This is a list of Latin words with derivatives in English (and other modern languages).
List of English words of Latin originLatinLatin words
Basqueadjectival suffix ''-koBasque declension
There are two question markers: al for straightforward yes-no questions, and ote for tentative questions of any kind (yes-no or not). Both al and ote are placed immediately in front of the finite verb form. The question marker al is not used pan-dialectally. In some dialects the same function is performed by a suffix -a attached to the finite verb form (thus the equivalents of the above examples are John ikusi duzu(i)a? and Badakia?). Still other dialects lack either interrogative al or interrogative -a.
Difficulties in basic level cognitive processing are due to: These issues have been tied to grammatical processing performance by testing native speakers of English on the same tasks under stressful conditions: there is shown to be difficulty in grammatical agreement when memory capacity is curtailed, important cues in the language when given noisy input, and processing important structures when not given enough time to process input. This shows that knowledge cannot always be automatically and consistently applied under stressful situations without having processing difficulties.
constructivismconstructivistConstructivism (learning theory)
Constructivism has also informed the design of interactive machine learning systems, whereas Radical Constructivism has been explored as a paradigm to design experiments in rehabilitation robotics, more precisely in prosthetics. * no:Konstruktivisme John Dewey (1859–1952). Maria Montessori (1870–1952). Władysław Strzemiński (1893–1952). Jean Piaget (1896–1980). Lev Vygotsky (1896–1934). Heinz von Foerster (1911–2002). George Kelly (1905–1967). Jerome Bruner (1915–2016). Herbert Simon (1916–2001). Paul Watzlawick (1921–2007). Ernst von Glasersfeld (1917–2010). Edgar Morin (* 1921). Humberto Maturana (* 1928). Reciprocal Questioning: students work together to ask and answer questions.
In wh-movement in English, an interrogative sentence is formed by moving the wh-word (determiner phrase, preposition phrase, or adverb phrase) to the specifier position of the complementizer phrase. This results in the movement of the wh-phrase into the initial position of the clause. This is seen in English word order of questions, which show Wh components as sentence initial, though in the underlying structure, this is not so. The wh-phrase must also contain a question word, due to the fact that it needs to qualify as meeting the +q feature requirements.
OCancient ChineseArchaic Chinese
As in Modern Chinese, but unlike most Tibeto-Burman languages, the basic word order in a verbal sentence was subject–verb–object: Besides inversions for emphasis, there were two exceptions to this rule: a pronoun object of a negated sentence or an interrogative pronoun object would be placed before the verb: An additional noun phrase could be placed before the subject to serve as the topic. As in the modern language, yes/no questions were formed by adding a sentence-final particle, and requests for information by substituting an interrogative pronoun for the requested element. In general, Old Chinese modifiers preceded the words they modified.
A major area of interest with regard to cleft constructions involves their information structure. The concept of "information structure" relates to the type of information encoded in a particular utterance, that can be one of these three: The reason why information structure plays such an important role in the area of clefts is largely due to the fact that the organisation of information structure is tightly linked to the clefts' function as focusing tools used by speakers/writers to draw attention to salient parts of their message.
Yes-no questions are marked with a sentence-final particle, while wh-questions are marked with in-situ interrogative pronouns. There are a number of passive constructions, but passives are sometimes not marked differently from active constructions, at least when written. The lexicon of Classical Chinese has been traditionally divided into two large categories: content words (實字 ', literally: "substantial words") and function words (虚字 ', literally: "empty words").
Sign spaceAmerican Sign LanguageASL's features
Unlike wh- questions, yes/no questions do not involve a change of word order, and the non-manual marking must be used over the whole utterance in order for it to be judged as a statement opposed to a question. Raised eyebrows are also used for rhetorical questions which are not intended to elicit an answer. To distinguish the non-manual marking for rhetorical questions from that of yes/no questions, the body is in a neutral position opposed to tilted forward, and the head is tilted in a different way than in yes/no questions. Rhetorical questions are much more common in ASL than in English.
Verbs are marked for grammatical information in three distinct sets of inflectional paradigms, called Verb orders. Each order corresponds generally to one of three main sentence types: the Independent order is used in main clauses, the Conjunct order in subordinate clauses, and the Imperative order in commands. Ottawa distinguishes yes-no questions, which use a verb form in the Independent order, from content questions formed with the Ottawa equivalents of "what", "where", "when", "who" and others, which require verbs inflected in the Conjunct order. Ottawa distinguishes two types of grammatical third person in sentences, marked on both verbs and animate nouns.
Questions can be formed in several ways in Nafaanra. Basic yes–no questions are constructed by adding a sentence-final question marker rá. Constituent questions (sometimes called Wh-questions or question word questions) are doubly marked. They contain a sentence-initial question word and are marked with a sentence-final question marker hin. The cardinal numbers without tonal marking are presented below; where possible, the tone pattern is added based on the list in Rapp. Some Supyire correlates are given for comparison. Numbers six to nine are derived by adding the numbers one to four to kɔɔ, "five", by means of the conjunction na.
Most importantly, intonation is essential in questions, especially because, unlike English and other languages, Romanian does not distinguish grammatically declarative and interrogative sentences. In non-emphatic yes/no questions the pitch rises at the end of the sentence until the last stressed syllable. If unstressed syllables follow, they often have a falling intonation, but this is not a rule. [ai stins lu↗mi↘na] (Have you turned off the light?) (Yes.)
In an interrogative main clause the usual word order is: conjugated verb followed by subject; other verbs in final position: :"Kun jij je pen niet vinden?" (literally "Can you your pen not find?") "Can't you find your pen?" In the Dutch equivalent of a wh-question the word order is: interrogative pronoun (or expression) + conjugated verb + subject; other verbs in final position: :"Waarom kun jij je pen niet vinden?" ("Why can you your pen not find?") "Why can't you find your pen?" In a tag question the word order is the same as in a declarative clause: :"Jij kunt je pen niet vinden?" ("You can your pen not find?") "You can't find your pen?"
EnglishEnglish phoneticsEnglish pronunciation
Example of phonological contrast involving placement of intonation unit boundaries (boundary marked by comma): Example of phonological contrast involving placement of tonic syllable (marked by capital letters): Example of phonological contrast (British English) involving choice of tone (\ = falling tone, \/ = fall-rise tone) There is typically a contrast involving tone between wh-questions and yes/no questions, the former having a falling tone (e.g. "Where did you \PUT it?") and the latter a rising tone (e.g. "Are you going /OUT?"), though studies of spontaneous speech have shown frequent exceptions to this rule. Tag questions asking for information are said to carry rising tones (e.g.
Asking whether is the speech act type for interrogative sentences. To cover not only ordinary questions but also rhetorical questions, exam questions, etc., this speech act type is not analysed as a request for information but as an assertion that the answer would be relevant to the speaker or the hearer. In asking an ordinary question, the speaker expresses that the answer would be relevant to her; in rhetorical questions, she brings something to the addressee's attention that she thinks is relevant to him; etc. There are two ways to conceive of how thoughts are communicated from one person to another.
Interrogative words are positioned in canonical position (same place as the answer will go). The interrogative marker -pe attaching to the verb is optional with interrogative words, but necessary for simple yes-no questions. A third possibility are tag questions, for which the speaker combines the interrogative marker and repeats the verb with the negative marker na- -ya. To describe cohesive events, verbal roots are adjoined. Only the last root receives inflectional morphology, which is then shared by all verbal roots. The negation circumfix hereby encloses the whole verb root serialisation.
There are three coordinating conjunctions in LFN and three correlative conjunctions: |} There are a number of interrogative words that are used to introduce questions: |} (Most of these are also used to introduce subordinate clauses, discussed below.) For example: Questions may include one of these words or may be indicated by rising intonation alone. One may also express questions by beginning the sentence with the interrogative particle esce ("is it that... ?") or by adding no (no) or si (yes) to the end of the sentence. In writing, questions always end with a question mark : Relative clauses (or adjective clauses) function like adjectives.
Skolt SamiSkolt SámiSkolt
In Skolt Sami, polar questions, also referred to as yes-no questions, are marked in two different ways. Morphologically, an interrogative particle, -a, is added as an affix to the first word of the clause. Syntactically, the element which is in the scope of the question is moved to the beginning of the clause. If this element is the verb, subject and verb are inversed in comparison to the declarative SOV word order. * Vueʹlǧǧveʹted–a tuäna muu ooudâst eččan ääuʹd ool? (leave (2nd P. Pl., Present, Interrogative) – 2nd P. Dual Nominative – 1st P. Sg. Genitive – behalf – father (Sg. Genitive 1st P. Pl.) – grave (Sg.
Yes-no questions can be formed by placing the particle ទេ /teː/ at the end of a sentence. This particle can also serve as an emphatic particle (it is also used in negative sentences, as shown below), and so intonation may be required to indicate that a question is being asked. In wh-questions, the question word generally remains in its usual grammatical position in the sentence, rather than being brought to the start as in English (that is, wh-fronting does not normally take place). Verbs can be negated in three primary fashions, all of which convey a slightly different connotation or formality.
Methods for eliciting speech for these samples come in many forms, such having the participant answering questions or re-telling a story. These elicited conversations are commonly tape-recorded for playback during analysis to see how well the person can incorporate syntax among other linguistic cues. For every utterance elicited, the utterance will receive one point if it is a correct form used in adult speech. A score of 1 indicates the least complex syntactic form in the category, whereas a higher score reflects higher level grammaticality. Points are specifically awarded to an utterance based on whether or not it contains any of the eight categories outlined below.
has feminine pronounsInterlinguaInterlingua pronouns
Questions can be created in several ways, familiar to French speakers. * By reversing the position of the subject and verb. * By replacing the subject with an interrogative word. * For questions that can be answered with 'yes' or 'no', by adding the particle esque (or rarer an) to the start of the sentence. * By changing the intonation or adding a question mark, while keeping the normal word order. *Gode, Alexander, and Hugh E. Blair. Interlingua: a grammar of the international language.
One example is explained by the information deficit model. Also, in the public realm, there are often many scientific voices giving input on a single topic. For example, depending on how an issue is reported in the public sphere, discrepancies between outcomes of multiple scientific studies due to methodological differences could be interpreted by the public as a lack of consensus in a situation where a consensus does in fact exist. This interpretation may have even been intentionally promoted, as scientific uncertainty may be managed to reach certain goals.
statistical datascientific datadatum
Thus wisdom complements and completes the series "data", "information" and "knowledge" of increasingly abstract concepts. Data is often assumed to be the least abstract concept, information the next least, and knowledge the most abstract. In this view, data becomes information by interpretation; e.g., the height of Mount Everest is generally considered "data", a book on Mount Everest geological characteristics may be considered "information", and a climber's guidebook containing practical information on the best way to reach Mount Everest's peak may be considered "knowledge". "Information" bears a diversity of meanings that ranges from everyday usage to technical use.
knowhuman knowledgesituated knowledge
In most cases, it is not possible to understand an information domain exhaustively; our knowledge is always incomplete or partial. Most real problems have to be solved by taking advantage of a partial understanding of the problem context and problem data, unlike the typical math problems one might solve at school, where all data is given and one is given a complete understanding of formulas necessary to solve them. This idea is also present in the concept of bounded rationality which assumes that in real life situations people often have a limited amount of information and make decisions accordingly.
Although the senses were traditionally viewed as passive receptors, the study of illusions and ambiguous images has demonstrated that the brain's perceptual systems actively and pre-consciously attempt to make sense of their input. There is still active debate about the extent to which perception is an active process of hypothesis testing, analogous to science, or whether realistic sensory information is rich enough to make this process unnecessary. The perceptual systems of the brain enable individuals to see the world around them as stable, even though the sensory information is typically incomplete and rapidly varying.