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Lista de candidatos sometidos a examen:
1) adjectives (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: adjectives
Is in goldstandard
1
paper CH_corpusRLAtxt124 - : a) adjectives derived from place names:
2
paper CH_corpusRLAtxt124 - : b) adjectives derived from the names of tribes or ethnic groups:
3
paper CH_corpusRLAtxt111 - : Having observed the restrictions on ser and estar uses that depend on adjective type, we proceed to look at the types of errors that children could potentially produce in the examples of (3) below. The child who does not know which adjectives goes with one or the other copula would produce some unacceptable associations of copula with specific adjectives like in (3a) and (3b) below, while the child that is not sure about the specific implicatures associated with ser and estar would produce some inappropriate uses such as that in (3c):
4
paper CH_corpusRLAtxt111 - : As we saw in the introduction, in order to use the two copulas correctly in the adjectival domain, Spanish-speaking children need to know the syntax, semantics, pragmatics of the copulas but also how they are used with different types of adjectives; In order to disentangle what factors, distributional, syntactic, semantic/ pragmatic and frequency information influence the acquisition of ser and estar with adjectives, we considered the following hypotheses:
5
paper CH_corpusRLAtxt111 - : Once we consider the different types of adjectives and how children use them with ser and estar we notice an interesting pattern: while most adjectives used with ser are open scale adjectives estar appears with both open and close scale adjectives . This pattern of association suggests that children may differentiate between ser and estar by paying attention to the scalar structure of the adjectives.
6
paper CH_corpusRLAtxt111 - : In the current study the children used the ser/estar plus adjective construction correctly and felicitously. Like adults, they did not use many adjectives with both copulas. Unlike adults though, children exhibited an interesting pattern of production in their choice of matching ser and estar with adjectives: (i ) while most adjectives used with ser by children were scalar adjectives, children used estar with both scalar and non-scalar adjectives, and (ii) children used most adjectives that finish in ado, ido exclusively with estar. These findings suggest that children younger than four have begun to make distinctions between types of adjectives, regarding scalar and morphological structure. In addition, the results are consistent with the idea that children may use linguistic knowledge (e.g. adjective information) that is independent from the input in order to restrict their ser and estar distributional choices. The input offers little contrastive information of when to
7
paper CH_corpusRLAtxt140 - : The following adjectives were used: grande 'big', chica 'small', alta, 'tall', amarillo 'yellow', and blanco, 'white' . Similar to Experiment 1 children were presented with a short story describing a drawing of two main characters or objects that displayed atypical properties (e.g. blue chickens, green polar bears, small mountains, big grapes, small watermelons, and short buildings). A sample trial is shown in (5). All trials are shown in the Appendix.
8
paper CH_corpusSignostxt334 - : The Cuban PST contained three experimental adjectives, linda [pretty], alta [tall], bajita [short], and a control item with adjective rubia [blonde]. The Chilean PST contained four experimental adjectives: rayada [listed], alta [tall], bajita [short], rojo [red], and a control item with adjective rubia [blonde] . In addition, fillers that asked about the location of an object were included (see Appendix B for all items).
9
paper CH_corpusSignostxt319 - : The distribution of ser and estar with adjectives: A critical survey
10
paper CH_corpusSignostxt319 - : In Spanish, certain adjectives, as exemplified in (2a), can appear with both copulas and most participial adjectives can go with estar, but are incompatible with copula ser as illustrated in (2b). Also certain adjectives are not usually acceptable with copula estar as exemplified in (2c). In order to describe adjective compatibility with ser and estar, Luján (1981) divides adjectives in three types: those that can only appear with ser (e .g. injusto [unfair]); those that can only appear with estar (e.g. lleno [full]); and those that appear with both ser and estar (e.g. alto [tall]).
11
paper CH_corpusSignostxt319 - : Luján´s semantic (1981) analysis is interesting in three respects. The first relates to the difference of the intrinsic semantic features of the copulas. For Luján, ser is <+COP>, <+/- Stative> and <- Perfective> while estar is <+COP>, <+Stative> and <+Perfective>. Therefore both ser and estar are copulas, but, while ser is both stative and non-stative, estar is always stative. The copulas also differ in their perfective nature with ser being always imperfective and estar always perfective. The second point of Luján´s analysis is that adjectives are divided in three groups based on whether they occur with ser or with estar or with both copulas: Group 1 contains the adjectives that typically go with ser, group 2 includes adjectives that could only go with estar and group 3 includes adjectives that appear with either copula . She assigns <+/-perfectivity> features to these adjectives, showing that adjectives can also be specified for aspectual properties. Thus, adjectives that typically go
12
paper CH_corpusSignostxt319 - : However, Clements (1988) takes more factors into account for explaining the distribution of ser and estar. The ancho-type adjectives imply a contrast to a prior situation but there are other adjectives that denote only a resultative state without any implicit comparison. These adjectives are marked <+Resultative> and they are only compatible with estar <+Nexus>. These are the adjectives (called participial adjectives) that give rise to ungrammatical sentences if ser is used. However, there are exceptions, as the author acknowledges. These are <+ Resultative> adjectives that are compatible with both ser <-Nexus> and estar <+Nexus>:
13
paper CH_corpusSignostxt317 - : “[…] which personalize social actors, represent them as human beings, as realized by personal or possesives pronouns, proper names, or nouns (and sometimes adjectives, as, for example, in ‘the maternal care’, whose meaning include the feature ‘human’” (Van Leeuwen, 2008: 46 ).
14
paper CL_LiteraturayLingüísticatxt170 - : To investigate whether there is any difference in the behavior between experienced and other adjectives that take well as the modifier, a search was carried out on well in the BNC and it yielded the following compound adjective: well qualified, well educated, well organized, well equipped and well-known . To see whether the rare occurrence of experienced being pre-modified by the adverb well has to do with the semantics of experienced, a search was conducted on the modifying adverbs, highly, very, poorly and badly. The following are the results of the search on the BNC-online (see [30]Table 2).
15
paper CL_LiteraturayLingüísticatxt626 - : Adjectives in late lexical development: analysis of narrations written by secondary students
16
paper CO_Íkalatxt101 - : The Calabar variety allows a much greater degree of multifunctionality of lexical items in which case, a lexical item can belong to more than one grammatical class or part of speech in agreement with Muhlhausler (2008, p. 81) who states that the elimination of many formal distinctions between word classes is to be expected in any mixed language. In this regard, we examine two lexical items, runs and toronto which can function as nouns, transitive and intransitive verbs and adjectives:
17
paper CO_Íkalatxt131 - : The first workshop was designed to reinforce the use of some structuresalready known by the studentsrelated to physical and psychological descriptions. While revising the different ways to describe a person physically, the pupils also learnt new vocabulary that they could use alongside with terms they already knew. The adjectives introduced in this activity by way of flashcards were: rude, sweet, polite, messy, clumsy, grumpy, clever, intelligent, hard-working, bold . The vocabulary already known by the pupils, but that needed to be revised, consisted mainly of the following words: old, young, clean, dirty, short, tall, big, small, rich, poor, thin, fat, pretty, beautiful, weak, strong. After this first activity, the teacher introduced the structure to have and centred the dialogue on the physical description of the pictures. She asked questions such as ''Has she or he got blue eyes/a big nose/a round face/long or short hair?'' Again, the pupils had to answer orally as these activities
Evaluando al candidato adjectives:
5) copulas: 6
8) tall: 5
14) scalar: 4
15) copula: 4 (*)
16) lexical: 4 (*)
19) item: 3
adjectives
Lengua: eng
Frec: 284
Docs: 101
Nombre propio: 1 / 284 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.629 = (2 + (1+4.75488750216347) / (1+8.1548181090521)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| adjectives |
: ------; (2006). Coordinated Adjectives and the Interpretation of Number Features. En L. Brugè (Ed.), Studies in Spanish Syntax (pp. 47-60). Venezia: Università Ca’ Foscari Venezia. : ------; (2016). Deconstructing the non-episodic readings of Spanish deverbal adjectives. Word Structure 9, 1-41. : 18. Vendler, Z. (1968). Adjectives and nominalizations. Mouton: La Haya. : 2. Bierwisch, M. (1989). Preface. En M. Bierwisch y E. Lang (Comps.), Dimensional adjectives. Grammatical structure and conceptual interpretation (pp. 86-101). Berlín: Springer-Verlag. : 7. Dixon, R. M. W. (1977). Where have all the adjectives gone? Studies in Language, 1(1), 19-80. : Baker, M. (2003). Lexical Categories: Verbs, Nouns, and Adjectives. Cambridge/ Nueva York: Cambridge University Press. : Baker, M. (2004). Adjectives as neither nouns nor verbs. En M. Baker (Ed.), Lexical categories: Verbs, Nouns, and Adjectives (pp. 190-263). Cambridge, UK: Cambridge University Press. : Baker, Mark. (2003). Lexical Categories. Verbs, Nouns and Adjectives. Cambridge, United Kingdom: Cambridge University Press. : Bierwisch, M. (1989). The semantics of gradation. En, M. Bierwisch & E. Lang (Eds.) Dimensional adjectives (pp. 71-261). Berlin, Germany: Springer-Verlag. : Bierwisch, M. 1989. "The semantics of gradation". En Bierwisch, B. y Lang, E. (eds.) Dimensional adjectives: Grammatical structure and conceptual interpretation. Berlin: Springer-Verlag, pp. 71-261. : Bosque, I. y Picallo, C. (1996). Postnominal adjectives in Spanish DPs. Journal of Linguistics, 32(2), 349-385. [96]https://doi. org/10.1017/S0022226700015929 : Corbett, A.T. (1984) Pronominal adjectives and the disambiguation of anaphoric nouns. Journal of Verbal Learning and Verbal Behavior, 17, 683-695. : Cutillas, L. y Tolchinsky, L. (2017). Use of adjectives in Catalan: A morphological characterization in different genres and modes of production through school-age development. First Language, 37(1) 58-82. [101]https://doi.org/10.1177/0142723716673957 : Dixon, R. (1982). Where have all the adjectives gone? And other Essays in Semantics and Syntax. Mouton De Gruyter. : Fjeld, R. (2001). Interpretation of indefinite adjectives in legislative language. En F. Mayer (Ed.), Languages for special purposes: Perspectives for the new millennium (pp. 643-650). Tübingen: Narr. : Fábregas, A. (2007). The internal syntactic structure of relational adjectives. Probus 19, 135-170. : Graziano-King, J. & Smith, H. (2005). Acquisition of English comparative adjectives. Journal of Child Language 32(2), 345-373. : Hansen, N. & Chemla, E. (2017). Color adjectives, standards, and thresholds: An experimental investigation. Linguistics and Philosophy, 40(3), 239 -78 [en línea]. Disponible en: [111]http://centaur.reading.ac.uk/68143/. : Hendricks, R. (1978). The phrase structure of adjectives and comparatives. Linguistic Analysis, 4, 255-299. : Holtheuer, C. (2011). The distribution of ser and estar with adjectives: A critical survey. Revista Signos, 44, 33-47. : Holtheuer, C. (2013). How children use the input to acquire the Spanish copulas Ser and Estar with adjectives. Revista de Lingüística Teórica y Aplicada, 51 (2), p. 29-47. : Hummel, Martin. 2014. The adjective-adverb interface in Romance and English, em Petra Sleeman, Freek Van de Velde e Harry Perridon (eds.), Adjectives in Germanic and Romance, Amsterdam / Philadelphia, John Benjamins: 35-71. : Ingria, R. J. P & George, L. M. (1993). Adjectives, nominals, and the status of arguments. En J. Pustejovsky (Ed.), Semantics and the Lexicon (pp. 107-127). Dordrecht/Boston/Londres: Kluwer Academic Publishers. : Kamp, J. A. W. (1975). Two theories of adjectives. En, E. Keenan (Ed.) Formal semantics of natural language (pp. 123-155). Cambridge, USA: Cambridge University Press. : Kennedy, C. & McNally, L. (1999). From event structure to scale structure: Degree modification in deverbal adjectives. In T. Matthews & D. Strolovitch (eds.), Proceedings of Semantics and Linguistic Theory, IX (pp. 163-180). Ithaca, NY: CLC Publications. : Kennedy, C. & McNally, L. (2005). Scale structure, degree modification and the semantics of gradable adjectives. Language, 81, 345-381. : Kennedy, C., & Levin, B. (2008). Measure of change: the adjectival core of degree achievements. In, C. Kennedy & L. McNally (Eds.) Adjectives and adverbs (pp. 156-182). Oxford, UK: Oxford University Press. : Klein, E. (1980). A semantics for possitive and comparative adjectives. Linguistics and Philosophy, 4, 1-45. : LeXico-Grammar, Adjectives, Complementation : LeXico-Grammar, Adjectives, Dependent Preposition : Marinellie, S. y Kneile, L. (2012). Acquiring knowledge of derived nominals and derived adjectives in context. Language Speech and Hearing Services in Schools, 43(1), 53-65. [120]https://doi.org/10.1044/0161-1461(2011/10-0053). : Marín, R. (2010). Spanish adjectives within bounds. En P. Cabredo Hofherr & O. Matushansky (Eds.), Adjectives. Formal analyses in syntax and semantics (pp. 307-331). Amsterdam: John Benjamins. : Marín, Rafael. 2009. "Spanish individual-level and stage-level adjectives revisited". Consultado: s/f. <[62]http://semanticsarchive.net/Archive/mY5NjQzZ/Spanish_IL_SL_adjectives.pdf. >. : McNally, L. & de Swart, H. (2011). Inflection and derivation: How adjectives and nouns refer to abstract objects. Proceedings of the 18th Amsterdam Colloquium, 425-434. : McNally, L. y Kennedy, C. (2008). Adjectives and adverbs. Syntax, semantics, and discourse. Oxford University Press. : Meira, S., & Gildea, S. (2009). Property concepts in the Cariban family: Adjectives, adverbs, and/or nouns? En L. Wetzels (ed.), The Linguistics of Endangered Languages: Contributions to Morphology andMorpho-Syntax (vol. 13, pp. 95-133). Utrecht: LOT. : Morzycki, M. 2008. Adverbial modification of adjectives: Evaluatives and a little beyond, en J. Dölling, T. Heyde-Zybatowy M. Schaffer (Eds.). Event structures in linguistic form and interpretation, Oxford, Oxford University Press: 137-151. : Nelson, K. (1976). Some attributes of adjectives used by young children. Cognition, 4(1), 13-30. [126]https://doi.org/A0.1016/0010-0277(76)90008-1 : Ninio, A. (2004). Young children's difficulty with adjectives modifying nouns. Journal of Child Language, (31), 255-285. [129]https://doi.org/10.1017/S0305000904006191 : Oltra-Massuet, I. (2014). Deverbal adjectives at the interface. Berlin: De Gruyter. : Palancar, E. (2006). Property Concepts in Otomi: a Language with no adjectives. International Journal of American linguistics, 72(3), 325-366. : Paradis, C. (2001). Adjectives and boundedness. Cognitive Linguistics, 12, 47-65. : Piñón, C. (2008). Aspectual composition with degrees. In, C. Kennedy & L. McNally (Eds.) Adjectives and adverbs (pp. 183-219). Oxford, UK: Oxford University Press. : Rasgos negativos: Verb (uninflected present, imperative & third person) y Attributive adjectives. : Ravid, D. y Levie, R. (2010). Adjectives in the development of text production: Lexical, morphological and syntactic analyses. First Language, (30), 27-55. [141]https://doi.org/10.1177/0142723709350529 : Requena, P., Román-Hernández, A., & Miller, K. (2014). Children's Knowledge of the Spanish Copulas ser and estar with Novel Adjectives. Language Acquisition: A Journal of Developmental Linguistics, 22(2), 193-207. : Rotstein, C., & Winter, Y. (2004). Total adjectives vs. partial adjectives. Scale structure and higher-order modifiers. Natural Language Semantics, 12, 259-288. : Syrett, K. (2007). Learning about the structure of scales: Adverbial modification and the acquisition of the semantics of gradable adjectives. PhD dissertation. Northwestern University. : Tucker, G. (1998). The lexicogrammar of adjectives: A Systemic Functional approach to Lexis. Londres: Cassell Academic. : Warren, B. (1988). Ambiguity and vagueness in adjectives. Studia linguistica 42(2), 122-172. : Winters, R. (2009). Expressing possession in spanish: The use of possessive datives and possessive adjectives in twentieth-century spanish-language drama. Hispanic Research Journal, 10(4), 289-302. |