Transferring Learned Models of Morphological Analogy

International audienc

Morphological analogy and phonological markedness in the inchoative verbs of catalan

La analogía entre formas de un paradigma morfológico puede dar lugar a alomorfos marcados desde el punto de vista de la fonología. En este estudio nos centramos en el análisis del incremento incoativo -isc- [ísk] que se puede realizar en el catalán de Valencia con una sibilante palatal en los verbos incoativos de la tercera conjugación: por ej., servixc [seɾvíʃk] ‘sirvo’. A pesar de que el grupo consonántico [ʃk] se considera marcado fonológicamente, esta forma palatalizada parece haber sustituido a la forma tradicional del catalán occidental con una sibilante alveolar -isc- [ísk], por analogía con formas del presente de indicativo como servix [seɾvíʃ] ‘sirve’. Los resultados del estudio indican que, a pesar de que las formas con -ixc- son muy frecuentes en la documentación escrita, no todos los hablantes presentan realmente una pronunciación palatal de la sibilante del grupo -isc- y que, en los casos en que se detecta la palatalización analógica en la pronunciación, la realización de la sibilante se encuentra a medio camino entre una sibilante alveolar y una sibilante palatal, en una especie de compromiso entre las restricciones fonológicas y las morfológicas.Analogy between forms of a morphological paradigm can give rise to phonologically marked allomorphs. In this study, we focus on the analysis of the inchoative form -isc- [ísk] in Valencian Catalan, which can be realized with a palatal sibilant in 3rd conjugation inchoative verbs: e. g., servixc [seɾvíʃk] ‘I suffer’. Although the consonantal cluster [ʃk] is considered phonologically marked, this palatalized form, coined by analogy with other indicative present forms such as servix [seɾvíʃ] ‘s/he suffers’, seems to have replaced the traditional western Catalan form with an alveolar sibilant -isc- [ísk]. Our results indicate that, although the forms with -ixc- are very common in written documentation, not all speakers pronounce the sibilant segment as a palatal consonant. Additionally, the data show that, in cases where the analogical process affects the pronunciation, the realization of the sibilant is halfway between an alveolar sibilant and a palatal sibilant, in a kind of compromise between phonological and morphological conditions

Ichnofossils, cracks or crystals? A test for biogenicity of stick-like structures from vera rubin ridge, mars

New images from Mars rover Curiosity display millimetric, elongate stick- like structures in the fluvio-lacustrine deposits of Vera Rubin Ridge, the depositional environment of which has been previously acknowledged as habitable. Morphology, size and topology of the structures are yet incompletely known and their biogenicity remains untested. Here we provide the first quantitative description of the Vera Rubin Ridge structures, showing that ichnofossils, i.e., the product of life-substrate interactions, are among their closest morphological analogues. Crystal growth and sedimentary cracking are plausible non-biological genetic processes for the structures, although crystals, desiccation and syneresis cracks do not typically present all the morphological and topological features of the Vera Rubin Ridge structures. Morphological analogy does not necessarily imply biogenicity but, given that none of the available observations falsifies the ichnofossil hypothesis, Vera Rubin Ridge and its sedimentary features are here recognized as a privileged target for astrobiological research

One-sided jet at milliarcsecond scales in LSI+61303

We present Very Long Baseline Interferometry (VLBI) observations of the high mass X-ray binary LSI+61303, carried out with the European VLBI Network (EVN). Over the 11 hour observing run, performed 10 days after a radio outburst, the radio source showed a constant flux density, which allowed sensitive imaging of the emission distribution. The structure in the map shows a clear extension to the southeast. Comparing our data with previous VLBI observations we interpret the extension as a collimated radio jet as found in several other X-ray binaries. Assuming that the structure is the result of an expansion that started at the onset of the outburst, we derive an apparent expansion velocity of 0.003 c, which, in the context of Doppler boosting, corresponds to an intrinsic velocity of at least 0.4 c for an ejection close to the line of sight. From the apparent velocity in all available epochs we are able to establish variations in the ejection angle which imply a precessing accretion disk. Finally we point out that LSI+61303, like SS433 and Cygnus X-1, shows evidence for an emission region almost orthogonal to the relativistic jet.Comment: 7 pages, 4 figures, LaTeX, uses aa.cls. Accepted for publication in A&

Microquasars and Jets

I present an overview of past, present and future research on microquasars and jets, showing that microquasars, i.e. galactic jet sources, are among the best laboratories for high energy phenomena. After remindind the analogy with quasars, I focus on one of the best microquasar representatives, probably the archetype, namely GRS 1915+105, and present accretion and ejection phenomena, showing that only a multi-wavelength approach allows a better understanding of phenomena occuring in these sources. Thereafter, I review jets at different scales: compact jets, large-scale jets, and the interactions between ejections and the surrounding medium. I finish by speaking about microblazars and ultraluminous X-ray sources.Comment: 8 pages, 4 figures, Proceedings of Rencontres de Moriond, Very High Energy Phenomena in the Universe, La Thuile, Italy (March 12-19, 2005

L'analogie dans la dénomination binominale des concepts combinatoires en français

Cet article porte sur les cas d'analogie sémantique et morphologique dans les noms français binominaux ([NN]N & [N Prep N]N) de concepts formés par l'assemblage de deux concepts préexistants. Après un examen de la relation de modification interne aux composés subordinatifs attributifs, les cas de métaphorisation sur les unités entières ou bien sur N1 ou N2 seulement sont passés en revue. Une section est ensuite consacrée aux séries à la fois sémantiques et formelles comme celle des unités [NN]Ndont les deux N dénotent des entités vivantes. La discussion finale porte sur l'approche de l'analogie par la linguistique cognitive et applique des schémas constructionnels à certaines des séries vues précédemment.This article examines cases of semantic and morphological analogy in binominal ([NN]N and [N Prep N]N) French names of concepts formed by the combination of two pre-existing concepts. The focus is first on the modification relation in attributive subordinative compounds, then on metaphorizations of the whole units and of N1 or N2 only. A section is then devoted to semantic-cumformal sets like that of [NN]N units where both Ns denote living entities. The final section discusses cognitive linguistic views of analogy and applies constructional schemas to some of the sets seen in the preceding sections

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in Adult Basic Education (ABE) students. We competed 2- and 3-factor structural equation models of reading comprehension. A 3-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = .052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) of the importance of differentiating among dimensions of morphological awareness in this population

Spelling in adolescents with dyslexia: errors and modes of assessment

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

abstract: This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.View the article as published at http://journal.frontiersin.org/article/10.3389/fpsyg.2016.00086/ful