to more acoustic features when the noise signal masked the acoustic characteristics of that phoneme class. Word discrimination effects were limited and consisted of only small increases in vowel duration. Interaction effects between noise and similarity indicated that the phonological similarity of sequences containing both sibilants and/or both vowels influenced articulation in ways not related to speech clarity. Conclusion The findings of this study indicate that sensorimotor control of speech exhibits some sensitivity to noise spectral characteristics. However, productions of sibilants and vowels were not sensitive to their importance in discriminating the words in a sequence. In addition, phonological similarity effects were observed that likely reflected processing demands related to the recall and sequencing of high-similarity words.
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Kant, Anjali R., and Arun A. Banik. "Analysis of post implantation speech recognition abilities of children with hearing impairment using cochlear implants." International Journal of Otorhinolaryngology and Head and Neck Surgery 3, no. 3 (June 24, 2017): 585. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20171572.
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<p class="abstract"><strong>Background:</strong> As per census’2011, in India, there are 15, 94,249 children with hearing impairment below 18 years of age. A current method in treating children with hearing impairment is cochlear implantation. The use of cochlear implants aids in improving auditory detection, discrimination, identification and speech recognition. Although, speech recognition is a primary outcome measure in cochlear implantees, there is a paucity of word lists or tests to assess speech recognition abilities, both in local languages in general and Hindi in particular<span lang="EN-IN">. </span></p><p class="abstract"><strong>Methods:</strong> In order to construct word lists comprising of monosyllabic and multisyllabic, easy and hard words, language samples from children (3 - 5 years of age, n = 120) were collected in order to create a database to select stimuli from. The frequency of occurrence and neighborhood density for the words selected from this database was then computed and word lists were constructed. These newly constructed Hindi word lists were administered to 45 cochlear implantees (4.1 to 9 years of age); one year post implantation. Subjects were instructed to listen to the words and repeat them. Responses were scored as number of words correctly repeated<span lang="EN-IN">. </span></p><p class="abstract"><strong>Results:</strong> Cochlear implantees were able to show lexical effects of difficulty, i.e. they achieved higher scores for easy words than those for hard words. However, they were not able to show the same effect for word type<span lang="EN-IN">. </span></p><p class="abstract"><strong>Conclusions:</strong> The newly constructed Hindi word lists appear to be valid lists in assessment of speech recognition abilities of children with hearing impairment using cochlear implants<span lang="EN-IN">.</span></p>
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Rytting, C. Anton. "An iota of difference: Attitudes to." Journal of Greek Linguistics 6, no. 1 (2005): 151–85. http://dx.doi.org/10.1075/jgl.6.08ryt.
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AbstractThe factors controlling synizesis and hiatus in Modern Greek have long been debated. Some accounts, e.g., Kazazis (1968, 1992), suggest that a speaker’s knowledge of a word’s origin (or alternatively, its appropriateness in a formal setting) plays a role. Other accounts, e.g., Nyman (1981), discount this factor. Petrounias (1987) cites word frequency as a factor, claiming that “rarer words follow [the synizesis rule] less frequently” especially if the words seem more formal. <br /> To test the influence of frequency and perceived formality of {-ια} words on their pronunciation, two experiments were conducted, in which ten native speakers of Modern Greek heard 40 words pronounced with hiatus (e.g., σχέδια /sxeðia/ “plans”) and synizesis (e.g., πόδια /poðja/ “feet”). They rated these words on (1) word familiarity, (2) appropriateness of the word in informal conversation, and (3) appropriateness of the word in formal proceedings. In the first experiment, they heard the canonical pronunciations of each word. In the second they also heard non-canonical pronunciations, e.g., [sxe.ðja] and [po.ði.a]. In a third experiment, speakers produced the words in question in a sentence-reading task. The results of these experiments suggest that speakers still have an awareness of the connection between hiatus and formality (contra Nyman 1981), and that this awareness may play a role in favoring hiatus not predicted by declensional class for less frequent items, consistent with Petrounias’ (1987) predictions.
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LOHMANN, ARNE. "Cut (n) and cut (v) are not homophones: Lemma frequency affects the duration of noun–verb conversion pairs." Journal of Linguistics 54, no. 4 (December 22, 2017): 753–77. http://dx.doi.org/10.1017/s0022226717000378.
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This paper tests whether lemma frequency impacts the duration of homographic noun–verb homophones in spontaneous speech, e.g. cut (n)/cut (v). In earlier research on effects of lemma frequency (e.g. Gahl 2008), these pairs of words were not investigated due to a focus on heterographic homophones. Theories of the mental lexicon in both linguistics and psycholinguistics differ as to whether these word pairs are assumed to have shared or separate lexical representations. An empirical analysis based on spontaneous speech from the Buckeye corpus (Pitt et al. 2007) yields the result that differences in lemma frequency affect the duration of the N/V pairs under investigation. First, this finding provides evidence for N/V pairs having separate representations and thus supports models of the mental lexicon in which lexical entries are specified for word class. Second, the result is at odds with an account of ‘full inheritance’ of frequency across homophones and consequently with speech production models implementing inheritance effects via a shared form representation for homophonous words. The findings are best accounted for in a model that assumes completely separate lexical representations for homophonous words.
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Rathna Kumar, S. B., Panchanan Mohanty, Pranjali Anand Ujawane, and Yash Rajeev Huzurbazar. "Conventional speech identification test in Marathi for adults." International Journal of Otorhinolaryngology and Head and Neck Surgery 2, no. 4 (September 26, 2016): 205. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20163467.
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<p class="abstract"><strong>Background:</strong> The present study aimed to develop conventional speech identification in Marathi for assessing adults by considering word frequency, familiarity, words in common use and phonemic balancing.</p><p class="abstract"><strong>Methods:</strong> A total of four word lists were developed with each word list consisting of 25 words out of which 60% are monosyllabic words in CVC structure, and 40% are disyllabic words in CVCV structure. Equivalence analysis and performance-intensity function testing was carried out using four word lists on native speakers of Marathi belonging to different regions of Maharashtra (i.e. Vidarbha, Marathwada, Khandesh and Northern Maharashtra, Konkan and Pune) who were equally divided into five groups based on above mentioned regions. </p><p class="abstract"><strong>Results:</strong> The results revealed that there was no statistically significant difference (p >0.05) in the speech identification performance between groups for each word list, and between word lists for each group. The performance-intensity (PI) function curve showed semi-linear function, and the groups’ mean slope of the curve indicated an average slope of 4.5% increase in speech identification score per dB for four word lists. Although, there is no data available on speech identification tests for adults in Marathi, most of the findings of the study are in line with the findings of research reports on other Indian languages.</p><p><strong>Conclusions:</strong> The four word lists developed were found to be equally difficult for all the groups and can be used interchangeably. Thus, the developed word lists were found to be reliable and valid materials for assessing speech identification performance of adults in Marathi.</p><p> </p>
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박은실, 손은남, and A. "A Comparison of the Vocabulary Variety and Word Class Frequency of School-Aged Children's Story Telling and Writing." Journal of speech-language & hearing disorders 21, no. 3 (September 2012): 69–83. http://dx.doi.org/10.15724/jslhd.2012.21.3.005.
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Thwaites, Peter. "Are Grammatical Class Effects on L1 Word Association Responses Independent of Cue Frequency, Age-of-acquisition, and Concreteness?" Korean Journal of Applied Linguistics 35, no. 2 (June 30, 2019): 105–33. http://dx.doi.org/10.17154/kjal.2019.6.35.2.105.
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Zhang, Shengli, Yunyun Liang, and Xiguo Yuan. "Improving the prediction accuracy of protein structural class: Approached with alternating word frequency and normalized Lempel–Ziv complexity." Journal of Theoretical Biology 341 (January 2014): 71–77. http://dx.doi.org/10.1016/j.jtbi.2013.10.002.
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Fan, Ming, Bin Zheng, and Lihua Li. "A novel Multi-Agent Ada-Boost algorithm for predicting protein structural class with the information of protein secondary structure." Journal of Bioinformatics and Computational Biology 13, no. 05 (October 2015): 1550022. http://dx.doi.org/10.1142/s0219720015500225.
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Knowledge of the structural class of a given protein is important for understanding its folding patterns. Although a lot of efforts have been made, it still remains a challenging problem for prediction of protein structural class solely from protein sequences. The feature extraction and classification of proteins are the main problems in prediction. In this research, we extended our earlier work regarding these two aspects. In protein feature extraction, we proposed a scheme by calculating the word frequency and word position from sequences of amino acid, reduced amino acid, and secondary structure. For an accurate classification of the structural class of protein, we developed a novel Multi-Agent Ada-Boost (MA-Ada) method by integrating the features of Multi-Agent system into Ada-Boost algorithm. Extensive experiments were taken to test and compare the proposed method using four benchmark datasets in low homology. The results showed classification accuracies of 88.5%, 96.0%, 88.4%, and 85.5%, respectively, which are much better compared with the existing methods. The source code and dataset are available on request.
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Lehner, Katharina, and Wolfram Ziegler. "The Impact of Lexical and Articulatory Factors in the Automatic Selection of Test Materials for a Web-Based Assessment of Intelligibility in Dysarthria." Journal of Speech, Language, and Hearing Research 64, no. 6S (June 18, 2021): 2196–212. http://dx.doi.org/10.1044/2020_jslhr-20-00267.
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Purpose The clinical assessment of intelligibility must be based on a large repository and extensive variation of test materials, to render test stimuli unpredictable and thereby avoid expectancies and familiarity effects in the listeners. At the same time, it is essential that test materials are systematically controlled for factors influencing intelligibility. This study investigated the impact of lexical and articulatory characteristics of quasirandomly selected target words on intelligibility in a large sample of dysarthric speakers under clinical examination conditions. Method Using the clinical assessment tool KommPaS , a total of 2,700 sentence-embedded target words, quasirandomly drawn from a large corpus, were spoken by a group of 100 dysarthric patients and later transcribed by listeners recruited via online crowdsourcing. Transcription accuracy was analyzed for influences of lexical frequency, phonological neighborhood structure, articulatory complexity, lexical familiarity, word class, stimulus length, and embedding position. Classification and regression analyses were performed using random forests and generalized linear mixed models. Results Across all degrees of severity, target words with higher frequency, fewer and less frequent phonological neighbors, higher articulatory complexity, and higher lexical familiarity received significantly higher intelligibility scores. In addition, target words were more challenging sentence-initially than in medial or final position. Stimulus length had mixed effects; word length and word class had no effect. Conclusions In a large-scale clinical examination of intelligibility in speakers with dysarthria, several well-established influences of lexical and articulatory parameters could be replicated, and the roles of new factors were discussed. This study provides clues about how experimental rigor can be combined with clinical requirements in the diagnostics of communication impairment in patients with dysarthria.
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Reynolds, Barry Lee. "The effects of word form variation and frequency on second language incidental vocabulary acquisition through reading." Applied Linguistics Review 6, no. 4 (November 1, 2015): 467–97. http://dx.doi.org/10.1515/applirev-2015-0021.
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AbstractThe purpose of this study was to investigate whether frequency of occurrence and the level of morphological form variation (i.e., none, inflectional, and derivational) exhibited by target words might interact to affect incidental acquisition through reading. An intact class of English as a foreign language learners (n=32) was given a copy of an unmodified 37,611-token English novel containing 49 target nonce words to read within two weeks. After reading, they were given two unexpected forms of assessment (meaning recall translation and meaning recognition multiple-choice). Meaning recall results indicate an average of 10 words having been acquired and meaning recognition results indicate an average of 25 words having been acquired. For the meaning recall data, a significant interaction effect between word form variation and frequency was found. Results point towards the conclusion that an increase in frequency may have a beneficial effect on acquisition for words whose tokens vary inflectionally, a marginal effect for words that do not vary in form, and little to no effect on words that vary derivationally. Examination of the meaning recognition acquisition results for a subset of 29 target words occurring 2–4 times to control for frequency of exposure found a significant effect for word form variation. Post hoc comparisons indicated that participants acquired significantly more target words that did not vary in form. There was no significant difference in acquisition between those that varied inflectionally and derivationally. Taken as a whole, the results of the current study indicate that word form variation does affect incidental acquisition and it can indeed present second language learners with difficulties, especially when less frequent input is received of words that vary in form. Implications for future incidental vocabulary acquisition research and classroom pedagogy incorporating reading and vocabulary instruction are discussed.
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Crepaldi, Davide, Wei-Chun Che, I. Fan Su, and Claudio Luzzatti. "Lexical-Semantic Variables Affecting Picture and Word Naming in Chinese: A Mixed Logit Model Study in Aphasia." Behavioural Neurology 25, no. 3 (2012): 165–84. http://dx.doi.org/10.1155/2012/178401.
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Lexical-semantic variables (such as word frequency, imageability and age of acquisition) have been studied extensively in neuropsychology to address the structure of the word production system. The evidence available on this issue is still rather controversial, mainly because of the very complex interrelations between lexical-semantic variables. Moreover, it is not clear whether the results obtained in Indo-European languages also hold in languages with a completely different structure and script, such as Chinese. The objective of the present study is to investigate this specific issue by studying the effect of word frequency, imageability, age of acquisition, visual complexity of the stimuli to be named, grammatical class and morphological structure in word and picture naming in Chinese. The effect of these variables on naming and reading accuracy of healthy and brain-damaged individuals is evaluated using mixed-effect models, a statistical technique that allows to model both fixed and random effects; this feature substantially enhances the statistical power of the technique, so that several variables–and their complex interrelations–can be handled effectively in a unique analysis. We found that grammatical class interacts consistently across tasks with morphological structure: all participants, both healthy and brain-damaged, found simple nouns significantly easier to read and name than complex nouns, whereas simple and complex verbs were of comparable difficulty. We also found that imageability was a strong predictor in picture naming, but not in word naming, whereas the contrary held true for age of acquisition. These results are taken to indicate the existence of a morphological level of processing in the Chinese word production system, and that reading aloud may occur along a non-semantic route (either lexical or sub-lexical) in this language.
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Coppens, Karien M., Agnes Tellings, Ludo Verhoeven, and Robert Schreuder. "Reading Vocabulary in Children With and Without Hearing Loss: The Roles of Task and Word Type." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 654–66. http://dx.doi.org/10.1044/1092-4388(2012/11-0138).
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Purpose To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss. Method Seventy-two children with hearing loss and 72 children with normal hearing performed a lexical and a use decision task. Both tasks contained the same 180 words divided over 7 clusters, each cluster containing words with a similar pattern of scores on 8 word properties (word class, frequency, morphological family size, length, age of acquisition, mode of acquisition, imageability, and familiarity). Results Whereas the children with normal hearing scored better on the 2 tasks than the children with hearing loss, the size of the difference varied depending on the type of task and word. Conclusions Performance differences between the 2 groups increased as words and tasks became more complex. Despite delays, children with hearing loss showed a similar pattern of vocabulary acquisition as their peers with normal hearing. For the most precise assessment of reading vocabulary possible, a range of tasks and word types should be used.
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Eling, Paul, and Marijke Bergman. "Morfologische Aspecten Van Woordherkenning Bij Broca-Patienten." Psycholinguistiek en taalstoornissen 24 (January 1, 1986): 35–46. http://dx.doi.org/10.1075/ttwia.24.05ell.
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It is often stated that Broca's aphasies have problems in dealing with the set of closed class items. From a linguistic point of view, the derivational and inflectional suffixes belong to this set also. In two lexical decision experiments recognition and representation of derived and inflected word forms was studied in seven Broca's aphasies. The first study shows there is no decomposition process involved in recognizing derivational word forms: RT correlates with word form frequency and not with stem frequency. Inflected forms, however, appear to be represented 'under their stem' and therefore are recognized via the stem. Apart from the fact that Broca's aphasies are slower than age matched control subjects, the pattern of results is very similar to that of the control subjects. It can be concluded that Broca's aphasies do not show specific problems in dealing with suffixes, and that derivational and inflectional affixes may be processed differently, both by normals and Broca's aphasies·
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Anwar, Muchamad Taufiq. "Automatic Complaints Categorization Using Random Forest and Gradient Boosting." Advance Sustainable Science, Engineering and Technology 3, no. 1 (April 30, 2021): 0210106. http://dx.doi.org/10.26877/asset.v3i1.8460.
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Capturing and responding to complaints from the public is an important effort to develop a good city/country. This project aims to utilize Data Mining to automatize complaints categorization. More than 35,000 complaints in Bangalore city, India, were retrieved from the “I Change My City” website (https://www.ichangemycity.com). The vector space of the complaints was created using Term Frequency–Inverse Document Frequency (TF-IDF) and the multi-class text classifications were done using Random Forest (RF) and Gradient Boosting (GB). Results showed that both RF and GB have similar performance with an accuracy of 73% on the 10-classes multi-class classification task. Result also showed that the model is highly dependent on the word usage in the complaint's description. Future research directions to increase task performance are also suggested.
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Jaroenkitboworn, Kandaporn. "The Polysemy of “chɔ̂ɔp” in Thai: A Pragmatically Motivated Phenomenon." MANUSYA 12, no. 3 (2009): 75–82. http://dx.doi.org/10.1163/26659077-01203006.
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This paper analyzes the word chɔ̂ɔp in Thai, which normally signifies three different meanings, namely ‘to be right’, ‘to like’ and ‘often’. The result of the analysis shows that it is more likely that the polysemy of chɔ̂ɔp arises from pragmatic motivation. Pragmatic motivation, which covers factors such as speakers’ attitude, intention, point of view, behavior and social standing, can affect actual use of language. Pragmatically, the word chɔ̂ɔp that means ‘to be right’ can easily lead to an action of agreement. In other words, when we regard something right; we tend to agree on it without argument. This attitude is related to another meaning of chɔ̂ɔp in the way that the degree of agreeability is strengthened into the meaning ‘to like’, or even ‘to love’ and ‘to enjoy’ sometimes. Also, when we like something, or even love and enjoy some activity, this kind of feeling can motivate us to do it again and again and thus we come to have a characteristic behavior. This typical behavior can consequently cause semantic features like [habitual] and [iterative] to occur. With the semantic feature [iterative], the word chɔ̂ɔp then has yet another meaning as ‘often’. This paper also discusses the grammaticalization of the word chɔ̂ɔp from a verb which means ‘to like’ into an adverb of frequency that means ‘often’ i.e. there is a change of word class or part of speech. It was found that there are many cases of chɔ̂ɔp that appear syntactically and semantically ambiguous, or, in other words they are in a transitional period of word class change. This paper indicates that such an ambiguity or incipient grammaticalization is motivated by the speaker’s attitude and point of view.
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TOTTIE, GUNNEL. "From pause to word: uh, um and er in written American English." English Language and Linguistics 23, no. 1 (September 4, 2017): 105–30. http://dx.doi.org/10.1017/s1360674317000314.
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This article describes and discusses the appearance and increasing frequency of uh, um and er in American English journalistic prose from the 1960s to the early 2000s as part of the colloquialization of the language. The three variants uh, um and er are shown to have different uses in writing than in speech; in writing they can be shown to qualify as words, while their status in speech appears to be on a cline of wordhood. In writing, they belong to the class of stance adverbs, serving metalinguistic purposes. Two types are distinguished, depending on sentence placement: in initial position, uh, um and er are attitude adverbs and in medial position, they are style adverbs. Although er is dispreferred in initial position and preferred for correction of previously used words, every variant can be used for all discourse-pragmatic functions, which supports classifying them as one lexeme.
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Lindstromberg, Seth, and June Eyckmans. "The effect of frequency on learners’ ability to recall the forms of deliberately learned L2 multiword expressions." ITL - International Journal of Applied Linguistics 171, no. 1 (April 2, 2019): 2–33. http://dx.doi.org/10.1075/itl.18005.lin.
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Abstract In incidental learning, open class vocabulary items with high or relatively high objective frequency in input are comparatively likely to be acquired. However, many single words and most multiword expressions (MWEs) occur infrequently in authentic input. It has therefore been argued that learners of school age or older can benefit from episodes of instructed or self-managed deliberate (or intentional) L2 vocabulary learning, especially when L2 is learned in an EFL environment and most especially when productive knowledge is the goal. A relevant question is whether the objective frequency of vocabulary items is an important factor in production-oriented deliberate L2 vocabulary learning. We report three small-scale interim meta-analyses addressing this question with regard to two-word English Adj-Noun and Noun-Noun expressions. The data derive from 8 original studies involving 406 learners and 139 different MWEs. Our results suggest that objective frequency has a weak, possibly negative effect in the deliberate learning of MWE forms.
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Liu, Haitao. "Quantitative analysis of Zamenhof’s Esenco kaj estonteco." Language Problems and Language Planning 35, no. 1 (January 12, 2011): 57–81. http://dx.doi.org/10.1075/lplp.35.1.04liu.
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The formation of a language community in a planned language is one of the most important steps in its development. Esperanto is the only fully functional language with relative success among more than one thousand planned language projects. Model texts have played a very significant role in the development of Esperanto. Esenco kaj estonteco de la ideo de lingvo internacia (Essence and future of the international language idea) by the founder of Esperanto, L. L. Zamenhof, is an important document on Esperanto. Taking the essay as the research object, this paper carries through lexical and syntactical analysis on Esperanto by adopting the research methods of quantitative linguistics and complex networks. The results show that the morpheme distribution of Esperanto follows a power law, word frequency distribution fits Zipf’s Law, word length distribution is an exponential curve, and word class distribution obeys linear law. It is also clear that Esperanto is a language with SVO word order preference, the mean dependency distance of Esperanto is 3.85, and the distribution of the dependency distance tends to a minimum, making it typologically a head-middle language. A 43.6% dependency relation appears in adjacent words. The complex syntactic networks of Esperanto display the characteristics of small-world, scale-free networks. All of these quantitative characteristics of Esperanto demonstrate that it is structurally a normal human language.
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LI, RAN, YASMEEN FAROQI-SHAH, and MIN WANG. "A comparison of verb and noun retrieval in Mandarin–English bilinguals with English-speaking monolinguals." Bilingualism: Language and Cognition 22, no. 5 (September 5, 2018): 1005–28. http://dx.doi.org/10.1017/s1366728918000913.
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The finding that noun production is slower and less accurate in bilinguals compared to monolinguals is well replicated, but not well understood. This study examined the two prominent theoretical accounts for this bilingual effect: weaker links and cross-language interference. Highly proficient Mandarin–English bilinguals and English-speaking monolinguals named pictures in which the effects of grammatical class, word frequency and translatability were examined. While bilinguals were slower overall than monolinguals in both L1 and L2, the magnitude of this bilingual effect was smaller for verbs than for nouns. Bilinguals showed a larger production advantage for high vs. low frequency words in their L2 relative to monolinguals and their L1. Bilinguals also showed an advantage for words with greater translatability, which did not differ across grammatical categories. The findings lend partial support to the weaker links account, and reveal cross-language facilitation rather than interference.
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Reynaert, Martin. "Paradise." Computer-ondersteund talenonderwijs 49 (January 1, 1994): 69–77. http://dx.doi.org/10.1075/ttwia.49.07rey.
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The aim of the designers of PARADISE is to create a program which should become to language teachers and students what the word processor currently is to whoever writes. Language teachers can use it as a tool which enables them to prepare CALL-materials on the basis of texts of their own choosing. This the program provides for in a highly user-friendly way. The program allows language students to independently explore foreign language texts. The morphological analysis performed by the program supports this on the grammatical level and opens the way to its electronic dictionaries. Any text in ASCII format can serve as input. No prior editing or codifying is needed. The program analyses the text on the morphological level. Modules supporting English, French and Dutch are available. The analysis adds linguistic labels to each word in the text specifying its lexeme, word class and grammatical form. A huge amount of words in a text are ambiguous on the morphological level. In these cases the various possible lexemes are specified on the label. The data on the labels are used as a means to make a selection out of the words in the text. The user can ask for words of any word class, in any form, to be selected. He is given the choice between avoiding ambiguous forms or disambiguating them manually. The words selected are meant to serve as the basis for various kinds of grammatical or lexical exercises. The teacher is given a wide range of options in order to specify what a specific exercise should look like. Help may be given in various forms, feedback may be added to be displayed in specific situations. The exercises can be presented to the students on an autonomously functioning floppy disk, on paper or from within the main program. The latter allows for the integration of audio, e.g. for dictation purposes. The general idea behind PARADISE closely resembles that behind its precursor, ADAM & EVE. However, PARADISE recognises 98% of words in a newspaper article, on the basis of its internal word list containing about 50,000 lexemes and their associated word formation rules. Adam & Eve selects words on the basis of lexical frequency lists, containing about 20,000 words. PARADISE also handles ambiguity in an elegant way ADAM & EVE can not. The frequency lists in Adam & Eve can be expanded by the user, but this is not an easy task. PARADISE can easily be 'taughť new words. PARADISE allows for more kinds of exercises to be prepared and leaves the teacher full control over the process, while ADAM & EVE automatically generates a set of predefined exercises, some of which may prove to be useless. It is concluded that PARADISE is a highly useful tool for language teaching purposes.
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Hou, Zhide. "A Corpus-Driven Analysis of Media Representations of the Chinese Dream." International Journal of English Linguistics 6, no. 1 (January 31, 2016): 142. http://dx.doi.org/10.5539/ijel.v6n1p142.
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<p class="PACLICAbstracttext">The Chinese dream describing a set of ideals received numerous media reports after its proclamation by Chinese President Xi Jinping in November 2012. Making use of the rich source of media data, this article explores the ideology and ideals of the Chinese Dream represented in China’s state-run English-language newspapers. Modeled on the approach of corpus-driven discourse studies and combining the theoretical framework and methodological approaches of Critical Discourse Analysis and corpus linguistics, this study attempts to yield new insights into the media representations of the Chinese Dream. A corpus of the Chinese dream is analyzed using software Concgram (Greaves, 2009) by creating information on the frequency distribution regarding the most frequently occurring two-word/three-word concgrams, and related concordance lines. Findings shown Chinese President Xi’s speech on the Chinese Dream has strong control of ideological positions in media representations.</p><p class="PACLICAbstracttext"> </p>
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MOLLIN, SANDRA. "Revisiting binomial order in English: ordering constraints and reversibility." English Language and Linguistics 16, no. 1 (February 17, 2012): 81–103. http://dx.doi.org/10.1017/s1360674311000293.
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The factors governing word order in binomials, i.e. coordinated word pairs of the same word class, have been the subject of discussion for a long time in linguistics. For example, why do we saylaw and orderbut notorder and law? The article tests seventeen different potential ordering constraints that have previously been suggested, from the areas of semantics, phonology and word frequency, by checking over 500 high-frequency binomials extracted from the BNC against them. A clear hierarchy of constraints is suggested following the analysis of their success in predicting binomial order. In addition, however, attention is drawn to the reversibility status of binomials. The vast majority of English binomials is reversible to a smaller or larger degree. Reversibility scores were computed for all binomials in the sample so that the relationship between reversibility on the one hand and the adherence to the ordering constraints on the other could be analysed, finding that a number of semantic and metrical ordering constraints indeed increase their predictive success towards the frozen end of the reversibility cline. Complying with these constraints, then, increases the likelihood of a binomial to be less reversible. Claims for the influence of certain factors on the freezing process are thus substantiated for the first time.
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Ren, Xue Hai, and Fang Qi Yu. "A Novel Octave Filter Bank Design Method Based upon Cascaded Filters." Advanced Materials Research 834-836 (October 2013): 1122–27. http://dx.doi.org/10.4028/www.scientific.net/amr.834-836.1122.
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A novel octave or fractional octave filter design method is presented here. In this method, a cascaded IIR filter is applied to overcome the Finite Word-Length Effect. Compared with the traditional octave filter bank, this method does not require 1/2 extraction or a corresponding anti-aliasing filter. The filter frequency response is improved. Filter attenuation values conform to the standard IEC1260-1995 defined class 0 filters. Simulation and experimental studies shows that the filter bank obtains a more accurate result than does the traditional method, especially in the low-frequency part. The 1/3 octave filter bank can analyze speech signals effectively.
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Schmäing, Till, and Norbert Grotjohann. "Students’ Word Associations with Different Terms Related to the Wadden Sea: Does the Place of Residence (Coast or Inland) Have an Influence?" Education Sciences 11, no. 6 (June 8, 2021): 284. http://dx.doi.org/10.3390/educsci11060284.
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This paper presents students’ word associations with terms regarding the Wadden Sea. A continuous free word-association method was used in which the students from secondary schools (n = 3119, average age: 13.54 years) reported their associations with the stimulus words Wadden Sea, mudflat hiking tour, and tides in written form. Data were collected from students living close to the Wadden Sea and from students living inland. We performed a quantitative content analysis including the corresponding formation of categories. In addition, students’ school, out-of-school with the class, and private experiences the Wadden Sea ecosystem were recorded. The study shows that not only subject-related concepts should be considered at different levels, but non-subject-related aspects as well. The associations of the inland and non-inland students are statistically significantly different. The Wadden Sea and its biome were found to be completely unknown to some students. Students’ school, out-of-school with the class, and private experiences of the wetlands are also very mixed, regarding their Wadden Sea visitation frequency, and surprisingly cannot be directly derived from their place of residence. This research makes an important contribution towards the design of future biology didactic studies on the Wadden Sea.
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Yuliawati, Susi. "PEREMPUAN ATAU WANITA? PERBANDINGAN BERBASIS KORPUS TENTANG LEKSIKON BERBIAS GENDER." Paradigma, Jurnal Kajian Budaya 8, no. 1 (July 31, 2018): 53. http://dx.doi.org/10.17510/paradigma.v8i1.227.
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<p class="TeksAbstrak">Among the debates on the choice of Indonesian term for woman, the present research examines the use of the gendered lexicon <em>perempuan </em>and <em>wanita </em>with the aim to reveal which term is more preferable and how the terms are used to talk about woman. Using corpus-based approach, the study compares frequency and pattern of word usage of <em>perempuan </em>and <em>wanita </em>from two corpora, namely IndonesianWac and ind_mixed_2013. The research uses a mixed-method design in which quantitative analysis is used to identify word frequency and to measure significant collocation, while the qualitative analysis is used to determine meaning on the basis of semantic preference. The study reveals that the word <em>wanita </em>tends to be more frequently used than the word <em>perempuan </em>to signify woman. In terms of meaning, both of the words are used to talk about woman in relation to body, especially their reproductive function, people particularly men, family, and age. The difference is that <em>perempuan </em>tends to relate woman with the issues of gender equality and organization, while <em>wanita </em>with sexual relationship. Furthermore, it strongly indicates that woman in relation to their public domain is denoted with the term <em>perempuan, </em>whereas the relation with domestic domain is denoted with <em>wanita. </em></p>
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Sojda, Sylwia. "Adverbial intensifiers in contemporary Polish and Slovak." Journal of Linguistics/Jazykovedný casopis 70, no. 1 (June 1, 2019): 55–72. http://dx.doi.org/10.2478/jazcas-2019-0040.
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Abstract The paper discusses the intensifying functions of some lexical units derived from adverbs in a cross-linguistic Polish-Slovak perspective. The expression of intensification in Polish and Slovak has not been widely explored, which is why the present paper aims to point out a few aspects of this phenomenon in two closely related Slavic languages, which may contribute to help fill this gap. Intensification is without doubt a very interesting, pervasive and complex phenomenon in linguistics and is understood here as the process of quantitative change of a feature, activity or state. That change refers to the increase and decrease in intensity of a feature/activity/state according to an approved canon. The components of the category of intensification are therefore both, intensifying and deintensifying. Therefore, it is also postulated that a class of intensifiers/deintensifiers should be distinguished as means of intensification/deintensification. Intensifiers have also been a long fruitful topic of investigation in sociolinguistic research: on one hand intensification systems are unstable and tend to change rapidly in any speech community and on the other, the use of intensifiers tends to vary across demographic categories, especially age and gender. Intensification can also be researched due to ‘delexicalization’, which is defined as the reduction of the independent lexical contents of a word, or group of words, so that it comes to fulfil a particular function – the original meaning of the word is gradually lost as it evolves into a marker of intensification. The paper aims also to show that the more delexicalized an intensifier becomes, the more it will lose its lexical restrictions and increase in frequency. Through frequency of use and over time, intensifiers tend to lose their intensifying force and the renewal process occurs. This process promotes other adverbs, be they newly created adverbs or already existing ones, to the rank of intensifiers – it seems that the class of intensifiers may be an open class. The undertaken analysis has shown that there are a number of aspects which can be considered while describing intensifiers.
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van Maanen, Tineke. "Concordantieprogrammatuur En Taalonderwijs." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 40–46. http://dx.doi.org/10.1075/ttwia.33.06maa.
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In the present article the author explains what concordancers are and what their contribution to language learning can be. A concordancer is a computer program that allows one to look for one or more keywords, prefixes or suffixes in contexts. It gives a listing of each occurrence of every word in a text where words are listed in a given order. The length of the contexts may be one or more lines. A concordancer is distinct from a dictionary in that it doesn't give information about word class, etymology, pronunciation and an example of every meaning of the word. A concordancer displays a word in the context that particular word appears in. So the contexts depend on the corpus the concordancer searches in. Concordancers can be used by teachers, students and writers of text books. Teachers can illustrate their grammatical explanation with contexts (examples). They can generateexercises for their students on the basis of the contexts e.g. for guessing the meaning of particular words or for deducing grammatical rules. Statistical information about the frequency of words can help textbook developers to see how often and where (new) words appear in the texts. Concordancers also have some limitations. The value of the concordance 'tool' is determined by the corpora it is based upon. The variety of texts in a corpus e.g. news-papers, transcriptions of the use of oral language and literature determine the variety of contexts. The requirements of a corpus depend on the educational objectives and the target group. The author describes a few possibilities to obtain corpora. Finally she warns against the relative authority of texts.
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Ibrahim, Hiba A., and Amal H. Abuaffan. "Prevalence of Malocclusion and Orthodontic Treatment Needs in Down Syndrome Sudanese Individuals." Orthodontic Journal of Nepal 4, no. 2 (December 31, 2014): 32–36. http://dx.doi.org/10.3126/ojn.v4i2.13896.
Full textAbstract:
Objective: To determine prevalence of malocclusion and orthodontic treatment needs in Down syndrome individuals among Sudanese population in Khartoum area.Materials & Method: A total of 75 (37 males and 38 females) Down syndrome individuals age ranging from 6-28 years were clinically examined after obtaining their guardian’s consent, malocclusion was determined based on Angle and Incisor classification. Exclusion criteria were included individuals who had history of extraction and orthodontic treatment.Data was analysed by using SPSS Version 17, at an alpha level 0.05 and 95% confidence limits.Result: Angle Class III and Incisor III malocclusion represents the most prevalent type of malocclusions (58.7%) Angle classification, (53.3%) Incisors classification. Angle Class III malocclusion was more frequent among females (60.5%) than in males (56.8%). Themajority of individuals with Down syndrome are in need of orthodontic treatment (85.3%).Conclusion: The prevalence of malocclusion and orthodontic treatment need among Sudanese Down syndrome individuals was high. Angle and Incisor Class III malocclusion representing commonest trait of malocclusion with more frequency in femalesthan males.Key word: down syndrome, Class III malocclusion, orthodontic treatment