‘Little words’—not really: function and content words in normal and aphasic speech

Bird, Helen; Franklin, Sue; Howard, David

doi:10.1016/s0911-6044(01)00031-8

Cited by 45 publications

(32 citation statements)

References 38 publications

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“…Rather, there might be more of a continuum between the processing of nouns and verbs (Bird et al, 2000a;2003;Black & Chiat, 2003;Gentner & Boroditsky, 2001;Gillette et al, 1999). For example, aphasic dissociations between nouns and verbs are more ambiguous than originally proposed, with subtle abilities and faults between and within syntactical categories (Bird et al, 2000a;Durks & Masterson, 2003).…”

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confidence: 99%

“…For example, aphasic dissociations between nouns and verbs are more ambiguous than originally proposed, with subtle abilities and faults between and within syntactical categories (Bird et al, 2000a;Durks & Masterson, 2003). Further, researchers often oversimplify the classifications 'noun' and 'verb' by testing thin categories of objects and actions and making inferences about the general categories of nouns and verbs.…”

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confidence: 99%

“…concreteness and imageability have also be discussed in relation to the noun/verb distinction (Bird, Howard, & Franklin, 2000a;200b;Black & Chiat, 2003;Gillette et al,1999). In much of the literature on memory and aphasia, the terms concreteness and imageability are used interchangeably.…”

Section: Sici: C Is For Concreteness and I Is For Imageability The Cmentioning

confidence: 99%

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A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Maguire¹,

Hirsh‐Pasek²,

Golinkoff³

2006

Action Meets Word

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This chapter expands a broad-based developmental theory of word learning (the emergentist coalition model [ECM]) to illuminate how children acquire language with a specific focus on verb acquisition. In so doing, it demonstrates how the theory of word learning originally developed for the understanding of noun learning can encompass the study of verbs. It also explains a persistent paradox in verb learning — why some verbs appear early even though the class of verbs is generally hard to master.

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confidence: 99%

Section: ---Figure 3 (Of Ecm) About Here ---mentioning

confidence: 99%

See 1 more Smart Citation

A Unified Theory of Word Learning: Putting Verb Acquisition in Context

Maguire¹,

Hirsh‐Pasek²,

Golinkoff³

2006

Action Meets Word

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“…Further, we examine the effects of WOM language not only in terms of content, or what is said, but also in terms of style, or how things are said (Bird, Franklin, and Howard 2002;Pennebaker 2011;Pennebaker et al 2007). Finally, we explore how such language use affects consumers' digital connections with others, in terms of online engagement and participation.…”

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confidence: 99%

She Said, She Said: Differential Interpersonal Similarities Predict Unique Linguistic Mimicry in Online Word of Mouth

Moore¹,

McFerran²

2017

Journal of the Association for Consumer Research

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3This research examines the antecedents, causes, and consequences of linguistic mimicry, which assesses how closely individuals match others' word use, in online WOM. We examine mimicry of both linguistic style (how things are said) and content (what is said). To our knowledge, this research provides the first demonstration of unique linguistic mimicry, where consumers engaging in online WOM differentially mimic other posters' word use. Two experiments and one study using field data show that when consumers are personally similar to an individual who has previously posted (e.g., same gender), they mimic this individual's positive emotion and social word use. When consumers are similar in status to an individual who has previously posted (e.g., same forum ranking), they mimic this individual's cognitive and descriptive word use. This differential mimicry is driven by affiliation versus achievement goals, respectively, and affects consumers' engagement in online WOM in terms of posting incidence and volume.

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“…For instance, Arabatzi and Edwards (2002) found a large number of auxiliary omission errors, such as Tomorrow she cook a cake for Tomorrow she will bake a cake and omissions of the progressive be. Arabatzi and Edwards categorized these as tense omission errors although auxiliary omission could result from a function word retrieval deficit that is unrelated to encoding of tense (Bird, Franklin, & Howard, 2002;Harris, Stanford, & Campbell, 1989;Yaffee, 1990). An unavoidable drawback of the multiple choice sentence completion task is its unnaturalness when compared to narrative speech.…”

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confidence: 99%

Verb inflections in agrammatic aphasia: Encoding of tense features☆

Faroqi‐Shah

Thompson

2007

Journal of Memory and Language

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Across most languages, verbs produced by agrammatic aphasic individuals are frequently marked by syntactically and semantically inappropriate inflectional affixes, such as Last night, I walking home. As per language production models, verb inflection errors in English agrammatism could arise from three potential sources: encoding the verbs' morphology based on temporal information at the conceptual level, accessing syntactic well-formedness constraints of verbal morphology, and encoding morphophonological form. We investigate these aspects of encoding verb inflections in agrammatic aphasia. Using three sentence completion experiments, it was demonstrated that production of verb inflections was impaired whenever temporal reference was involved; while morphological complexity and syntactic constraints were less likely to be the source of verb inflection errors in agrammatism. These findings are discussed in relation to current language production models. KeywordsMorphology; Broca's aphasia; Language; Verb; Inflection; Models of sentence production Aphasia is an impairment in producing and/or comprehending language resulting from acute brain injury such as a cerebrovascular accident. Agrammatic speech is commonly associated with the clinical syndrome of Broca's aphasia, and is frequently characterized by ill-formed sentences, reduced syntactic complexity, a paucity of verbs, and grammatical morpheme errors. Production of both free grammatical morphemes and inflectional morphemes can be impaired in agrammatic aphasia. Across most languages that have been studied, verbs produced by agrammatic aphasic individuals are frequently marked by syntactically and semantically inappropriate inflectional affixes in a variety of tasks including spontaneous speech,

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‘Little words’—not really: function and content words in normal and aphasic speech

Cited by 45 publications

References 38 publications

A Unified Theory of Word Learning: Putting Verb Acquisition in Context

A Unified Theory of Word Learning: Putting Verb Acquisition in Context

She Said, She Said: Differential Interpersonal Similarities Predict Unique Linguistic Mimicry in Online Word of Mouth

Verb inflections in agrammatic aphasia: Encoding of tense features☆

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