Refutes the idea of traditional philologists that the syntax of Latin verbs of fearing is idiosyncratic. Maintains that these verbs are inherently negative in Latin, and they conform in every respect to the highest level of principles of semantic and syntactic behavior that operate throughout the language. (SL)

Citing results of an analysis of 46 college level essays, the author refutes W. Ross Winterowd's theory that, with only two exceptions, every T-unit must have one of seven transitional relationships with the unit before and after it. (HTH)

Provides representative statistics concerning the degree and rank-ordering of irregularity among verb tenses of Spanish. Indicates that the present is the most morphologically irregular of all Spanish tenses. The least irregular tense is the imperfect. (SL)

This semantic analysis assumes the overall framework of an extended standard theory of grammar, focusing on the lexicon and making a case for semantic mapping. It assumes Chomsky's (1986) theory that the projection of a verb and its arguments into syntax is determined by its lexical specifications. It further accepts the arguments of Williams…

Revised and expanded version of a paper presented at the Colloquium of the reasearch Institue for the German Language, Marburg, West Germany, June 16, 1972. (DD)

Paper presented at the 6th Linguistic Colloquium, Copenhagen, Denmark, August 1971; discusses the description of natural languages and the logical relationship among clauses. (DD)

Discussion of the nature of verbal communication as background to a literary theory. The literary aspect will be treated in part 2 of the article. (RS)

Syntactical aspects and semantic classification of adverbial modality in German; part one of a continuing series. (RS)

Paper presented at the Annual Meeting of the Association for Asian Studies, New York, New York, March 29, 1972. (DS)

Discusses certain unknown constraints" active in the use of specific quantifiers in English. (VM)

Working from previous findings that learning of paired nouns improves when the nouns are joined by a verb rather than a preposition, and by a preposition rather than a conjunction, the present study investigates the factors influencing this form-class effect and offers an explanation in terms of transformational grammar. (Author/FWB)

We can improve reading instruction by using the strengths any child brings to the reading task. (Author)