http://glottopedia.org/index.php?title=Operational_plausibility&feed=atom&action=historyOperational plausibility - Revision history2024-03-29T07:01:06ZRevision history for this page on the wikiMediaWiki 1.34.2http://glottopedia.org/index.php?title=Operational_plausibility&diff=17444&oldid=prevPaulSank: minor correction2018-03-08T05:24:07Z<p>minor correction</p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Dell, Gary S. & Peter A. Reich. 1980. Slips of the tongue: The facts and a stratificational model. ''Papers in Cognitive-Stratificational Linguistics'', ed. by James Copeland and Philip Davis, 19-34. Rice University Studies, vol. 66, no. 2. Houston: Rice University.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Dell, Gary S. & Peter A. Reich. 1980. Slips of the tongue: The facts and a stratificational model. ''Papers in Cognitive-Stratificational Linguistics'', ed. by James Copeland and Philip Davis, 19-34. Rice University Studies, vol. 66, no. 2. Houston: Rice University.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Eble, Connie. 2000. Slang and lexicography. Lockwood, Fries & Copeland 2000: 4499-</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Eble, Connie. 2000. Slang and lexicography. Lockwood, Fries & Copeland 2000: 4499-511.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>511.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 1999. ''Pathways of the Brain: The Neurocognitive Basis of Language''. Amsterdam and Philadelphia: Benjamins.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 1999. ''Pathways of the Brain: The Neurocognitive Basis of Language''. Amsterdam and Philadelphia: Benjamins.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 2001. Questions of Evidence in Neurocognitive Linguistics.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 2001. Questions of Evidence in Neurocognitive Linguistics.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 2016. Linguistic structure: A plausible theory. ''Language Under Discussion''.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. 2016. Linguistic structure: A plausible theory. ''Language Under Discussion''.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lederer, Richard. 1987. ''Anguished English''. New York: Dell Publishing.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Lederer, Richard. 1987. ''Anguished English''. New York: Dell Publishing.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 1991. “What shall we talk about next?”: Cognitive topic in the</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 1991. “What shall we talk about next?”: Cognitive topic in the production and interpretation of conversation. ''LACUS Forum XVII:85-98''.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>production and interpretation of conversation. ''LACUS Forum XVII:85-98''.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 1992. Twice-told tales: Aspects of the storage and expression of personal experience. ''LACUS Forum XVIII:63-74''.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 1992. Twice-told tales: Aspects of the storage and expression of personal</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 2000. Cognitive networks in conversation. Lockwood, Fries & Copeland 2000: 253-266.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>experience. ''LACUS Forum XVIII:63-74''.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Müller, Ernst-August. 2000. Valence and phraseology in stratificational linguistics. Lockwood, Fries & Copeland 2000: 3-21.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Meyer, Cynthia Ford. 2000. Cognitive networks in conversation. Lockwood, Fries & Copeland 2000:</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>253-266.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Müller, Ernst-August. 2000. Valence and phraseology in stratificational linguistics.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Lockwood, Fries & Copeland 2000: 3-21.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Reich, Peter A. 1985. Unintentional puns. LACUS Forum XI.314-322.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>*Reich, Peter A. 1985. Unintentional puns. LACUS Forum XI.314-322.</div></td></tr>
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</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17443&oldid=prevPaulSank: sources added2018-03-08T05:22:41Z<p>sources added</p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 05:22, 8 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l35" >Line 35:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><br>Witness: No. This is how I dress when I go to work.</blockquote></div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><br>Witness: No. This is how I dress when I go to work.</blockquote></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There is an opportunity for many more fruitful studies along these lines and those opened up by Meyer (1991, 1992, 2000). In any case, this brief survey suggests that considerable linguistic evidence exists for the hypothesis that the neurocognitive basis of a person's linguistic system is a relational network. These phenomena all support the network model, and no one has ever proposed an alternative means of accounting for them.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>There is an opportunity for many more fruitful studies along these lines and those opened up by Meyer (1991, 1992, 2000). In any case, this brief survey suggests that considerable linguistic evidence exists for the hypothesis that the neurocognitive basis of a person's linguistic system is a relational network. These phenomena all support the network model, and no one has ever proposed an alternative means of accounting for them.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. <del class="diffchange diffchange-inline">"</del>Linguistic structure: A plausible theory<del class="diffchange diffchange-inline">" in <i>[http://www</del>.<del class="diffchange diffchange-inline">ludjournal.org </del>Language Under Discussion<del class="diffchange diffchange-inline">]</i></del>, <del class="diffchange diffchange-inline">published online June 2</del>, <del class="diffchange diffchange-inline">2016</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Dell, Gary S. & Peter A. Reich. 1980. Slips of the tongue: The facts and a stratificational model. ''Papers in Cognitive-Stratificational Linguistics'', ed. by James Copeland and Philip Davis, 19-34. Rice University Studies, vol. 66, no. 2. Houston: Rice University.</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*<del class="diffchange diffchange-inline">Lamb</del>, <del class="diffchange diffchange-inline">Sydney M</del>. <del class="diffchange diffchange-inline">"Questions </del>of <del class="diffchange diffchange-inline">Evidence </del>in <del class="diffchange diffchange-inline">Neurocognitive Linguistics"</del>, <del class="diffchange diffchange-inline">2001</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Eble, Connie. 2000. Slang and lexicography. Lockwood, Fries & Copeland 2000: 4499-</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">511.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Lamb, Sydney M. 1999. ''Pathways of the Brain: The Neurocognitive Basis of Language''. Amsterdam and Philadelphia: Benjamins.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*Lamb, Sydney M. <ins class="diffchange diffchange-inline">2001. Questions of Evidence in Neurocognitive Linguistics.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Lamb, Sydney M. 2016. </ins>Linguistic structure: A plausible theory. <ins class="diffchange diffchange-inline">''</ins>Language Under Discussion<ins class="diffchange diffchange-inline">''.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Lederer</ins>, <ins class="diffchange diffchange-inline">Richard. 1987. ''Anguished English''. New York: Dell Publishing.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Meyer</ins>, <ins class="diffchange diffchange-inline">Cynthia Ford. 1991. “What shall we talk about next?”: Cognitive topic in the</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">production and interpretation of conversation. ''LACUS Forum XVII:85-98''</ins>.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*<ins class="diffchange diffchange-inline">Meyer</ins>, <ins class="diffchange diffchange-inline">Cynthia Ford. 1992</ins>. <ins class="diffchange diffchange-inline">Twice-told tales: Aspects of the storage and expression </ins>of <ins class="diffchange diffchange-inline">personal</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">experience. ''LACUS Forum XVIII:63-74''.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Meyer, Cynthia Ford. 2000. Cognitive networks in conversation. Lockwood, Fries & Copeland 2000:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">253-266.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Müller, Ernst-August. 2000. Valence and phraseology </ins>in <ins class="diffchange diffchange-inline">stratificational linguistics.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Lockwood, Fries & Copeland 2000: 3-21.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Reich</ins>, <ins class="diffchange diffchange-inline">Peter A. 1985. Unintentional puns. LACUS Forum XI.314-322</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===See also===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===See also===</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[Developmental plausibility]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*</ins>[[Developmental plausibility]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"><br></del>[[Neurological plausibility]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*</ins>[[Neurological plausibility]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:En]] [[Category:DICT]] [[Category:Stratificational Grammar]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:En]] [[Category:DICT]] [[Category:Stratificational Grammar]]</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17441&oldid=prevPaulSank: source added2018-03-02T23:32:50Z<p>source added</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 23:32, 2 March 2018</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Lamb, Sydney M. "Linguistic structure: A plausible theory" in <i>[http://www.ludjournal.org Language Under Discussion]</i>, published online June 2, 2016.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*</ins>Lamb, Sydney M. "Linguistic structure: A plausible theory" in <i>[http://www.ludjournal.org Language Under Discussion]</i>, published online June 2, 2016<ins class="diffchange diffchange-inline">.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*Lamb, Sydney M. "Questions of Evidence in Neurocognitive Linguistics", 2001</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===See also===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===See also===</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17440&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:58:19Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:58, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l6" >Line 6:</td>
<td colspan="2" class="diff-lineno">Line 6:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>1. Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>1. Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>2. Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000, Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>2. Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000, Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>3. Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>3. Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>4. Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>4. Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>5. The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>5. The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>6. Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>6. Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)</blockquote></div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)</blockquote></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>7. Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>7. Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>8. Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>8. Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>9. Gradualness of learning — related to degrees of entrenchment. In the learning process, connections get strengthened.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>9. Gradualness of learning — related to degrees of entrenchment. In the learning process, connections get strengthened.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>10. Slips of the tongue (cf. Dell and Reich 1980).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>10. Slips of the tongue (cf. Dell and Reich 1980).</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>11. Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>11. Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>12. Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>12. Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>13. On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>13. On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"><br></del>There is an opportunity for many more fruitful studies along these lines and those opened up by Meyer (1991, 1992, 2000). In any case, this brief survey suggests that considerable linguistic evidence exists for the hypothesis that the neurocognitive basis of a person's linguistic system is a relational network. These phenomena all support the network model, and no one has ever proposed an alternative means of accounting for them.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>There is an opportunity for many more fruitful studies along these lines and those opened up by Meyer (1991, 1992, 2000). In any case, this brief survey suggests that considerable linguistic evidence exists for the hypothesis that the neurocognitive basis of a person's linguistic system is a relational network. These phenomena all support the network model, and no one has ever proposed an alternative means of accounting for them.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===Sources===</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17439&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:56:59Z<p>continued shaping the Discussion section</p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:56, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l10" >Line 10:</td>
<td colspan="2" class="diff-lineno">Line 10:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>3. Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>3. Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>4. Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>4. Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">5. </ins>The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Complex associations in slang lexeme formation. Eble (2000) gives the following example: <del class="diffchange diffchange-inline">"</del>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'.<del class="diffchange diffchange-inline">" </del>(Eble 2000: 509)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">6. </ins>Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"><blockquote></ins>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)<ins class="diffchange diffchange-inline"></blockquote></ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">7. </ins>Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Gradualness of learning — related to degrees of entrenchment. In the learning process, connections get strengthened.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">8. </ins>Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Slips of the tongue (cf. Dell and Reich 1980).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">9. </ins>Gradualness of learning — related to degrees of entrenchment. In the learning process, connections get strengthened.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">10. </ins>Slips of the tongue (cf. Dell and Reich 1980).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">11. </ins>Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">12. </ins>Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">13. </ins>On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Witness: No. This is how I dress when I go to work.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"><blockquote></ins>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"><br></ins>Witness: No. This is how I dress when I go to work.<ins class="diffchange diffchange-inline"></blockquote></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17438&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:55:20Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:55, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l6" >Line 6:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">1. </ins>Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000, Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">2. </ins>Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000, Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">3. </ins>Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"># </del>Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">4. </ins>Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example: "Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'." (Eble 2000: 509)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example: "Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'." (Eble 2000: 509)</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17437&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:54:22Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:54, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l19" >Line 19:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"><blockquote></del>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?<del class="diffchange diffchange-inline"><br></del>Witness: No. This is how I dress when I go to work.<del class="diffchange diffchange-inline"></blockquote></del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Attorney: Mrs. Jones, is your appearance here this morning pursuant to a deposition notice which I sent to your attorney?</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Witness: No. This is how I dress when I go to work.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>We can observe a number of phenomena that are readily accounted for by the relational network approach. The witness is evidently concerned about her appearance and believes that a woman's clothing contributes to her appearance. Beliefs are registered as conceptual subnetworks, and matters of present or ongoing concern register as weak activation in these networks. Such activation is increased by emotional stimulation. To this factor we add another: Unfamiliar lexemes or locutions are likely not to provide much conceptual activation if any, because the connections that would provide activation are weak or lacking. So the lexeme ''pursuant'' and the possibly unfamiliar expression ''pursuant to a deposition notice'', although they were surely received by her phonological recognition system, probably didn't generate much activity in her lexico-grammatical system, therefore little or none in her conceptual system. In addition, any emotional affect aroused by someone's seeming to draw attention to her appearance would deflect attention that might otherwise be directed toward attempting to understand the passage beginning with ''pursuant''. The factor of attention has a global effect on degrees of threshold satisfaction. As a result, that latter part of the sentence, which in an attorney's cognitive system provides strong contextual activation to one interpretation of the lexeme ''appearance'' (the intended one), fails to have such an effect in the</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>woman's system, and the other interpretation has in any case already been activated by the time the phrase beginning with ''pursuant was received''.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17436&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:52:27Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:52, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l11" >Line 11:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example: <ins class="diffchange diffchange-inline">"</ins>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'.<ins class="diffchange diffchange-inline">" </ins>(Eble 2000: 509)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline"><br>&nbsp;&nbsp;&nbsp;&nbsp;</del>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. <del class="diffchange diffchange-inline"> </del>(Eble 2000: 509)</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17435&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:51:28Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:51, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l12" >Line 12:</td>
<td colspan="2" class="diff-lineno">Line 12:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><<del class="diffchange diffchange-inline">blockquote</del>>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)<del class="diffchange diffchange-inline"></blockquote></del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><<ins class="diffchange diffchange-inline">br</ins>><ins class="diffchange diffchange-inline">&nbsp;&nbsp;&nbsp;&nbsp;</ins>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td></tr>
</table>PaulSankhttp://glottopedia.org/index.php?title=Operational_plausibility&diff=17434&oldid=prevPaulSank: continued shaping the Discussion section2018-03-02T22:50:09Z<p>continued shaping the Discussion section</p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 22:50, 2 March 2018</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l6" >Line 6:</td>
<td colspan="2" class="diff-lineno">Line 6:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Lamb (2001) now enumerates some pieces of this linguistic evidence, a baker’s dozen of items:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Coexistent alternative analyses; e.g. "hamburger" (Lamb 1999: 233-236). The network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>network allows ''ham - burger'', and ''hamburg - er'' to both be present and to operate in parallel.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000, Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Multiple parallel interpretation of (many) complex lexemes (cf. Müller 2000,</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Disambiguation of ambiguous words using linguistic and extralinguistic context. How connotations operate (Lamb 1999: 187-188).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Lamb 1999: 184-197). For example, the Chinese compound ''zhong'' 'central, middle' plus ''guo'' 'kingdom' is the name for China; but in its interpretation it also, simultaneously and in parallel, means 'middle kingdom'.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Disambiguation of ambiguous words using linguistic and extralinguistic context.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>How connotations operate (Lamb 1999: 187-188).</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Context-driven lexeme selection (Lamb 1999: 190-194). For example, the selection of ''zoom'' (as opposed to the expected ''go'') in the spontaneously produced ''Are you ready to zoom to the camera store?'' (Reich 1985).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># The interpretation of puns and other cases requiring simultaneous activation of double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>double pathways; e.g. ''a talking duck goes into a bar, orders a drink, and says "Put it on my bill".</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following example:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Complex associations in slang lexeme formation. Eble (2000) gives the following</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>example:</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)</blockquote></div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div><blockquote>Sometimes sound provides the link in a set. With the popularity of African-American comedians came the form ''ho'', a dialect pronunciation of ''whore'', for 'a promiscuous woman'. The same sequence of sounds, spelled ''hoe'', refers to 'an implement for tilling the earth', i.e. a garden tool. Thus ''ho'' and garden tool are current slang synonyms for 'a promiscuous woman'. (Eble 2000: 509)</blockquote></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Phenomena involving association, such as literary allusions (e.g. to Hamlet by quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>quoting) and Freudian slips. For example, the statement ''Something is rotten in the state of Florida'' conjures up Hamlet to people acquainted with this play.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by variability in the strengths of connections.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Degrees of entrenchment of idioms and other complex lexemes — accounted for by</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Gradualness of learning — related to degrees of entrenchment. In the learning process, connections get strengthened.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>variability in the strengths of connections.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Gradualness of learning — related to degrees of entrenchment. In the learning</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>process, connections get strengthened.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Slips of the tongue (cf. Dell and Reich 1980).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Slips of the tongue (cf. Dell and Reich 1980).</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div># Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div># Prototypicality phenomena. The conceptual category BIRD , for example, includes some members, like ROBIN, SPARROW that are more prototypical than others, like EMU, PENGUIN. The effects have shown up in numerous psychological experiments using such evidence as reaction time for deciding whether an item is or is not a member of the category. The relational network model provides a simple and direct means of accounting for the phenomena, by means of two devices that are needed anyway to account for other phenomena: variation in the strength of connections (thus the property of FLYING is strongly connected to the category BIRD), and variation in degrees of threshold satisfaction. Strength of activation, strength of connections, and number of activated connections all contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>contribute to the speed and degree to which the threshold of a node is satisfied. It is important to notice that although these phenomena have been discussed in the literature for years, no means of accounting for them other than by means of a network model has ever been proposed.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># Realistic means of accounting for speaking and understanding. This one, of basic importance, covers a wide range of phenomena. The fact that people are able to speak and to comprehend one another cries out for explanation. The relational network model, whose origin in the early 1960s was motivated partly by this evidence, provides a simple and direct means of such accounting: by the 'travelling' of activation through the pathways provided by the network (Lamb 1999).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div># On-line cognitive processing in conversation. This rich but neglected opportunity for study, again blessed by abundant but neglected evidence, has been explored by Cynthia Ford Meyer in three papers (1991, 1992, 2000), and in her dissertation. Strangely and sadly, her work has not yet encouraged others to undertake similar explorations. Here I will give one example, not from her work but from my own analysis (Lamb 1999: 202) of an actual courtroom exchange reported by Lederer (1987).</div></td></tr>
</table>PaulSank