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Adger, David – First Language, 2020
The syntactic behaviour of human beings cannot be explained by analogical generalization on the basis of concrete exemplars: analogies in surface form are insufficient to account for human grammatical knowledge, because they fail to hold in situations where they should, and fail to extend in situations where they need to. [For Ben Ambridge's…
Descriptors: Syntax, Figurative Language, Models, Generalization
Chandler, Steve – First Language, 2020
Ambridge reviews and augments an impressive body of research demonstrating both the advantages and the necessity of an exemplar-based model of knowledge of one's language. He cites three computational models that have been applied successfully to issues of phonology and morphology. Focusing on Ambridge's discussion of sentence-level constructions,…
Descriptors: Models, Figurative Language, Language Processing, Language Acquisition
Singh, Raj; Fedorenko, Evelina; Mahowald, Kyle; Gibson, Edward – Cognitive Science, 2016
According to one view of linguistic information (Karttunen, 1974; Stalnaker, 1974), a speaker can convey contextually new information in one of two ways: (a) by "asserting" the content as new information; or (b) by "presupposing" the content as given information which would then have to be "accommodated." This…
Descriptors: Semantics, Pragmatics, Sentences, Discourse Analysis
Johnson, Matt A. – ProQuest LLC, 2013
This dissertation will focus on the processing and learning of abstract, phrasal argument structure constructions. Chapter 1 provides the theoretical framework for abstract constructions, and illustrates the importance of such representations in speakers' linguistic knowledge. Chapter 2 reviews the evidence for meaning being associated with…
Descriptors: Autism, Prediction, Language Acquisition, Brain Hemisphere Functions
Postman, Neil – New York University Education Quarterly, 1979
Reviews the theories of the founder of "general semantics," Alfred Korzybski, who believed that social conflict would be reduced by the study of how the structure of language affects our perceptions of the world and by the development of new language habits to overcome the limitations of verbal symbols. (Editor/SJL)
Descriptors: Abstract Reasoning, Biographies, Language Role, Linguistic Theory

Linde, Charlotte; Labov, William – Language, 1975
An initial description of the links between cognitive input, discourse rules, and the rules of sentence grammar is made, based on a technique developed for observing the translation of cognitive input into language in a spontaneous, practical speech event: descriptions of the lay-outs of apartments. (Author/RM)
Descriptors: Abstract Reasoning, Cognitive Processes, Discourse Analysis, Language Research
Hurtig, Richard – 1974
In the first section a sketch of a tense logic is presented and a mechanism is suggested for including aspects of the tense logic into the Grammar (theory of language). Specifically, several grammatical structures are shown to incorporate temporal features. A semantic projection mechanism is utilized to amalgamate the temporal features in elements…
Descriptors: Abstract Reasoning, Adverbs, Cognitive Processes, Conjunctions

Brause, Rita S. – 1977
The hypothesized ability of adult native speakers to understand linguistic ambiguity was tested. An approach developed to determine linguistic competence tested the ability of 90 participants in individual interviews to interpret sentences having the potential for multiple interpretations. The hypothesis was not supported by the data. A hierarchy…
Descriptors: Abstract Reasoning, Adults, Age Differences, Ambiguity
Robb, Martha; Lord, Catherine – 1981
The range of meanings of "big" and "little" that mothers and their three children under age two expressed in relatively natural communication situations was studied. Longitudinal data from transcripts of conversations of middle-class mothers and their children were analyzed along with diary records kept by parents of their children's use of size…
Descriptors: Abstract Reasoning, Adjectives, Child Language, Cognitive Development