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Rose, Yvan – First Language, 2020
Ambridge's proposal cannot account for the most basic observations about phonological patterns in human languages. Outside of the earliest stages of phonological production by toddlers, the phonological systems of speakers/learners exhibit internal behaviours that point to the representation and processing of inter-related units ranging in size…
Descriptors: Phonology, Language Patterns, Toddlers, Language Processing
Hou, Lynn; Morford, Jill P. – First Language, 2020
The visual-manual modality of sign languages renders them a unique test case for language acquisition and processing theories. In this commentary the authors describe evidence from signed languages, and ask whether it is consistent with Ambridge's proposal. The evidence includes recent research on collocations in American Sign Language that reveal…
Descriptors: Sign Language, Phrase Structure, American Sign Language, Syntax
Hartsuiker, Robert J. – Bilingualism: Language and Cognition, 2013
Muysken argues for four general "strategies" that characterize language contact phenomena across several levels of description. These strategies are (A) maximize structural coherence of the first language (L1); (B) maximize structural coherence of the second language (L2); (C) match between L1 and L2 patterns where possible; and (D) use…
Descriptors: Bilingualism, Language Processing, Native Language, Second Language Learning
Spitzbardt, Harry – CIEFL Bulletin, 1977
Similarities among different languages that are met with by means of empirical, confrontative analysis should not be mistaken for universals in the logical or philosophical sense. What Verma has described as the "propositional constituents" of a sentence (participants, process, and a temporal relation) may be considered logically…
Descriptors: Diachronic Linguistics, Language Patterns, Language Universals, Linguistic Theory

Lee, Penny – Harvard Educational Review, 1997
Reviews 12 elements of Whorf's theory complex, particularly the linguistic relativity principle. Shows how the theory illuminates language-mind-experience relationships with applicability to classroom practices. (SK)
Descriptors: Educational Practices, Experience, Language Patterns, Linguistic Theory
Gleason, Henry A. G. Jr. – Metas, 1980
Suggests that translational efficiency and effectiveness could be advanced by the same consideration of grammatical patterns that is standard with lexical items. Decries the absence of the type of grammar that could be a useful reference tool for translators and exegetes and describes some of its characteristics. (MES)
Descriptors: Glossaries, Grammar, Interpreters, Language Patterns

Pater, Joe; Barlow, Jessica A. – Journal of Child Language, 2003
Applies two fundamental principles of optimalist theory to yield predictions about cluster reduction patterns. (Author/VWL)
Descriptors: Child Language, Consonants, Language Patterns, Linguistic Theory

Fox, Roy F. – English Journal, 1991
Presents a biographical sketch of S. I. Hayakawa and the results of a recent interview with him over the impact of his writing. (KEH)
Descriptors: Interviews, Language Patterns, Language Usage, Rhetorical Theory

Wasa, Atsuko – Hispania, 1999
Analysis of the indicative-subjunctive alternation in the compliment of interrogative utterances with the verb "creer" shows that the "modality of reserved epistemic" determines choice of subjunctive. This determination contributes to a hypothesis about the nature of the subjunctive in Spanish. (CP)
Descriptors: Adverbs, Language Patterns, Linguistic Theory, Pragmatics

Wolfson, Nessa – Language, 1979
Introduces the theory that the conversational historical present (CHP) in itself has no significance. It is the switching between CHP and the past tenses that is the relevant feature. (Author/CFM)
Descriptors: English, Language Patterns, Language Usage, Linguistic Theory

Popkewitz, Thomas S. – Educational Researcher, 1992
F. Schrag is preoccupied with enhancing education, but who decides what enhancement is? He has confused positivism with empiricism. Positivism is a specific philosophical movement that is associated with logical positivism. The empiricism that Schrag labels positivism preceded the philosophic traditions. (SLD)
Descriptors: Anxiety, Causal Models, Educational Improvement, Educational Philosophy
Sypniewski, Bernard Paul – 1998
Applicative Universal Grammar (AUG) is a linguistic theory based on combinatorial logic. This paper expands on the notion of "linguistic unit." Linguistic unit, as a notion, is generalized and the linguistic hierarchy supporting all natural languages is shown to be a hierarchy of linguistic units. It is argued that, on the genotype…
Descriptors: Grammar, Language Patterns, Language Research, Language Universals

Moxley, Roy – Instructional Science, 1983
According to Peirce, diagrammatic constructions are represented by words in a sentence, an algebraic formula, or a graphic display. They are the basis of all valid reasoning and provide significant means for discovering unexpected truths. Sources and uses of diagrams in education are discussed in relation to Peirce's ideas. Nineteen references are…
Descriptors: Diagrams, Educational Practices, Language Patterns, Learning Theories

Newton, Brian – Language, 1979
One important function of the imperfective aspect in Modern Greek is to indicate indefinite repetition; when a modal element is present, however, the perfective may be selected instead. (Author/CFM)
Descriptors: Grammar, Greek, Language Patterns, Language Usage

Michaelis, Laura A.; Lambrecht, Knud – Language, 1996
Using a particular sentence type--an exclamative construction referred to as "Nominal Extraposition" (NE)--this article outlines a formal model in which grammatical description includes the description of use conditions on form-meaning pairs. The article suggests that the relationship between NE and like exclamatives can be represented in an…
Descriptors: English, Grammar, Language Patterns, Linguistic Theory