Ментальные глаголы: валентностный таксис (на материале французского языка)

Turks, who have established their lifestyles and cultures on the moving life, have a verb treasure on the basis of vocabulary. It was determined that the old Uighur language since the ancient Turkish period created a rich written literature. Mental verbs also comprise a subgroup of verbs that can be classified under a number of different thematic areas. Mental verbs, which are also linked to many fields, in addition to linguistics, psychology, psychoanalysis, neurology, neuropsychology, pediatry, educational science, advertising, etc. mainly address interdisciplinary studies. When it comes to mental verb classifications, researchers have generally agreed on classification, but have made some different views on terminology. Studies conducted on mental verbs are few in Turkey; some of these studies deal with a particular part of mental verbs. In this study, base on the Old Uighur Verbs database (EUFV) which was created by us by filing cards, the transition of the sub-groups of mental verbs used in old Uighur language texts will be examined in a semantic and lexical context, and thus, some determinations about the multi-meaningfulness among mental verbs will be revealed.

This study investigates the use of progressives with mental verbs in courtroom talk and shows a range of subjective meanings which are not delivered by the simple form. Looking at the data from a British libel trial, it explores patterned co-occurrences with first-person subjects vs. second- and third-person subjects, revealing both emphatic, polite and interpretative uses of the analyzed items. In addition, context-sensitivity and speaker status (judge vs. other participants) are shown to be significant factors affecting both the choice of verbs and their interactional configurations. The findings reveal not only well-established uses of “progressive statives” (wonderandthink) but also less conventional ones which convey intensity and expressivity (e.g.,understand,rememberandwant). It is also revealed that the use of progressives with mental verbs differs from the deployment of progressives with communication verbs. In both groups of verbs, however, the interpretative meaning is common. In sum, the study situates progressives with mental verbs among stancetaking resources which speakers employ to share their thoughts, wishes and desires, and to position themselves against other interactants and their propositions.

Mental verb input for promoting children's theory of mind: A training study

A number of philosophers have defended the view that mental or psychological verbs share a certain distinctive logical feature, though there is disagreement as to exactly what feature it is. Harold Morick has recently accused several of these philosophers (including Brentano, Chisholm and me) of having “ignored or misinterpreted” verbs of a certain kind, in their search for this characteristic trait of mental verbs (normally called “intentionality“).The verbs he is talking about are those that represent some of a person's activities, which are physical activities but which that person must allegedly be conscious in order to perform. Since a “basic sentence” containing such a verb typically entails the existence of its object's referent, Morick contends, the verb in question fails io count as “intentional” either on Brentano's definition, on Chisholm's, or on mine (each of these three definitions requires that a basic sentence containing an intentional verb not entail the existence of its object's putative referent.). Thus, Brentano, Chisholm and I have failed to make good our claim that all mental or psychological verbs are intentional.

Schizophrenia is characterized by abnormalities in perception and expression. The traditional view of their disordered speech as a reflection of their disorganized thinking (Bleuler, 1950; Kraepelin, 1919/1992) has been questioned for the reason that language and thought are not in total isomorphic relationship. The disordered speech observed in individuals with schizophrenia could be more than a mere thought disorder or a mere language disorder (Harvey & Neale, 1983; McKenna & Oh, 2005). The present study investigated the narrative ability of Mandarin-speaking patients with schizophrenia. A group of 22 patients with schizophrenia as well as 20 normal controls participated in a story-telling task. Participants were asked to narrate three picture-books and their performance was evaluated by a Mandarin version of Narrative Assessment Profile (Tsou, Chang, & Cheung, 2009), which examines eight dimensions of a narrative: topic maintenance, event sequencing, reasonableness, referential skill, background information, evaluation, conjunctive cohesion, and the overall narrative pattern. Lexical choices of connectives (causal connectives and contrastive connectives) as well as verbal predicates (perceptual verbs, psychological verbs, and mental verbs) were also analyzed. Results showed that participants in the schizophrenic group preserved an intact ability to produce basic elements in narratives, performing comparatively well in dimensions of event sequencing and referential skill. However, their performance in the other six dimensions was significantly weaker than the controls. It is proposed that individuals with schizophrenia display an overall lack of structure in narratives, as reported in previous literature (Chaika & Alexander, 1986; Lysaker et al., 2005). They seemed to have difficulties in coping with the communication needs of their listeners, as revealed by lower scores in reasonableness, background information, and evaluation. Further evidence came from lexical analyses which also showed that the group with schizophrenia used fewer contrastive connectives and mental verbs when telling their stories. Discussions on the implications of these findings are considered.

This study uniquely investigates gender-based differences in the linguistic features of narrative texts within the under-researched context of Indonesian high school students learning English as a Foreign Language (EFL). Focusing specifically on narrative writing, this research provides novel insights into how gender influences written expression. Using a qualitative content analysis approach, narrative texts were collected from 20 students (10 male and 10 female) enrolled in a tutoring and English course institution in Indonesia. The texts were analyzed to identify lexicogrammatical features, as outlined by Knapp (2005), with particular attention to the use of action and mental verbs. The findings revealed that male students predominantly used action verbs to describe challenging activities and responsibility, such as "fought against big waves," highlighting assertiveness and leadership traits. In contrast, female students employed more mental verbs, such as "felt happy and proud," emphasizing emotions and personal experiences, which reflected a more introspective and relational writing style. These findings highlight the alignment of gender-based differences with social norms and cultural expectations. The study suggests that using gender-sensitive methodologies in EFL teaching enhances inclusivity by addressing students’ diverse communication needs. This research makes a valuable contribution by proposing practical, gender-responsive strategies for language education.

Subject expression in grammaticalizing constructions: The case of creo and acho ‘I think’ in Spanish and Portuguese

Weak theory of mind (ToM) ability is a core deficit in children with autism. A growing body of work has found that there is a close relation between complement syntax and ToM in autistic children. However, researchers have not yet investigated whether other linguistic components may explain the difficulties in ToM reasoning in autistic children. To determine whether verb factuality (i.e., mental and action verbs) is related to ToM ability, as measured by a false belief understanding (FBU) task after controlling the effect of complement syntax for Mandarin-speaking autistic children. Participants were verbal autistic children, aged 4-7 years. Their IQ performance (verbal, performance and total IQ) and the comprehension of complement syntax were evaluated. A total of 38 children scoring over 9 points in complement syntax test and 90 points in the verbal IQ test were selected to complete verb factuality and FBU task. The χ2 tests and correlation analyses were carried out on two relations: (1) ToM ability and understanding of verb factuality; and (2) ToM ability and comprehension of complement syntax. A total of 11 autistic children completed the action verb factuality task, while 14 completed the mental verb factuality task and 13 completed both tasks. Participants performed well on the verb factuality task, and their ToM performance appeared to be related to their linguistic ability, regardless of the type of verb (i.e., action or mental verb). However, complement syntax scores did not significantly predict the success of the FBU task for the autistic children. The results of this study link weaker ToM ability with the understanding of verb factuality among autistic children aged 4-7 and provide new evidence for the view that the development of language facilitates improvement of ToM skills. The findings shed new light on how language affects or determines social interactions. What is already known on the subject ToM ability is crucial for social interaction. It has been claimed that mental verb factuality (e.g., think, had thought) may play a role in the development of ToM reasoning in typically developing children, but whether there is a link between the mastery of verb factuality and ToM skills in autistic children is still unclear. What this study adds to existing knowledge Correlational analysis revealed links between verbal ToM measured by unexpected location task and factuality test of mental verbs as well as action verbs. More importantly, this study confirmed the extra role of verb factuality in explaining ToM ability after excluding the influence of the complement syntax. What are the potential or actual clinical implications of this work? This study suggests that the factuality of verbs could serve as a tool for autistic children to infer the mental states of others. Thus, training on this linguistic structure could be taken into consideration when improving the social skills of autistic children.

The language transcripts of seven children with Down syndrome and seven typically developing children matched for comparable MLU levels were compared for several measures of lexical diversity. These measures were percentage of utterances containing lexical verbs, number of verb tokens produced, a mean number of verbs per utterance (MVU), number of verb types used, and number of mental state verbs used. The results of this study indicated that the children with Down syndrome produced lexical verbs as frequently as their normally developing counterparts. In contrast, the children with Down syndrome were found to produce a larger variety of lexical verbs. An examination of a subset of verbs indicated that both groups of children produced an equal number of mental state verbs. These results support previous findings that when compared to syntactic development, children with Down syndrome show a relative area of strength in expressive vocabulary.

The ability to justify one's beliefs or actions requires linguistic, social, and cognitive skills, including an understanding of the psychological states of others and the negotiation of a socially-sensitive discourse. The production of verbal justifications was examined both quantitatively and qualitatively in eight pairs of eight- to eleven-year-old children whose natural discourse was videotaped, transcribed and coded for justifications. Previous research has frequently studied justifications in conflicts; children in this study produced most of their justifications both in the context of elaborating on a previously asserted claim and in conflicts. The statement justified and the justifications themselves most frequently focused on facts, evaluations, actions, and habitual characteristics or occurrences. A majority of the justifications were produced to support a statement which had some negative valence to it. Although causal connectives have previously been often used as the means for determining justifications, the children in this study rarely used causal connectives and mental verbs in statements with justifications. A qualitative analysis of the discourse of the dyads revealed differences in conversational styles which produced very different types of justifications. Some dyads made frequent use of narratives and co-constructed justifications; other dyads generally produced very short, often isolated justifications.

ObjectiveThe theory of mind is an underlying cognitive ability for the development of social skills, which is closely linked to language development.Since one of the primary deficits resulting from hearing impairment is language difficulty, this study investigates the relationship between theory of mind skills and specific language domains, including mean length of utterance (MLU) as an assessment of grammatical development and comprehension of mental verbs, in 5-7-year-old children with moderate to severe hearing impairment.Materials & Methods This is a descriptive-analytical cross-sectional study.Using the convenience sampling method, 38 children (18 boys and 20 girls) aged 5-7 years with hearing impairments were selected based on the inclusion and exclusion criteria.MLU, theory of mind and comprehension of mental verbs in children were measured using colloquial speech, theory of mind tests and comprehension of mental verb tests, respectively, and the relation between these variables was examined using correlation tests and the effect size assessment.Results The Kolmogorov-Smirnov test showed that the data distribution was normal (P<0.05);therefore, the Pearson correlation coefficient was employed to examine the correlation between variables.The study results revealed no significant relation between MLU and theory of mind (P>0.05).However, a significant relation was found between the comprehension of mental verbs and the theory of mind (P0.05).Moreover, a significant relation was also found between MLU and comprehension of mental verbs (P0.05).The effect size was calculated using Cohen d, and a value greater than 0.8 was obtained for all correlations, indicating a large effect size.Conclusion There was a significant positive relationship between theory of mind skills and comprehension of mental verbs.Accordingly, enhancing theory of mind skills would be effective in increasing the comprehension of mental verbs.Thus, by creating therapeutic programs based on enhancing theory of mind skills, it may be possible to increase the comprehension of mental verbs and improve advanced expressive language skills in hearing-impaired children.Furthermore, no relationship was observed between the development of the theory of mind and MLU, which is an indicator of grammatical development, suggesting that grammatical development may not be correlated with the development of the theory of mind.

Given the decomposition of a situation or state of affairs into a predicate and one or more arguments, there is surprisingly little cross-linguistic variation as to which argument is assigned to subject position of the simple active voice form of the predicate.2 The vast majority of predicates assign the same argument to subject position in all languages, whether ‘subject’ is manifested as nominative or ergative (transitive subject) case, by word order, or by verb agreement. This is true despite the fact that in terms of thematic role, the arguments assigned to subject position are quite a varied lot. This poses a challenge to any semantically-based theory of subject assignment that attempts to avoid simple stipulation of which argument is assigned to subject position. This paper will illustrate a semantic model of verb meaning that answers this challenge, by examining cross-linguistically the assignment to subject position of a class of predicates that do vary in subject assignment across languages, mental verbs.

This study examined the use of literate language features (LLFs) in the oral narratives of African American and Caucasian American preschoolers residing in either low- or middle-income homes to determine whether differences existed as a result of age or household income. The oral narratives of 96 preschoolers enrolled in public school programs and early childhood centers (including Head Start) were analyzed for the frequency of usage of five literate language features (adverbs, conjunctions, mental and linguistic verbs, simple elaborated noun phrases, and complex elaborated noun phrases) as a function of age (3, 4, and 5 years) and household income (low and middle). Preschoolers’ narratives did not differ in LLF types, but usage frequency increased for simple elaborated noun phrases and conjunctions. Preschoolers’ narratives did not differ based on household income.

A CHILDES Analysis of Mental State Verbs in Mandarin-speaking Children

Notes on the Contributors Introduction 1. Ryle and Strawson on Category Mistakes Jonathan Dancy 2. Nothing Categorical on Categories Hans-Johann Glock 3. Ryle on Hypotheticals Roger Teichmann 4. Ryle on Motives and Dispositions Maria Alvarez 5. Ryle's Conceptions of Emotional Behaviour Rowland Stout 6. What is Le Penseur Really Doing? Paul F. Snowdon 7. A Peg For Some Thoughts Julia Tanney 8. Ryle on Perception Christoph C. Pfisterer 9. Mental Occurrences and Terminus Verbs Bede Rundle