"linguistic comprehension" is a correct and usable term in written English.
It refers to the ability to understand and interpret language, including its structure, meaning, and nuances. You can use "linguistic comprehension" when discussing someone's language skills, such as in a job interview or academic context. For example: - "The candidate demonstrated strong linguistic comprehension in their ability to analyze complex texts and extract key information." - "The students' linguistic comprehension improved significantly after completing the language immersion program." - "Effective communication requires both verbal and written linguistic comprehension."
He noted that the movements "bear no resemblance to any kind of reflex," and that, in one video, Jahi seemed to display a complex level of linguistic comprehension.
In keeping with the new rules of O'Connell's game book, someone might come up with a drug that causes insanity by overstimulating linguistic comprehension and verbal skills.
The computer revolution transformed discussion of these questions, offering our best prospects yet for machines that emulate reasoning, decision-making, problem solving, perception, linguistic comprehension, and other characteristic mental processes.
His categorization of identity and difference, or of the absolute relativity of objects, was thus based upon the impossibility of conceptual definitions of reality, since every linguistic comprehension was necessarily limited to a contextually determined meaning which was incapable of embracing all dimensions of the object of comprehension.
For this reason, neurons could not execute serial computation quickly enough to match rapid human performance in perception, linguistic comprehension, decision-making, etc. Connectionists maintain that the only viable solution is to replace serial computation with a "massively parallel" computational architecture precisely what neural networks provide (Feldman and Ballard 1982; Rumelhart 1989).
Linguistic comprehension was limited to simple (subject, verb, object) grammatical relationships in all subjects except for one child who was able to comprehend more complex constructions, such as the use of the passive voice or hierarchical structures.
The task requires less linguistic and comprehension efforts, and is more intuitive and straightforward.
We show that this notion of "Minimality as Distinctness" (MaD) can straightforwardly derive a wide range of findings on cross-linguistic sentence comprehension, while additionally serving to simplify the overall processing architecture.
However, less is known about how such social knowledge interacts with linguistic cues during comprehension.
A CPSD syllabus for a particular course incorporates explicit instruction on discrete linguistic forms, reading comprehension strategies, academic genres, as well as criterion tasks which focus on meaning and which mirror real-life academic tasks.
Under a cue-based retrieval account of language comprehension, linguistic dependency resolution (e.g., retrieving antecedents) is subject to interference from other information in the sentence, especially information that occurs between the words that form the dependency (e.g., between the antecedent and the retrieval site).
