Sentence examples for morphological rules from inspiring English sources

Since 1975, Ebro Observatory is responsible to elaborate the list of SC, following the morphological rules given by Mayaud (1973).

The artificial morphological rule (AMR) was designed to be analogous to the morphological rules of Hebrew grammar.

Although the stimuli were artificial, the phonological features were compatible with the participants' native language, and the AMR was akin to typical morphological rules in Hebrew.

Most recently, Wegener and colleagues have begun to define the neuroarchitecture of peptidergic projections within the CNS to define the morphological rules by which peptidergic neurons receive and send information [23].

Our findings show that this spatio-temporal association is critically dependent on both semantic processes (i.e. the semantic class of the verb) and morphological processes (i.e. the morphological rules to make the past and future tense of a word).

The older participants may have also benefited from better working memory resources, more mature problem solving strategies [59], as well as from their previous, more extensive linguistic experience, including with morphological rules.

Figure 6 illustrates an example of a morphological rule representation.

The results indicated that children made more errors with the plural morpheme -es than with -s, suggesting a relationship between phonological processing and the application of the morphological rule.

All three age groups tested showed robust incremental performance gains for the repeated (Fig. 2) as well as the new (Fig. 3) artificial morphological rule (AMR) transformed items.

Here we show that when 8-year-olds, 12-year-olds and young adults were provided with an equivalent multi-session training experience in producing and judging an artificial morphological rule (AMR), adults were superior to children of both age groups and the 8-year-olds were the poorest learners in all task parameters including in those that were clearly implicit.

Experiment 1 suggested that explicit instruction of a morphological spelling rule led to instance-based knowledge in students with spelling disabilities and to rule-based knowledge in students without.