A semantic inventory, an organized network of observations on the lexical structure of Huichol, is presented. Each entry includes a name form or lemma, its pronunciation if not clear from the lemma form, part of speech, and examples to illustrate its range of inflections. The discussion of semantics begins with a syntactic framework for the…

THIS DOCUMENT COMPRISES REPORTS ON TWO TECHNIQUES USED IN SIX EXPERIMENTS DESIGNED TO ASSESS THE SYNTACTIC AND SEMANTIC PROCESSING OF AUDITORY, LINGUISTIC INPUTS. PAST RESEARCH HAS DEVELOPED THE "PROBE-LATENCY TECHNIQUE," THE FIRST OF THE TWO TECHNIQUES USED IN THIS RESEARCH, FOR ASSESSING THE STRUCTURE OF LINGUISTIC INPUTS. RESULTS TO…

In many cases machine-translation does not produce satisfactory results within the framework of purely formal (morphological and syntaxic) analysis, particularly, in the case of syntaxic and lexical homonomy. An algorithm for syntaxic-semantic analysis is proposed, and its principles of operation are described. The syntaxico-semantic structure is…

This listing of syntactical structures was prepared for a research project being carried out under the auspices of the National Laboratory for Early Childhood Education. However, a number of people have found it useful for other purposes. Teachers who are attempting to use the "natural method" of accelerating language development find it helpful…

Discusses theories of Chafe and Halliday and of Searles regarding idioms in English. The former two show that the division into "old" and "new" information determines English sentence structure. Chafe's definition of lexical and grammatical idioms makes possible prediction regarding their syntax and function. (Text is in German.) (IFS/WGA)

Highlights the customary arbitrariness with which the terms "syntax" and "semantics," and hence "understanding" are applied, and leads to a more systematic application of these concepts. The question of why one notation (grammar, syntax) is more useful than another is raised, and an answer is suggested. (Author/VT)

Presents an example of an analysis of the modals "pouvoir" and "devoir" in view of their representation within the framework of semantic syntax. (Text is in French.) (CDSH/AM)

In this article, the author concludes a three-part series in which she analyzes verb complements in German and Italian. Parts 1 and 2 of the series appear in volume 18, numbers 2 and 3, respectively. (CFM)

Eight children in a special preschool for children with language delay learned 57 two, three, and four-word syntactic forms. Forty-two of the forms generalized to Subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. (CL)

The study investigated 14 school-age deaf children's responses to a listener's indication of communication breakdown and examined whether responses were related to syntactic or semantic abilities and/or typical mode of communication. Most revisions involved changes in sentence constituents. The frequency of revisions, repetitions, and no responses…

Thirty-three college students in a Learning Disabilities (LD) program were compared with thirty-three non-LD peers in syntactic complexity of their writing. LD Ss did not differ significantly on the Syntactic Density Scoring (SDS) procedure for the corrected SDS (CSDS) score, but they did differ on two variables thought to be more sensitive…

Describes the current use of comparative subordinating conjunctions or coordinators on the basis of data collected from a corpus of one million words of German in print. Revises a number of the grammatical rules regarding the use of these words. (SED)

The article discusses acquisition of five aspects of English beyond the basic simple sentence (inflections and modulations of meaning, negation, passive sentences, coordination, and relative clauses) and considers implications for hearing impaired students. Ways in which syntax interacts with pragmatic and semantic factors are analyzed. (CL)

Fluent and nonfluent types of aphasia in adults and children are noted. The value of assessing psycholinguistic differences (e.g., syntactic skills and ability to produce connected discourse) is examined. Treatment implications for enhancing residual linguistic skills are addressed. (CL)

Argues that psycholinguists should become aware of the information available to readers at levels beyond the individual sentence. (RB)