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When non-Orthodox Jews becomefrum(religious), they encounter much more than dietary laws and Sabbath prohibitions. They find themselves in the midst of a whole new culture, involving matchmakers, homemade gefilte fish, and Yiddish-influenced grammar.Becoming Frumexplains how these newcomers learn Orthodox language and culture through their interactions with community veterans and other newcomers. Some take on as much as they can as quickly as they can, going beyond the norms of those raised in the community. Others maintain aspects of their pre-Orthodox selves, yielding unique combinations, like Matisyahu's reggae music or Hebrew words and sing-song intonation used with American slang, as in \"mamish(really) keepin' it real.\"Sarah Bunin Benor brings insight into the phenomenon of adopting a new identity based on ethnographic and sociolinguistic research among men and women in an American Orthodox community. Her analysis is applicable to other situations of adult language socialization, such as students learning medical jargon or Canadians moving to Australia.Becoming Frumoffers a scholarly and accessible look at the linguistic and cultural process of \"becoming.\"

The semantic web invests in systems that work collaboratively. In this article we show that the collaborative way is not enough, because the system must ‘understand’ the data resources that are provided to it, to organize them in the direction indicated by the system’s core, the algorithm. In order for intelligent systems to imitate human cognition, in addition to technical skills to model algorithms, we show that the specialist needs a good knowledge of the principles that explain how human language constructs concepts. The content of this article focuses on the principles of the conceptual formation of language, pointing to aspects related to the environment, to logical reasoning and to the recursive process. We used the strategy of superimposing the dynamics of human cognition and intelligent systems to open new frontiers regarding the formation of concepts by human cognition. The dynamic aspect of the recursion of the human linguistic process integrates visual, auditory, tactile input stimuli, among others, to the central nervous system, where meaning is constructed. We conclude that the human linguistic process involves axiomatic (contextual/biological) and logical principles, and that the dynamics of the relationship between them takes place through recursive structures, which guarantee the construction of meanings through long-range correlation under scale invariance. Recursion and cognition are, therefore, interdependent elements of the linguistic process, making it a set of sui generis structures that evidence that the essence of language, whether natural or artificial, is a form and not a substance.

Online conversation communities have become an influential source of consumer recommendations in recent years. We propose a set of meaningful user segments which emerge from user embedding representations, based exclusively on comments’ text input. Data were collected from three popular recommendation communities in Reddit, covering the domains of book and movie suggestions. We utilized two neural language model methods to produce user embeddings, namely Doc2Vec and Sentence-BERT. Embedding interpretation issues were addressed by examining latent factors’ associations with behavioral, sentiment, and linguistic variables, acquired using the VADER, LIWC, and LFTK libraries in Python. User clusters were identified, having different levels of engagement and linguistic characteristics. The latent features of both approaches were strongly correlated with several user behavioral and linguistic indicators. Both approaches managed to capture significant variability in writing styles and quality, such as length, readability, use of function words, and complexity. However, the Doc2Vec features better described users by varying level of contribution, while S-BERT-based features were more closely adapted to users’ varying emotional engagement. Prominent segments revealed prolific users with formal, intuitive, emotionally distant, and highly analytical styles, as well as users who were less elaborate, less consistent, but more emotionally connected. The observed patterns were largely similar across communities.

Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling, handwriting fluency, and paragraph writing fluency tasks, and on writing quality indices. ESL children scored lower on vocabulary, syntactic awareness and decoding fluency measures. PA predicted single-word spelling for EL1 and PA and rapid naming predicted single-word spelling for ESL. PA and rapid naming contributed to text level spelling across groups. Rapid naming and syntactic awareness predicted writing quality (content and structure) for ESL children, but syntactic awareness and oral vocabulary predicted writing quality for EL1. Transcription predicted overall writing achievement for ESL, but transcription, vocabulary, and syntactic awareness were all important to overall writing ability for EL1. Results are discussed in relation to the componential model of writing in a first or a second language.

Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success.

The article aims at analyzing the principle which determines the acceptability & correctness of nominalizations performed on sentences of the type: NP-Cop-AP. The discourse was initiated by Chomsky (1972), who demonstrated the fact that the correctness of T(subscript NOM) is established by processes taking place in the SS, thus suggesting that the analysis of the SS might shed light on the nature of the underlying DS processes. This view was later supported by evidence coming from the analysis of the lexical features of NP & AP, carried out by Postal (1974). Thus discussion was initiated as to the role of \"the lexicalist hypothesis\" & \"lexicalism\" in sentence derivation. The author of the article discusses the validity of \"the lexicalist hypothesis,\" which maintains that lexical features alone can suffice for the explanation of the acceptability of T(subscript NOM) applied to strings NP-Cop-AP. She claims that the resort to the lexical features needs to be made with respect to, as she calls them, elliptic structures, ie, structures with shifted designations. In the search for the rule determining the correctness of T(subscript NOM), the author considers such principles as the Chomskyan observation of its dependence upon the \"rough similarity\" between SS & DS (Chomsky, 1972), Postal's analysis of agentivity (Postal, 1974), the role of the antecedent of the implied subject of the infinitive phrase (whenever it is contained in such structures) &, as she calls it, the T(subscript NOM)-over-T(subscript NOM) principle. The analysis leads to the conclusion that the acceptability of T(subscript NOM) can be assumed to be determined by the syntactic process. The author names it the T(subscript NOM)over-T(subscript NOM) constraint & analyzes it on the selected corpus of English & Polish sentences. 7 References. Adapted from the source document

This chapter contains sections titled: Defining Borrowing Lexical Borrowing Integration of Loanwords Borrowing of Structural Elements Constraints on Borrowing of Overt Elements Linguistic Constraints on Borrowing Constraints on Borrowing of Structural Elements Is There Borrowing of Structural Patterns? Borrowing and Other Contact Phenomena Borrowing and Classic Code‐Switching Borrowing, Relexification, and Mixed Languages Conclusion References

This chapter contains sections titled: Introduction Phonic variation and linguistic change Phonic variation in the use of the language The phonic system of the Spanish language and its variable elements The relative importance of the contextual and distributional factors External phonic factors Conclusion References

This chapter reviews the visual and orthographic processes involved in identifying letters, dealing with letter strings and identifying individual words. Orthographic processing allows generic visual processing mechanisms to make contact with the linguistic processes that are specific to word stimuli. Letter identity and letter position comprise orthographic information. Word recognition is facilitated by fixations toward the beginning rather than the end of a word, with an optimal location just off‐center and a subsequent cost for fixations further toward the extremities. The chapter considers the crucial interface between whole‐word orthographic representations and the syntactic and semantic representations required for sentence comprehension. The chapter concludes by describing more recent work that considers orthographic processing in the context of multiple words and in doing so, attempts to bridge the gap between research on single‐word reading and research on sentence reading.

This chapter contains sections titled: The Task of Learning to Read Individual Differences in Reading Development Neural Correlates of Reading and Dyslexia A Final Word on Reading Instruction Conclusions References