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1. |
Record Nr. |
UNINA9910465360803321 |
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Autore |
Bybee Joan L |
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Titolo |
Frequency of use and the organization of language [[electronic resource] /] / Joan Bybee |
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Pubbl/distr/stampa |
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Oxford ; ; New York, : Oxford University Press, 2007 |
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ISBN |
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0-19-029384-5 |
9786611162917 |
1-4356-0543-8 |
0-19-804129-2 |
0-19-530157-9 |
1-281-16291-4 |
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Descrizione fisica |
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1 online resource (374 p.) |
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Disciplina |
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Soggetti |
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Frequency (Linguistics) |
Linguistic change |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Contents; Part I: Background and Current Context; Introduction to Part I; 1. Introduction; 2. Word Frequency in Lexical Diffusion and the Source of Morphophonological Change; Part II: Frequency as a Determinant of Morphological Structure; Introduction to Part II; 3. Explanation in Morphophonemics: Changes in Provençal and Spanish Preterite Forms; 4. On Lexical and Morphological Conditioning of Alternations: A Nonce-Probe Experiment with Spanish Verbs; 5. Rules and Schemas in the Development and Use of the English Past Tense; 6. Morphological Classes as Natural Categories |
7. Are Stem Changes as Natural as Affixes?8. Regular Morphology and the Lexicon; Part III: Phonetic Change: Frequency in Context; Introduction to Part III; 9. The Phonology of the Lexicon: Evidence from Lexical Diffusion; 10. Lexicalization of Sound Change and Alternating Environments; 11. Word Frequency and Context of Use in the Lexical Diffusion of Phonetically Conditioned Sound Change; Part IV: Frequency Effects in Mophosyntax; Introduction to Part IV; 12. Three Frequency |
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Effects in Syntax; 13. The Emergent Lexicon |
14. The Effect of Usage on Degrees of Constituency: The Reduction of Don't in English15. Sequentiality as the Basis of Constituent Structure; 16. Mechanisms of Change in Grammaticization: The Role of Frequency; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Z |
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Sommario/riassunto |
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The volume collects three decades of articles by the distinguished linguist Joan Bybee. Her articles essentially argue for the importance of frequency of use as a factor in the analysis and explanation of language structure. Her work has been very influential for a broad range of researchers in linguistics, particularly in discourse analysis, corpus linguistics, phonology, phonetics and historical linguistics. |
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2. |
Record Nr. |
UNINA9910455914603321 |
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Titolo |
The ambiguity of teaching to the test [[electronic resource] ] : standards, assessment, and educational reform / / edited by William A. Firestone, Lora Frances Monfils, Roberta Y. Schorr |
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Pubbl/distr/stampa |
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Mahwah, NJ, : L. Erlbaum Associates Publishers, 2004 |
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ISBN |
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1-135-62421-6 |
1-282-32092-0 |
9786612320927 |
1-4106-0994-4 |
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Descrizione fisica |
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1 online resource (260 p.) |
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Altri autori (Persone) |
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FirestoneWilliam A |
MonfilsLora Frances |
SchorrRoberta Y |
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Disciplina |
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Soggetti |
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Educational tests and measurements - United States |
Education - Standards - United States |
Mathematics |
Science |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 221-232) and indexes. |
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Nota di contenuto |
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Book Cover; Title; Copyright; Contents; Preface; 1 Introduction; 2 Teaching Mathematics and Science; 3 Teaching to the Test; 4 Pressure and Support; 5 The Principal, Test Preparation, and Educational Reform; 6 The District and Test Preparation; 7 Test Scores and Equity; 8 Conclusion; Appendix A: Methods; Appendix B: Teacher Questionnaire; Appendix C: Principal Interview Guide; Appendix D: Teacher Interview Guide; Appendix E: Interview Coding Scheme; Appendix F: List of Codes for Classroom Observation Data; References; Author Index; Subject Index |
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Sommario/riassunto |
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Testing is one of the most controversial of all state and federal educational policies. The effects of testing are quite ambiguous. The same test may lead to different consequences in different circumstances, and teachers may use very different strategies to prepare students for tests. Although most experts agree that mandatory testing leads to teaching to the test, they disagree about whether it leads to meaningless drill, wasted time, de-professionalizing teachers, and demotivating students, or to more challenging and thoughtful curricula, more engaging teaching, increased student mot |
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