Contends that the inappropriate use of "epistemology" by some family therapists promotes the idea that systemic and psychological modes of explanation are incompatible. Maintains that a kind of cognitive psychology is implicit in what family therapists say about reframing and that family therapists pollute the semantic environment. (Author/KS)

Results of two studies of elementary school and college students indicate that the processes of automaticity and speed in recognizing the meanings of familiar printed words take slightly different developmental courses. However, the most rapid changes in both measures occur prior to second grade. (PCB)

Discusses four types of doublespeak: euphemism, jargon, bureaucratese, and inflated language. Cites examples of the pervasive use of doublespeak in business, politics, and the military. Asserts that to eliminate doublespeak, English teachers should teach respect for language as well as effective use of language. (MM)

Presents a structural explanation for meaning differences associated with the position of adverbial modifiers with respect to the verb in Mandarian. Argues that the relevant factor is one of modifier scope. Temporal, result, and generic interpretations associated with some postverbal modification structures are explained on the basis of modifier…

Suggests that class assignments include activities outside the school which will allow students to apply newly acquired information and skills to real life situations. (PD)

Discusses the need to strengthen vocabulary teaching in second language instruction. Describes a methodology based on the model of lexicon proposed by structural semantics, and illustrates this methodology with exercises in French and Italian. (EKN)

The meaning of words used in biology is discussed and a number of pitfalls for students are listed. The use of the words nucleus, transformation, toxin and sex in a number of textbooks is examined. (Author/EB)

"From Asking To Answering: Making Questions Explicit" describes a pedagogical procedure the author has used in writing classes (expository, technical and creative) to help students better understand the purpose, and effect, of text-questions. It accomplishes this by means of thirteen discrete categories (e.g., CLAIMS, COMMITMENT, ANAPHORA, or…

This project sets out to discover and develop techniques for the lemmatisation of a historical corpus of the Cornish language in order that a lemmatised dictionary macrostructure can be generated from the corpus. The system should be capable of uniquely identifying every lexical item that is attested in the corpus. A survey of published and…

A functional analysis was made of the verbal domain as it is defined by the test development process at the Educational Testing Service (ETS). The thesis of the study was that the verbal domain consists of semantic relations that examinees must interpret. Test developers used a system of rules to sample stimulus materials from among infinite…

This article focuses on the structural and semantic analysis of the sentences containing the pronoun "it" as a formal object. Although at first sight "it" seems to have no meaning whatsoever, it actually plays an important role in the semantic structure of the sentence. The formal object "it" changes the…

Genericization theory developed as a response to claims from outside of linguistics that generic use in brand names (for example, using Kleenex as a generic noun for all facial tissues, or Xerox for all photocopiers) is the result of marketing factors or misuse by consumers. This paper examines the linguistic factors that create an environment…

Presents author's realization that exposure to the literature of general semantics is not enough to permit already established intensional orientations to restructure themselves into extensional orientations. (TO)

Presents the author's point of view on the basic components of a curriculum theory. Discusses theory-building processes, sources of potential curriculum postures, and the author's own curriculum theory position. Aimed at stimulating more dialogue on the subject. (Author/EA)