Discusses problems encountered in machine translation and solutions for dealing with Spanish words having more than one possible translation in German. (Text is in Spanish.) (CLK)

It was hypothesized that Ss hearing sentences containing reported utterances would confuse these sentences with new sentences containing illocutionary forces or perlocutionary effects consistent with the original sentences. Predicted effects were found in recall for illocutionary forces and in recognition memory for perlocutionary effects.…

Speech conditions of emission can result in influences on the speaker, leading to dramatic changes in the speaker's speech production. However, most studies performed on the "speaking styles" restrict their observations to very contrasted situations and compare so-called "spontaneous" speech to the "laboratory"…

This paper reports an exploratory study of the words used by U.S. presidents in inaugural speeches. Language signifying inclusive relationships as in the words "we,""us," and "our," was found to have changed dramatically since the first inaugural in 1789. Study implications suggest that elected leaders and managers in…

Like many other languages, Hualapai employs the reflexive suffix for several different grammatical purposes. Unlike those languages, however, constructions with a reflexive marker in Hualapai are usually not ambiguous with respect to the expected meanings. This paper identifies four functions that the reflexive suffix may have: reflexive,…

First part of a continued article. (SK)

Focuses on linguistic interference patterns which impede the progress of Italians learning English as a second language in Canada. (RL)

Results indicate that increasing sentence length decreased recall and that objects were recalled more easily than verbs. (RB)

Examines the effects of chronological age, mental age, and intelligence quotient on verbal imitation of five-year-old children, concluding that transition occurs during the fifth year of life as young five-year-olds emitted more mimical and less conceptual responses than older five-year-olds. (RB)