At the same time, we present the way that different types of linguistic knowledge (morphological, syntactic and semantic) are encoded in the structures of the schema.
In individuals in which lower-level sensory processing is failing, top-down influences become proportionally more important: to fill in the missing gaps in the incoming speech signal, listeners can receive feedback from different levels of linguistic knowledge (see, e.g., [ 10– 15] amongst many others).
As such, idiosyncrasy becomes a problem for a non-nativist only on the assumption that different children's states of linguistic knowledge differ from one another less than one would expect given the differences in their experiences.
In the present study, the relationships between these different resources of writers (linguistic knowledge, topical knowledge, writing background) and writing performance will be quantitatively measured.
They suggest that semantic conceptual representations of concrete and abstract words are acquired through experiential and linguistic knowledge but to different degrees.
For Carnap, theories with differing ontological commitments are ipso facto couched within different linguistic frameworks.
Thus, listeners from different linguistic backgrounds weight temporal and spectral vowel parameters differently.
Thus, following such a principle, the present study aims to fill such a gap in the field, hoping to provide more findings and knowledge on how adolescent L2 writers expand their meaning potential by using different linguistic resources.
However, to the best of our knowledge, there is a lack of twin study on languages which have very different linguistic characteristics compared with alphabetic ones, such as Chinese.
Linguistic knowledge is one thing, but understanding the conventions, subtleties and nuances of a language and culture is something different.
