Morphonette: a morphological network of French

This paper describes in details the first version of Morphonette, a new French morphological resource and a new radically lexeme-based method of morphological analysis. This research is grounded in a paradigmatic conception of derivational morphology where the morphological structure is a structure of the entire lexicon and not one of the individual words it contains. The discovery of this structure relies on a measure of morphological similarity between words, on formal analogy and on the properties of two morphological paradigms

The acquisition of a complex morphological paradigm by L1 and L2 children

The performances of 690 L1 and L2 submersion children of grades 4 to 6 on a test of past tense (passé simple) production in French are compared with the aim of assessing how the two groups of children cope with learning a morphological form belonging to a complex paradigm. Homophony with other verbal forms of the paradigm (syncretisms) appears to play a role in the children’s answers. L2 submersion children have significantly lower scores than L1 children and they differ from L1 children in tending to overapply the regular ending. They also seem to be more attentive to agreement and to the visual form of the words than L1 children

First verbs : On the way to mini-paradigms

This 18th issue of ZAS-Papers in Linguistics consists of papers on the development of verb acquisition in 9 languages from the very early stages up to the onset of paradigm construction. Each of the 10 papers deals with first-Ianguage developmental processes in one or two children studied via longitudinal data. The languages involved are French, Spanish, Russian, Croatian, Lithuanien, Finnish, English and German. For German two different varieties are examined, one from Berlin and one from Vienna. All papers are based on presentations at the workshop 'Early verbs: On the way to mini-paradigms' held at the ZAS (Berlin) on the 30./31. of September 2000. This workshop brought to a close the first phase of cooperation between two projects on language acquisition which has started in October 1999: a) the project on "Syntaktische Konsequenzen des Morphologieerwerbs" at the ZAS (Berlin) headed by Juergen Weissenborn and Ewald Lang, and financially supported by the Deutsche Forschungsgemeinschaft, and b) the international "Crosslinguistic Project on Pre- and Protomorphology in Language Acquisition" coordinated by Wolfgang U. Dressler in behalf of the Austrian Academy of Sciences

Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade

Copyright @ 2014 Wei et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The present study investigated the relationship between Chinese reading skills and metalinguistic awareness skills such as phonological, morphological, and orthographic awareness for 101 Preschool, 94 Grade-1, 98 Grade-2, and 98 Grade-3 children from two primary schools in Mainland China. The aim of the study was to examine how each of these metalinguistic awareness skills would exert their influence on the success of reading in Chinese with age. The results showed that all three metalinguistic awareness skills significantly predicted reading success. It further revealed that orthographic awareness played a dominant role in the early stages of reading acquisition, and its influence decreased with age, while the opposite was true for the contribution of morphological awareness. The results were in stark contrast with studies in English, where phonological awareness is typically shown as the single most potent metalinguistic awareness factor in literacy acquisition. In order to account for the current data, a three-stage model of reading acquisition in Chinese is discussed.National Natural Science Foundation of China and Knowledge Innovation Program of the Chinese Academy of Sciences

The cognitive roots of gender in Russian

Traditional accounts of gender as a grammatical category fail to grasp the essence of its meaning. A cognitive approach to the analysis of Russian nominal gender classification provides deeper insights into the relationship between grammar and man’s cognitive activity, making explanation of grammatical facts more comprehensible

Insights into Analogy Completion from the Biomedical Domain

Analogy completion has been a popular task in recent years for evaluating the semantic properties of word embeddings, but the standard methodology makes a number of assumptions about analogies that do not always hold, either in recent benchmark datasets or when expanding into other domains. Through an analysis of analogies in the biomedical domain, we identify three assumptions: that of a Single Answer for any given analogy, that the pairs involved describe the Same Relationship, and that each pair is Informative with respect to the other. We propose modifying the standard methodology to relax these assumptions by allowing for multiple correct answers, reporting MAP and MRR in addition to accuracy, and using multiple example pairs. We further present BMASS, a novel dataset for evaluating linguistic regularities in biomedical embeddings, and demonstrate that the relationships described in the dataset pose significant semantic challenges to current word embedding methods.Comment: Accepted to BioNLP 2017. (10 pages

P-model Alternative to the T-model

Standard linguistic analysis of syntax uses the T-model. This model requires the ordering: D-structure $>$ S-structure $>$ LF, where D-structure is the deep structure, S-structure is the surface structure, and LF is logical form. Between each of these representations there is movement which alters the order of the constituent words; movement is achieved using the principles and parameters of syntactic theory. Psychological analysis of sentence production is usually either serial or connectionist. Psychological serial models do not accommodate the T-model immediately so that here a new model called the P-model is introduced. The P-model is different from previous linguistic and psychological models. Here it is argued that the LF representation should be replaced by a variant of Frege's three qualities (sense, reference, and force), called the Frege representation or F-representation. In the F-representation the order of elements is not necessarily the same as that in LF and it is suggested that the correct ordering is: F-representation $>$ D-structure $>$ S-structure. This ordering appears to lead to a more natural view of sentence production and processing. Within this framework movement originates as the outcome of emphasis applied to the sentence. The requirement that the F-representation precedes the D-structure needs a picture of the particular principles and parameters which pertain to movement of words between representations. In general this would imply that there is a preferred or optimal ordering of the symbolic string in the F-representation. The standard ordering is retained because the general way of producing such an optimal ordering is unclear. In this case it is possible to produce an analysis of movement between LF and D-structure similar to the usual analysis of movement between S-structure and LF. It is suggested that a maximal amount of information about a language's grammar and lexicon is stored, because of the necessity of analyzing corrupted data

Children's Acquisition of the English Past-Tense: Evidence for a Single-Route Account From Novel Verb Production Data

This study adjudicates between two opposing accounts of morphological productivity, using English past‐tense as its test case. The single‐route model (e.g., Bybee & Moder, 1983) posits that both regular and irregular past‐tense forms are generated by analogy across stored exemplars in associative memory. In contrast, the dual‐route model (e.g., Prasada & Pinker, 1993) posits that regular inflection requires use of a formal “add ‐ed” rule that does not require analogy across regular past‐tense forms. Children (aged 3–4; 5–6; 6–7; 9–10) saw animations of an animal performing a novel action described with a novel verb (e.g., gezz; chake). Past‐tense forms of novel verbs were elicited by prompting the child to describe what the animal “did yesterday.” Collapsing across age group (since no interaction was observed), the likelihood of a verb being produced in regular past‐tense form (e.g., gezzed; chaked) was positively associated with the verb's similarity to existing regular verbs, consistent with the single‐route model only. Results indicate that children's acquisition of the English past‐tense is best explained by a single‐route analogical mechanism that does not incorporate a role for formal rules