This dissertation investigated the process of lexical access in spoken word production by using a picture naming task which involves very similar processes. Experiment 1 showed that significant repetition priming effect was obtained in this task when the prime was heavily masked and was unavailable to conscious report. In addition, the repetition effect was independent of word frequency. However, a pattern of frequency attenuated priming effects was obtained in Experiment 2 when the prime was unmasked and was named about 10 minutes previously. These results suggest that the masked repetition effect is lexical in nature, whereas the unmasked effect is contaminated by non-lexical sources, such as auditory episodic memory. Experiment 3 showed that the masked repetition effect was independent of the neighborhood density of target names, but the masked form-priming effect was highly constrained by the density. Further, Experiment 4 showed that once the form-related prime became phonologically identical to the picture name the form-priming effect was no longer constrained by the density. In order to distinguish which processing component (lexicalization or production) was responsible for the elimination of the constraint, a picture-fragment matching task was used. Experiment 5A showed that in the matching task, repetition effects were significant and independent of neighborhood density. In contrast with Experiment 4, Experiment 5B showed that the form-priming effect was highly constrained by the density in the matching task. These experiments suggest that (1) the process of phonological encoding is automatic and extremely fast; and (2) the phonological encoding is a necessary process for production but not for lexicalization. In addition, no masked associative priming was obtained in either a picture naming task (Experiment 6) or a picture categorization task (Experiment 7), suggesting that masked priming effects obtained in the present picture processing tasks were not due to facilitation occurring at the semantic or conceptual level. Finally, the robust frequency effects established in picture naming tasks were severely weakened when a picture-fragment matching task was used (Experiment 8). This pattern of results suggests that frequency influences mainly name production rather than name retrieval in picture naming.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING. / Includes bibliographical references. / by David Daniel McDonald. / Ph.D.

Most linguists acknowledge, explicitly or implicitly, the relevance of epistemological questions in linguistics but relatively few have given more than a cursory, ad hoc or incomplete consideration to them. The work of one of those few, Jan Mulder, forms the starting point for much of the present discussion. Epistemological considerations arise in many contexts in linguistics and in many guises. It is an epistemological matter whenever we test the adequacy of a description or the acceptability of a theory. Epistemological considerations are latent whenever we discuss the form or the content of linguistic theories and descriptions or their interrelations. The comparison of different approaches to linguistics inevitably raises epistemological questions concerning our approach to linguistics or our presuppositions about it. These questions are of a general nature and transcend questions about particular linguistic theories and descriptions. These epistemological questions force us to consider what we take linguistics to be. In considering questions of the type mentioned we are forced, for example, to analyse what we mean by a "linguistic theory", a "linguistic description" and what phenomena we are aiming to understand. We are, furthermore, forced to analyse the constraints which a scientific attitude places upon linguistic theorising and description-building. It is these questions concerning the acceptability of linguistic theories and descriptions which we call linguistic meta-theory. This thesis falls into five main parts. Firstly, in Chapter One, we consider the nature and scope of linguistic meta-theory. Secondly, in Chapter Two, we look at a number of previous approaches to the subject. Other important contributions are discussed as they arise in the text. Thirdly, in Chapters Three and Four, we consider in detail the major meta-theoretical distinctions in linguistics and their consequences. In particular, we distinguish linguistic theories from linguistic descriptions and discuss the nature of linguistic phenomena. The view is put forward that linguistics is a scientific subject. The meaning of this assertion is analysed and the interrelations of linguistic theories, descriptions and phenomena are considered in the light of this analysis. The main epistemological requirement that is put forward and defended is that of the empiricism of linguistics. Certain changes in our view of the philosophy of science and in our view of the form of linguistic theories and descriptions follow from the conjunction of these major meta-theoretical positions. Fourthly, we consider the main meta-theoretical considerations concerning theories (Chapter Five) and reject a widespread view of linguistic theory as a non-empirical study (Chapter Six) and we consider the main meta-theoretical conditions relating to linguistic descriptions and some practical examples of description -building consonant with the general positions adopted in Chapter Seven. In Chapter Eight, we look at a concrete example of theory-building in the light of the meta-theoretical conditions of acceptability previously set up. We are especially concerned to show how a theory can meet the condition of being "applicable" or "indirectly scientific" through the establishment of acceptable empirical descriptions consonant with the meta-theoretical conditions on descriptions considered earlier. The view that linguistics is a science implies that we must be concerned with the empirical testing of descriptions and, so, the fifth part of the work is devoted to methodology. In Chapter Nine, we defend the role and necessity of methodology in linguistics and set up the logical framework of relations between the methodology and theory descriptions and phenomena. In Chapter Ten, we examine two of the known types of empirical testing and their shortcomings. Finally, in Chapter Eleven, we give an example of the successful and correct application of a methodology in order to bring out the nature of empirical testing and to demonstrate its feasibility within a scientific linguistics of the sort we imagine.

The aim of this thesis is to provide an overview of currently used helvetisms in the field of cuisine and eating. In the initial part, a concept of German as a pluricentric language is introduced, followed by a description of the language situation in the German speaking Switzerland and basic characteristics of the Swiss variety. Five sources were analyzed, besides other things also a journal of a Switzerland-based Germanist and business company Migros' product database. Internet was used as a linguistic corpus in order to provide an analysis tool next to the selected dictionaries. Ascertained helvetisms were assessed on the basis of their existing lexicographic form and the degree of their intelligibility for other German speaking countries speakers. Selected helvetisms were processed as dictionary entries for the emerging Large German-Czech Academic Dictionary. Powered by TCPDF (www.tcpdf.org)

published_or_final_version / Psychology / Master / Master of Arts

Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / "This study attempts primarily to bring together some of the existing literature on text coherence, cohesion, and thematic structure and the influence of these text characteristics on reading comprehension and EAP material preparation, particularly in an EFL/ESL context. The textual features of coherence, cohesion and comprehensibility are of primary concern... The results of the analysis suggest that thematic elements and cohesive devices, which act as signposts in directing the readers’ attention in the meaning making process, are to be taken into account in teaching and testing reading and writing." -- From abstract. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1289484 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / "This study attempts primarily to bring together some of the existing literature on text coherence, cohesion, and thematic structure and the influence of these text characteristics on reading comprehension and EAP material preparation, particularly in an EFL/ESL context. The textual features of coherence, cohesion and comprehensibility are of primary concern... The results of the analysis suggest that thematic elements and cohesive devices, which act as signposts in directing the readers’ attention in the meaning making process, are to be taken into account in teaching and testing reading and writing." -- From abstract. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1289484 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007