scholarly journals Categories and Frequency: Cognition Verbs in Spanish Subject Expression

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 126
Author(s):  
Catherine E. Travis ◽  
Rena Torres Cacoullos
Keyword(s):  
High Frequency ◽  
Fixed Effects ◽  
Variable Structure ◽  
Semantic Classes ◽  
Variation Patterns ◽  
Subject Pronoun ◽  
Subject Expression ◽  
Linguistic Categories ◽  
Analysis Of Variation ◽  
New Evidence

Are semantic classes of verbs genuine or do they merely mask idiosyncrasies of frequent verbs? Here, we examine the interplay between semantic classes and frequent verb-form combinations, providing new evidence from variation patterns in spontaneous speech that linguistic categories are centered on high frequency members to which other members are similar. We offer an account of the well-known favoring effect of cognition verbs on Spanish subject pronoun expression by considering the role of high-frequency verbs (e.g., creer ‘think’ and saber ‘know’) and particular expressions ((yo) creo ‘I think’, (yo) no sé ‘I don’t know’). Analysis of variation in nearly 3000 tokens of unexpressed and pronominal subjects in conversational data replicates well-established predictors, but highlights that the cognition verb effect is really one of 1sg cognition verbs. In addition, particular expressions stand out for their high frequency relative to their component parts (for (yo) creo, proportion of lexical type, and proportion of pronoun). Further analysis of 1sg verbs with frequent expressions as fixed effects reveals shared patterns with other cognition verbs, including an association with non-coreferential contexts. Thus, classes can be identified by variation constraints and contextual distributions that are shared among class members and are measurably different from those of the more general variable structure. Cognition verbs in variable Spanish subject expression form a class anchored in lexically particular constructions.

The discursive distribution of subject pronouns in Spanish spoken in Georgia: A weakening of pragmatic constraints?

2019 ◽  
Vol 12 (1) ◽  
pp. 97-126
Author(s):  
Philip P. Limerick
Keyword(s):  
Contact Hypothesis ◽  
First Person ◽  
Contrastive Focus ◽  
Subject Pronouns ◽  
Overt Pronoun ◽  
Subject Pronoun ◽  
Subject Expression

AbstractThis study examines subject expression from a pragmatic perspective in an emerging bilingual community of Roswell, Georgia, an exurb of Atlanta. Using sociolinguistic interviews conducted in Roswell, first-person singular subject pronoun (SP) usage is analyzed among 10 Mexican speakers within five distinct pragmatic contexts: salient referent, switch focus, contrastive focus, pragmatic weight, and epistemic parentheticals. A comparison is made between Georgia speakers and monolingual Mexican speakers in Querétaro in order to explore the possible weakening of pragmatic constraints due to English contact. Results indicate that a contact hypothesis is not supported in terms of overall overt pronoun usage as evidenced by similar frequencies when compared to monolingual Mexican varieties. However, an increased use of overt SPs in the context of salient referent as well as a diminished use of overt SPs in switch focus contexts is found, suggesting a potential weakened sensitivity to such pragmatic constraints.

Variationist typology: Shared probabilistic constraints across (non-)null subject languages

Linguistics ◽  
2019 ◽  
Vol 57 (3) ◽  
pp. 653-692 ◽  
Author(s):  
Rena Torres Cacoullos ◽  
Catherine E. Travis
Keyword(s):  
Temporal Relationship ◽  
Human Subjects ◽  
Variable Structure ◽  
Initial Position ◽  
Probabilistic Constraints ◽  
Null Subject ◽  
Lexical Aspect ◽  
Variation Patterns ◽  
Cross Language ◽  
Key Parameter

Abstract A key parameter in received classifications of language types is the expression of pronominal subjects. Here we compare variation patterns in conversational data of English – considered a non-null-subject language – and Spanish – a well-studied null-subject language. English has a patently lower rate of expression (approximately 3% unexpressed 1sg and 3sg human subjects vs. 60% in Spanish). Despite the stark difference in rate of expression, the same probabilistic constraints are at work in the two languages. Contrary to popular belief, VP coordination is neither a discrete nor a distinguishing category of English. Instead, a shared constraint is linking with the preceding subject, a refinement of accessibility to include, alongside coreferentiality, measures of structural connectedness – both prosodic and syntactic. Other shared constraints on unexpressed subjects are coreferential subject priming (a tendency to repeat the form of the previous mention) and lexical aspect (reflecting the contribution of a temporal relationship to subject expression). Where the languages most differ is in the envelope of variation. In English, besides coreferential-subject verbs conjoined with a coordinating conjunction, unexpressed subjects are limited to prosodic initial-position in declarative main clauses, a restriction that is absent in Spanish. We propose that the locus of cross-language comparisons is the variable structure of each language, defined by the set of probabilistic constraints but also the delimitation of the variable context within which these are operative.

Wages and Learning in Internal Labor Markets: Evidence From a Taiwanese Company

2006 ◽  
Vol 5 (1) ◽  
Author(s):  
Ming-Jen Lin
Keyword(s):  
Labor Markets ◽  
Fixed Effects ◽  
Internal Labor Markets ◽  
Fixed Effects Model ◽  
Combined Model ◽  
The Public ◽  
Positive Effects ◽  
Learning Speed ◽  
New Evidence

AbstractThis paper analyses the personnel records of a Taiwanese auto dealer employing three distinct internal labor markets (ILMs), adding new evidence that builds upon recent empirical and theoretical works on ILMs. We show that the public learning model proposed by Farber and Gibbons (1996) is not supported in general by our data because the behaviors of empirical wage residuals covariance matrix contradict the martingale predictions derived from the their model. However, “public learning” may not be unrealistic once individual specific learning speed is introduced. Furthermore, we find that the positive effects of levels, on both salary and bonus equations, are smaller under a fixed effects model than under an OLS (combined) model. However, part of the wage variations is contributed by individual heterogeneity rather than the hierarchy itself. Evidence also shows that education plays an important role in the determination of levels.

New evidence of high frequency of antler wounding in cervids

1986 ◽  
Vol 64 (2) ◽  
pp. 380-384 ◽  
Author(s):  
Valerius Geist
Keyword(s):  
Field Observation ◽  
High Frequency ◽  
Western Canada ◽  
Field Observations ◽  
Opt Out ◽  
Combat Injuries ◽  
New Evidence

Seventy-two tanned, dehaired hides of four species of cervids from western Canada were examined for evidence of injuries. Combat injuries were segregated from injuries incurred from other sources. Forty-six of 55 males 1.5 years of age and older were scarred, as were 14 of 15 females. Of 15 males 1.5 years of age, 7 showed no scars, nor did two 6-month-old male fawns. Only 1of 22 male cervids over 2.5 years of age showed no combat scars. The frequency of wounding in males was 0–225, and in females0–18 per individual. About three-quarters of the scars were on the neck and haunches, about equally divided between these areas. The longest healed scar measured 420 mm; about 20% of the scars exceeded 100 mm in length. Field observations greatly underestimate wounding in cervids. A few males appear to opt out of rutting, but opt in when opportunity allows. The "dove" strategy is rare, but evidence from hides indicates that it does exist, confirming field observation.

Employment Effects of the 2009 Minimum Wage Increase: New Evidence from State-Based Comparisons of Workers by Skill Level

2014 ◽  
Vol 14 (3) ◽  
pp. 695-721 ◽  
Author(s):  
Saul D. Hoffman
Keyword(s):  
Minimum Wage ◽  
Fixed Effects ◽  
Population Survey ◽  
Demographic Characteristics ◽  
Minimum Wage Increase ◽  
Employment Effects ◽  
Federal Minimum Wage ◽  
The Us ◽  
Before And After ◽  
New Evidence

Abstract In July, 2009, when the US Federal minimum wage was increased from $6.55 to $7.25, individuals in nearly one-third of all states were unaffected, since the state minimum wage already exceeded $7.25. We use this variation to make comparisons of the employment of low-skill workers with their peers across states and with workers within states who were arguably unaffected by the increase, using DID and DIDID methods. Our data come from the 2009 Current Population Survey, 4 and 5 months before and after the increase. We find little evidence of negative employment effects for teens or less-educated adults. Further control for demographic characteristics and state fixed effects have relatively small effects on the size and significance of estimated effects.

Continuity and change

2016 ◽  
Vol 13 (1) ◽  
pp. 103-127 ◽  
Author(s):  
Miguel Ramos
Keyword(s):  
Language Change ◽  
16Th Century ◽  
First Person ◽  
Semantic Class ◽  
Continuity And Change ◽  
Subject Pronoun ◽  
Subject Expression

Based on 2,685 instances of verbs inflected for first-person singular (1sg) drawn from 14th–16th century Spanish texts, the current study offers two main findings on the diachrony of variable subject expression. The results indicate that, in general, the linguistic conditioning of 1sg subject pronoun expression (yo) remains constant throughout the centuries, following the patterns reported for present-day Spanish. We observe an effect of switch reference and of distance between coreferential subjects favoring expression. Additionally found is coreferential subject priming, such that the form of a previous coreferential subject significantly influences subsequent coreferential mentions. Finally, tense-aspect-mood is significant, though both the imperfect and future tenses favor expression. Nevertheless, verb semantic class does not influence these data. In particular, the yo+cognition verb construction, especially the highly frequent yo creo, which leads the cognition-verb category nowadays, is absent here. The study thus both offers evidence of continuity and suggests possible language change.

Choosing between zero and pronominal subject: modeling subject expression in the 1st person singular in Finnish conversation

2016 ◽  
Vol 12 (2) ◽  
Author(s):  
Marja-Liisa Helasvuo ◽  
Aki-Juhani Kyröläinen
Keyword(s):  
Statistical Analysis ◽  
Multivariate Statistical Analysis ◽  
Large Scale ◽  
Interesting Case ◽  
Multivariate Statistical ◽  
Dominant Type ◽  
Grammatical Agreement ◽  
Anaphoric Pronoun ◽  
Subject Pronoun ◽  
Subject Expression

AbstractThe variability of subject expression has been extensively investigated across languages. We present a large-scale multivariate statistical analysis of the choice of subject expression in the 1st person singular in spontaneous Finnish conversation, with a focus on the choice between pronominal and zero subject. Spoken Finnish represents an interesting case, as the dominant type of subject expression is double marking, i. e. the combination of a pronominal subject marker (subject pronoun) and a verbal subject marker (person marking). Siewierska (1999, From anaphoric pronoun to grammatical agreement marker: Why objects don’t make it.

scholarly journals Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

2013 ◽  
Vol 13 (1) ◽  
pp. 107-136
Author(s):  
Gary Painter ◽  
Edward Flores
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Instrumental Variables ◽  
Academic Outcomes ◽  
Fixed Effects ◽  
English Language ◽  
Urban School District ◽  
The Impact ◽  
New Evidence

Abstract: On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

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