Phrase

About: Phrase is a research topic. Over the lifetime, 12580 publications have been published within this topic receiving 317823 citations. The topic is also known as: syntagma & phrases.

Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-mo-old infants

Abstract: Human infants are predisposed to rapidly acquire their native language. The nature of these predispositions is poorly understood, but is crucial to our understanding of how infants unpack their speech input to recover the fundamental word-like units, assign them referential roles, and acquire the rules that govern their organization. Previous researchers have demonstrated the role of general distributional computations in prelinguistic infants’ parsing of continuous speech. We extend these findings to more naturalistic conditions, and find that 6-mo-old infants can simultaneously segment a nonce auditory word form from prosodically organized continuous speech and associate it to a visual referent. Crucially, however, this mapping occurs only when the word form is aligned with a prosodic phrase boundary. Our findings suggest that infants are predisposed very early in life to hypothesize that words are aligned with prosodic phrase boundaries, thus facilitating the word learning process. Further, and somewhat paradoxically, we observed successful learning in a more complex context than previously studied, suggesting that learning is enhanced when the language input is well matched to the learner's expectations.

Investigations of covert phrase movement

Abstract: Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2000.

Prosody in Israeli Sign language.

Abstract: This is a study of the interaction of phonology with syntax, and, to some extent, with meaning, in a natural sign language. It adopts the theory of prosodic phonology (Nespor & Vogel, 1986), testing both its assumptions, which had been based on data from spoken language, and its predictions, on the language of the deaf community in Israel. Evidence is provided to show that Israeli Sign Language (ISL) divides its sentences into the prosodic constituents, phonological phrase and intonational phrase.It is argued that prominence falls at the end of phonological phrases, as the theory predicts for languages like ISL, whose basic word order is head first, then complement. It is suggested that this correspondence between prominence pattern and word order may have important implications for language acquisition. An assimilation rule whose domain is the phonological phrase provides further evidence for the phono logical phrase constituent. The rule involves a phonetic element that has no equivalentin spoken langua...

A perspective on state-of-the-art research on self-regulated learning

Abstract: Theory and research on self-regulated learning (SRL) are growingrapidly but the field is still within grasp. A search of PsycINFO (2005June 25 08:30) using the phrase ‘‘self-regulated learning’’ yielded 463hits when the search examined all text. There were 207 hits when thesearch focused just on titles. Using the Google Scholar search engine,the exact phrase ‘‘self-regulated learning’’ yielded about 471 hits (2005June 25 08:31; Google does not report an exact number of hits). Thepapers in this special issue focus on a particular sector of this field,scaffolding self-regulated learning and metacognition in either face-to-face tutoring sessions or computer-based learning environments. Wasthis a wise choice?In 1976, when there was a single article (Mlott et al. 1976) in theliterature that used the phrase ‘‘self-regulated learning’’ (PsycINFO,2005 June 25 08:32 searched using dates 1900 to 1976), Wood et al.(1976) introduced the term scaffolding. By this, they meant ‘‘a formof assistance that enables the child or novice to solve a problem, car-ry out a task, or achieve a goal that would be beyond his or herunassisted efforts’’(p. 90). A nascent question was born: Do learnersneed scaffolding to self-regulate learning? The answer is: Yes and no.When there were 103 publications on self-regulated learning in1995 (PsycINFO, 2005 June 25 08:36 searched using dates 1900 to1995), I argued self-regulating learning is ubiquitous (Winne, 1995a,1995b). This is logically entailed on adopting any of several currentand widespread stances, two among them being particularly promi-nent: Learners are agents. Learners construct knowledge. Whetherscaffolding is available or not, these paradigmatic stances necessitatethat learners can and do self-regulate learning. Empirically, it isimpossible to prove every learner is constantly engaged in SRL be-cause data to validate this claim can not be collected for each learnerat every instant whenever they learn. Studies show, however, thatSRL is common across learners and tasks (e.g., see Boekaerts