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A sentence diagram is a pictorial representation of the grammatical structure of a sentence. The term "sentence diagram" is used more when teaching written language, where sentences are diagrammed. The model shows the relations between words and the nature of sentence structure and can be used as a tool to help recognize which potential ...
Ubykh nouns do not mark plurality and the only case that displays plurality is the relational suffix - /nɜ/.Otherwise plurality is shown either by suppletive verb roots (e.g. /ɐkʷɨn blɜs/ 'he is in the car' vs. /ɐkʷɨn blɜʒʷɜ/ 'they are in the car') or by verb suffixes: /ɐkʲʼɜn/ ('he goes'), /ɐkʲʼɐn/ ('they go').
An example of that is the presupposition trigger too. This word triggers the presupposition that, roughly, something parallel to what is stated has happened. For example, if pronounced with emphasis on John, the following sentence triggers the presupposition that somebody other than John had dinner in New York last night.
A famous example for lexical ambiguity is the following sentence: "Wenn hinter Fliegen Fliegen fliegen, fliegen Fliegen Fliegen hinterher.", meaning "When flies fly behind flies, then flies fly in pursuit of flies." [40] [circular reference] It takes advantage of some German nouns and corresponding verbs being homonymous. While not noticeable ...
In linguistics and grammar, a sentence is a linguistic expression, such as the English example "The quick brown fox jumps over the lazy dog." In traditional grammar , it is typically defined as a string of words that expresses a complete thought, or as a unit consisting of a subject and predicate .
In such a case, the sentence "the sentence p is an unknown truth" is true; and, if all truths are knowable, it should be possible to know that "p is an unknown truth". But this isn't possible, because as soon as we know " p is an unknown truth", we know that p is true, rendering p no longer an unknown truth, so the statement " p is an unknown ...
Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
This includes clarifying the distinction between knowing something and not knowing it, for example, pointing out what is the difference between knowing that smoking causes cancer and not knowing this. [1] [2] Sometimes the expressions "conception of knowledge", "theory of knowledge", and "analysis of knowledge" are used as synonyms.
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