Verb Serialization, Word Order Typology, and Zamboangueno: A Comparative Approach

AbstractI focus on two challenges that processing-based theories of language must confront: the need to explain why language has the particular properties that it does, and the need to explain why processing pressures are manifested in the particular way that they are. I discuss these matters with reference to two illustrative phenomena: proximity effects in word order and a constraint on contraction.

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Lectin-Induced RBC Agglutination: Chemical vs. Cryofixation

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s1431927600002920 ◽

1980 ◽

Vol 38 ◽

pp. 664-665

Author(s):

Dean A. Handley ◽

Lanping A. Sung ◽

Shu Chien

Keyword(s):

Lectin Binding ◽

Freeze Substitution ◽

Electrostatic Charge ◽

Geometric Parameters ◽

Comparative Approach ◽

Chemical Fixation ◽

Cell Surfaces ◽

Minimal Cell ◽

Membrane Stiffness ◽

Cell Contour

RBC agglutination by lectins represents an interactive balance between the attractive (bridging) force due to lectin binding on cell surfaces and disaggregating forces, such as membrane stiffness and electrostatic charge repulsion (1). During agglutination, critical geometric parameters of cell contour and intercellular distance reflect the magnitude of these interactive forces and the size of the bridging macromolecule (2). Valid ultrastructural measurements of these geometric parameters from agglutinated RBC's require preservation with minimal cell distortion. As chemical fixation may adversely influence RBC geometric properties (3), we used chemical fixation and cryofixation (rapid freezing followed by freeze-substitution) as a comparative approach to examine these parameters from RBC agglutinated with Ulex I lectin.

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Phrase-Learning in Deaf and Hearing Subjects

Journal of Speech and Hearing Research ◽

10.1044/jshr.1003.600 ◽

1967 ◽

Vol 10 (3) ◽

pp. 600-605 ◽

Cited By ~ 7

Author(s):

Penelope B. Odom ◽

Richard L. Blanton

Keyword(s):

Word Order ◽

Fifth Graders ◽

English Word ◽

Normal Hearing ◽

Twelfth Graders ◽

Memory Processes ◽

Study Test ◽

The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

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