Recent studies showing learners can induce phrase structure from distributional patterns (Thompson & Newport, 2007; Saffran, 2001) suggest that phrase structure need not be innate. Here, we ask if this learning ability is restricted to language. Specifically, we ask if phrase structure can be induced from non-linguistic visual arrays and further, whether learning is assisted by abstract categor...

An implementation of a shape grammar interpreter is described. The underlying graph-theoretic framework is briefly discussed to show how alternative representations from graph theory including graphs, overcomplete graphs and hyperedge graphs can support some of the intuitions handled in shape grammars by direct visual computations with shapes. The resulting plugin implemented in Rhino, code-nam...

In this paper, we deal with editing tabular forms for program specifications based on a particular graph grammar HNGG [2]. First, we formalize syntax-directed editing methods by extending of the notion of the Cornell Program Synthesizer [8] to attribute NCE graph grammars (cf. [1]). Next, we discuss the algorithms of the editing methods. keyword Graph Grammars, Visual Programming, Software Deve...

In this paper we show how to use the socalled aggregation technique to remove redundancies in the fact base of the Visual and Natural language Specification Tool (VINST). The current aggregation modules of the natural language generator of VINST is described and an improvement is proposed with one new aggregation rule and a bidirectional grammar.

This paper aims to analyze, in a multimodal perspective, advertisements order understand the contributions of Grammar Visual Design for construction skills and formation critical reflexive reader writer at school. For this, this study is mainly based on postulations ofHalliday Matthiessen (2004) Kress van Leeuwen (2006[1996]). In context, work presents itself qualitative exploratory character b...

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

This paper introduces a set of English grammar symbols that the author has developed to enhance students’ understanding and consequently, application of the English grammar rules. A pretest-posttest control-group design was carried out in which the samples were students in two girls’ senior high schools (N=135, P ≤ 0.05) divided into two groups: the Treatment which received gramm...