PURPOSE Verifying likely relationships between lexical and phonological development of children aged between 1 year to 1 year, 11 months and 29 days, who were enrolled in public kindergarten schools of Santa Maria (RS). METHODS The sample consisted of 18 children of both genders, with typical language development and aged between 1 year to 1 year, 11 months and 29 days, separated in three age...

1 Morphology with or without Affixes The last few years have seen the emergence of several clearly articulated alternative approaches to morphology. One such approach rests on the notion that only stems of the so-called lexical categories (N, V, A) are morpheme "pieces" in the traditional sense—connections between (bundles of) meaning (features) and (bundles of) sound (features). What look like...

Babies, like adults, hear mostly continuous speech. Unlike adults, however, they are not acquainted with the words that constitute the utterances; yet in order to construct representations for words, they have to retrieve them from the speech wave. Given the apparent lack of obvious cues to word boundaries (such as pauses between words), this is not a trivial problem. Among the several mechanis...

Identification of visually presented words is facilitated by implicit memory, or visual priming, for past visual experiences with those words. There is disagreement over the neuro-anatomical substrates of this form of implicit memory. Several studies have suggested that this form of priming relies on a visual word-form system localized in the right occipital lobe, whereas other studies have ind...

This study examines the phonetic properties of lexical stress in English produced by Persian speakers learning English as a foreign language. The four most reliable phonetic correlates of English lexical stress, namely fundamental frequency, duration, intensity, and vowel quality were measured across Persian speakers’ production of the stressed and unstressed syllables of five English disyllabi...

Most current linguistic theories give lexical accounts of several phenomena that used to be considered purely syntactic. The information put in the lexicon is thereby increased in both amount and complexity: see, for example, lexical rules in LFG (Kaplan and Bresnan, 1983), GPSG (Gazdar, Klein, Pullum and Sag, 1985), HPSG (Pollard and Sag, 1987), Combinatory Categorial Grammars (Steedman, 1987)...

1. Introduction Grammatical categories (e.g., noun, verb, and etc) are the building blocks of grammar, as grammars organize abstract linguistic categories rather than individual lexical items. Learning the categories of words is, thus, fundamental to the acquisition of language. Even theories in which learners are endowed with considerable innate linguistic knowledge allow that children need in...

Recent research has suggested a division between lexical representations and phonological patterns; lexical items are stored with talker-specific information, while phonological patterns are represented at a separate, abstract level of representation (Finley, 2013; Smolensky & Legendre, 2006). The present paper provides further evidence for this proposal, demonstrating that learners will extend...

Although the hallmark deficit in Alzheimer’s disease (AD) is an impairment in episodic memory, language abilities are also impaired very early in the disease course (for a review, see Caramelli, Mansur, & Nitrini, 1998). Declines in semantic processing are well-documented, but less explored are the lexical abilities of AD individuals. However, there exists one study suggesting, on the basis of ...