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  • 1.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Word formation2003In: The Acquisition of Swedish Grammar / [ed] Gunlög Josefsson, Christer Platzack & Gisela Håkansson, Amsterdam: John Benjamins Publishing Company, 2003Chapter in book (Other academic)
  • 2.
    Mellenius, Ingmarie
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Rosenberg, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    The Semantics of Compounds in Swedish Child Language2016In: The Semantics of Compounding / [ed] Pius ten Hacken, Cambridge: Cambridge University Press, 2016, p. 110-128Chapter in book (Refereed)
    Abstract [en]

    This study examines the semantics of NN compounds produced by Swedish children. Three questions are addressed: What is the head’s status in the children’s compounds? What semantic relations are found within the compounds? What is the frequency of these relations, in total and per child? The data contains 387 spontaneously produced novel NN compounds from three monolingual Swedish children, collected longitudinally along with contextual information. The study shows that all children manage right-hand head position. It suggests that around 15 semantic relations, based on previous lists proposed by e.g. Jackendoff (2009; 2016), can account for almost all of the children’s compounds. Some relations are however more frequent than others. There seem to be individual preferences for particular semantic relations. Yet, two tendencies appear: (i) in all children, some relations are frequent (e.g. Purpose, Composition, Location) others rare; (ii) almost all relations are used by all children. In conclusion, although the number of compounds produced by each child is limited, a range of relations is attested. In relation to overall cognitive development, some compounds provide evidence that children indeed make further distinctions from adult speakers, and that they have understanding of the semantic content of their coinages. 

  • 3.
    Mellenius, Ingmarie
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Att identifiera talare - ett problem för rättslingvistiken2008In: Texter till Thomas: festskrift till Thomas Kihlberg april 2008 / [ed] Git Claesson Pipping, Göteborg: Livréna , 2008, p. 136-141Chapter in book (Other academic)
  • 4.
    Rosenberg, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Children’s novel NN compounding in Swedish diary data: function and form2018In: Morphology, ISSN 1871-5621, E-ISSN 1871-5656, Vol. 28, no 3, p. 229-252Article in journal (Refereed)
    Abstract [en]

    This study explores formal aspects and functions of 420 novel noun-noun (NN) compounds in diary data from three Swedish children (1;9–6;11). With regard to form, the data show that the children’s compounds respect target head order, allow for a small amount of internal inflection, and, in more than half of the cases where a liaison form is required, are properly formed. Most of the compounds concatenate two nouns (without the presence of liaison forms), as is the general case for Swedish NN compounds. With regard to function, the data permit us to distinguish three main functions of the coinages: I. Novel compound instead of established term, II. Novel compound for novel category, and III. Novel compound for specific entity. Type I involves attempts to target conventional compounds by relying either on perceptual or functional features or on recalled semantic, phonological, and/or morphological cues. Type II is innovative compounding par excellence: detailed discriminations and fantasy concepts are named. Type III divides into anaphoric and deictic uses as well as what we call appropriation, i.e. naming a specific entity. Types II and III are functions displayed by novel compounds in general. In conclusion, the three children seem to master the central facets of NN compounds, formally and functionally. Furthermore, compound production can constitute a simple and efficient means for young children to maximize and build more structure into their lexicon.

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  • 5.
    Rosenberg, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Non-established NN compounding in child language as reflections of early categorization2016In: Lingue e linguaggio, ISSN 1720-9331, Vol. 1, p. 107-135Article in journal (Refereed)
    Abstract [en]

    This study addresses one aspect of conceptual development, viz. categorization, in connection with children’s compounding. It is based on diary data of 392 non-established NN compounds, spontaneously produced between age 1–6 by three Swedish children. The aim is to investigate in what domains their compounds, or conceptual combinations, are situated, and to analyse them with focus on categorization. We show that children use familiar items in compounding: more than one third of the N1s and N2s belong to the same morphological family. Taxonomically, the domains of food, clothes, animals and vehicles predominate among the compounds. The two major scripts are Eating and Getting dressed. Our data permits us to trace other categorization types as well, such as thematic, evaluative and ad hoc. Compounds relying on perceptual features, mainly shape and prints, do occur, notwithstanding that general background knowledge and abstract representations intervene. Tendencies to cross-classify entities are shown. Moreover, the children tend to subcategorize at a more detailed level than adults do, which might suggest that they have fewer, but more specified, categories in their so far limited lexicon. In conclusion, subcategorization by compounding can be seen as a powerful means for children to develop their conceptual system.

  • 6.
    Rosenberg, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Swe-LARSP: a grammatical profile of Swedish2016In: Profiling grammar: more languages of LARSP / [ed] Paul Fletcher, Martin Ball and David Crystal, Bristol: Multilingual Matters, 2016, p. 42-63Chapter in book (Refereed)
  • 7.
    Rosenberg, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    What NN compounding in child language tells us about categorization2015In: NetWordS 2015. Word Knowledge and Word Usage: Representations and Processes in the Mental Lexicon: Conference proceedings / [ed] Vito Pirrelli, Claudia Marzi and Marcello Ferro, Pisa: Scuola Normale Superiore; Istituto di Linguistica Computazionale; Physiology of Communication (ComPhys); European Science Foundation (ESF) , 2015, p. 71-75Conference paper (Other academic)
  • 8.
    Sullivan, Kirk P. H.
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Att studera skrivande med hjälp av loggning2008In: Tekniken bakom språket / [ed] Rickard Domeij, Norstedts Förlag, 2008, p. 189-206Chapter in book (Other academic)
  • 9.
    Zhao, Huahui
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk PH
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Participation, interaction and social presence: an exploratory study of collaboration in online peer review groups2014In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 45, no 5, p. 807-819Article in journal (Refereed)
    Abstract [en]

    A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence.

    The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.

1 - 9 of 9
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  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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