Showing papers on "Antecedent (grammar) published in 1982"

The Effects of Schooling on Mathematics Achievement

Abstract: Using data drawn from the 1977–1978 National Assessment of Educational Progress in mathematics, this study examined the proportion of variance in mathematics achievement attributable to differences in the number of semesters of mathematics studied after taking into account the influence of antecedent conditions, home and community environment, and previous mathematics learning. Background variables accounted for 25 percent of the variance, while exposure to mathematics courses explained an additional 34 percent of the variance. The study was replicated on three different national samples of 2,200 students each using three different measures of mathematics achievement. Similar results were found in each replication.

Backwards anaphora in discourse context

Abstract: Most of the time a pronoun follows its antecedent, as in (Ia); less often the pronoun comes first, as in (Ib):(1) (a) The woman who is to marry Ralph will visit him tomorrow. (Forwards Pronominalization; coreferent elements in italics)(b) The woman who is to marry him will visit Ralph tomorrow. (Backwards Pronominalization)In elementary syntax classes we account for these ‘Backwards Pronominalization’ cases by building something like the Langacker (1969)/Ross (1969) structural condition into our Pronominalization rule.

Who invented the color wheel

Abstract: Previous research, published and unpublished, has shown that early references to color-circle diagrams go back at least to 1611 Scientific records before that date trace four aspects of this history: circles based on seven colors, circles based on four colors, circles organized for a red-yellow-blue mixing system, and historical relationships between pigment primaries and spectral primaries We conclude that color organization diagrams are at least as old as the 13th century, with the seven-color circle possibly the oldest found, the four-color next (14th-15th centuries), and the red-yellow-blue circle the most recent (18th century) Each evidently rests on antecedent color theories Although no graphic records of circular systems earlier than 1611 have yet been identified, some may be inferred from extant scientific texts and reconstructed

Answering Questions From Text: A Process Model

Abstract: Singer (1979, 1981) has presented data supporting a process model that addresses sentence verification and question answering in relation to antecedent sentences. The present study asked whether the predictions of the model are accurate when the antecedent messages are brief texts. In Experiment 1, readers verified sentences that were true or false, and explicit or implicit, in relation to antecedent passages. In Experiment 2, readers used the responses YES, NO, or DON'T KNOW to answer questions about brief passages. The response latencies were generally consistent with the predictions of the model. Neither the response latencies nor the error rates were prohibitively inflated, relative to those measured when single sentences were used as the antecedent messages.

Socio-Historical Linguistics: The linguistic variables

Abstract: In this chapter I will examine a number of possible linguistic factors which affect the realization of the relative marker (i.e. either as WH, TH or ∅): type of clause – restrictive or non-restrictive features or characteristics of the antecedent/head NP – animateness, definiteness, type of noun modification structure, e.g. determiner, quantifier, superlative syntactic position/grammatical function of the relative in S 2 , the relative clause – subject, object, indirect object, predicate nominative, temporal, locative, stranded and shifted prepositions and genitive Type of clause Most grammars of English, whether prescriptive or descriptive, recognize at least two types of relative clauses: restrictive and non-restrictive. This distinction is made on the basis of the way in which the head NP or antecedent is modified by the relative clause. A restrictive clause further limits the head NP's reference, while a non-restrictive clause adds only additional information to a head which is already independently identified, or is unique in its reference and has no need of further modification to identify its referent. Classic examples of each type are: (1) The girl who lives next door to me. (restrictive) (2) Mary Smith, who lives next door to me. (non-restrictive) Proper names constitute a class of unique referents because their identity is the same no matter what else may follow after. In the case of possible ‘mistaken identity’ though, proper names may occur with restrictive clauses, e.g. where there is clearly more than one person with the same name. In the following example, the use of the definite article also adds to this interpretation (cf. also Lyons 1977: ch. 7). (3) The Mary Smith that I know lives next door.