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This temporal marker is -ni whose referential force is futurity. Its temporal function is primary; however, in many contexts i-ni also takes on a number of secondary, atemporal functions which essentially belong to the modal category (imperative, hortative, desiderative, etc.). Since no markers exist to point out present or past time, Hopi ...
Temporal annotation is the study of how to automatically add semantic information regarding time to natural language documents. It plays a role in natural language processing and computational linguistics .
It is also published in association with a biennial monograph, the Language Learning-Max Planck Institute Cognitive Neurosciences Series. According to the Journal Citation Reports , the journal has a 2011 impact factor of 1.218, ranking it 26th out of 161 journals in the category "Linguistics" [ 2 ] and 42nd out of 203 journals in the category ...
Tonhauser's research interests include Presupposition projection, Prosody and Meaning, Temporal Anaphora and Reference, and empirical methods in Semantics and Pragmatics. She is known for her work in theoretical semantics and pragmatics, specifically on cross-linguistic semantic/pragmatic variation.
Statistical language acquisition, a branch of developmental psycholinguistics, studies the process by which humans develop the ability to perceive, produce, comprehend, and communicate with natural language in all of its aspects (phonological, syntactic, lexical, morphological, semantic) through the use of general learning mechanisms operating on statistical patterns in the linguistic input.
For example, the Kʼicheʼ language spoken in Guatemala has the inflectional prefixes k- and x- to mark incompletive and completive aspect; [3] [4] Mandarin Chinese has the aspect markers -le 了, -zhe 着, zài- 在, and -guò 过 to mark the perfective, durative stative, durative progressive, and experiential aspects, [5] and also marks ...
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...
Much research has focused on trying to identify what makes language learning so hard for some children. A major divide is between theories that attribute the difficulties to a low-level problem with auditory temporal processing, [51] [52] and those that propose there is a deficit in a specialised language-learning system.