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The language is specific to a particular processor family and environment. [2] Second-generation languages are sometimes used for parts of kernels or device drivers, and are sometimes used in video games, graphics programs, and other intensive programs. [1] In modern programs, second generation assembly languages are rarely used. [5]
A third-generation language improves over a second-generation language by having the computer take care of non-essential details. 3GLs are more abstract than previous generations of languages, and thus can be considered higher-level languages than their first- and second-generation counterparts.
A fifth-generation programming language (5GL) is a high-level programming language based on problem-solving using constraints given to the program, rather than using an algorithm written by a programmer. [1] Most constraint-based and logic programming languages and some other declarative languages are fifth-generation languages.
Languages are categorized under the ancestor language with the strongest influence. Those ancestor languages are listed in alphabetic order. Any such categorization has a large arbitrary element, since programming languages often incorporate major ideas from multiple sources.
Exceptions include proper nouns, which typically are not translated, and kinship terms, which may be too complex to translate. Proper nouns/names may simply be repeated in the gloss, or may be replaced with a placeholder such as "(name. F)" or "PN(F)" (for a female name). For kinship glosses, see the dedicated section below for a list of ...
The Cambridge Grammar of the English Language classifies words like boy as nouns. [54] John Robert Ross similarly classifies it as an "adjectival noun", a noun with some adjectival properties. [53] Color terms also exhibit features of both nouns and adjectives. In many cases, the category of these terms can be clearly identified.
The Dolch word list is a list of frequently used English words (also known as sight words), compiled by Edward William Dolch, a major proponent of the "whole-word" method of beginning reading instruction. The list was first published in a journal article in 1936 [1] and then published in his book Problems in Reading in 1948. [2]
The following list is verbatim from the list printed in the appendix of Greenberg's Universals of Language [1] and "Universals Restated", [2] [3] sorted by context. The numbering is fixed to keep Greenberg's number associations as these are commonly referenced by number; e.g.: "Greenberg's linguistic universal number 12".
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