Morphology Quotes

I felt every level, graphemic, morphological, and semantic, and they all hurt.

But I never looked like that!’ - How do you know? What is the ‘you’ you might or might not look like? Where do you find it - by which morphological or expressive calibration? Where is your authentic body? You are the only one who can never see yourself except as an image; you never see your eyes unless they are dulled by the gaze they rest upon the mirror or the lens (I am interested in seeing my eyes only when they look at you): even and especially for your own body, you are condemned to the repertoire of its images.

Consciousness may be seen as the haughty and restless second cousin of morphology. Memory is its mistress, perception its somewhat abused wife, logic its housekeeper, and language its poorly paid secretary

Natural science is either the description of forms (morphology) or the explanation of changes (etiology). Neither can afford us the information we chiefly desire.

Reconstructions based on bone remains can only reveal the most general characteristics of the creature, since the really distinctive morphological features of any animal are soft tissues which quickly vanish after death. Therefore, due to the speculative nature of the interpretation of the soft tissues, the reconstructed drawings or models become totally dependent on the imagination of the person producing them.

[...] I believe in Natural Selection, not because I can prove in any single case that it has changed one species into another, but because it groups and explains well (as it seems to me) a host of facts in classification, embryology, morphology, rudimentary organs, geological succession and distribution.

Light. Space. Light and space without time, I think, for this is a country with only the slightest traces of human history. In the doctrine of the geologists with their scheme of ages, eons and epochs all is flux, as Heraclitus taught, but from the mortally human point of view the landscape of the Colorado is like a section of eternity- timeless. In all my years in the canyon country I have yet see a rock fall, of its own volition, so to speak, aside from floods. To convince myself of the reality of change and therefore time I will sometimes push a stone over the edge of a cliff and watch it descend and wait- lighting my pipe- for the report of its impact and disintegration to return. Doing my bit to help, of course, aiding natural processes and verifying the hypotheses of geological morphology. But am not entirely convinced.

Curiosity, that is, the separate drive to explore the world disinterestedly, without being stimulated by danger or physiological dissatisfaction, is, according to students of evolution, rooted in specific morphological characteristics of our species and thus cannot be eliminated from our minds as long as our species retains its identity. As both Pandora’s most deplorable accident and the adventures of our progenitors in Paradise testify, curiosity has been a main cause of all the calamities and misfortunes that have befallen mankind, and it has unquestionably been the source of all its achievements.

Wherever sufficiently numerous series of the remains of any given group, which has endured for a long space of time, are carefully examined, their morphological relations are never in discordance with the requirements of the doctrine of evolution, and often afford convincing evidence of it. At the same time, it has been shown that certain forms persist with very little change, from the oldest to the newest fossiliferous formations; and thus show that progressive development is a contingent, and not a necessary result, of the nature of living matter.

In truth, the crossing from nature to culture and vice versa has always stood wide open. It leads across an easily accessible bridge: the practising life. People have committed themselves to its construction since they came into existence - or rather, people only came into existence by applying themselves to the building of said bridge. The human being is the pontifical creature that, from its earliest evolutionary stages, has created tradition-compatible connections between the bridgeheads in the bodily realm and those in cultural programes. From the start, nature and culture are linked by a broad middle ground of embodied practices - containing languages, rituals and technical skills, in so far as these factors constitute the universal forms of automatized artificialities. This intermediate zone forms a morphologically rich, variable and stable region that can, for the time being, be referred to sufficiently clearly with such conventional categories as education, etiquette, custom, habit formation, training and exercise - without needing to wait for the purveyors of the 'human sciences', who, with all their bluster about culture, create the confusion for whose resolution they subsequently offer their services.

I was disappointed. Voice analysis can tell a lot about the caller: gender, most of the time, national and regional roots, illnesses, even reasonable morphological deductions can be made about the shape of the nose, mouth and throat. But at least we had a confirmed spelling of the principal’s name, which was a plus.

The dogged effort to “denaturalize” gender in this text emerges, I think, from a strong desire both to counter the normative violence implied by ideal morphologies of sex and to uproot the pervasive assumptions about natural or presumptive heterosexuality that are informed by ordinary and academic discourses on sexuality. The writing of this denaturalization was not done simply out of a desire to play with language or prescribe theatrical antics in the place of “real” politics, as some critics have conjectured (as if theatre and politics are always distinct). It was done from a desire to live, to make life possible, and to rethink the possible as such.

The man who upsets the morphology of society is a cancer. The man who gives his own decisions priority over society is a criminal.

Consider the odd morphology of regret.

Incomplete penetrance” meant that even if a mutation was present in the genome, its capacity to penetrate into a physical or morphological feature was not always complete.

All creatures on Earth have been hammered on the anvil of its gravity, for example, which influences size and morphology. So I am sceptical about finding armoured reptiles who can fly and spout flames.

So what's in a name? The answer, we have seen, is, a great deal. In the sense of a morphological product, a name is an intricate structure, elegantly assembled by layers of rules and lawful even at its quirkiest. And in the sense of a listeme, a name is a pure symbol, part of a cast of thousands, rapidly acquired because of a harmony between the mind of the child, the mind of the adult, and the texture of reality.

At all events what Ransom saw at that moment was the real meaning of gender. Everyone must sometimes have wondered why in nearly all tongues certain inanimate objects are masculine and others feminine. What is masculine about a mountain or feminine about certain trees? Ransom has cured me of believing that this is a purely morphological phenomenon, depending on the form of the word. Still less is gender an imaginative extension of sex. Our ancestors did not make mountains masculine because they projected male characteristics into them. The real process is the reverse. Gender is a reality, and a more fundamental reality than sex. Sex is, in fact, merely the adaptation to organic life of a fundamental polarity which divides all created beings. Female sex is simply one of the things that have feminine gender; there are many others, and Masculine and Feminine meet us on planes of reality where male and female would be simply meaningless. Masculine is not attenuated male, nor feminine attenuated female. On the contrary the male and female of organic creatures are rather faint and blurred reflections of masculine and feminine. Their reproductive functions, their differences in strength and size, partly exhibit, but partly also confuse and misrepresent, the real polarity. All this Ransom saw, as it were, with his own eyes. The two white creatures were sexless. But he of Malacandra was masculine (not male); she of Perelandra was feminine (not female).

Evidence of early modern humans outside of Africa well before fifty thousand years ago includes the morphologically modern skeletons in Skhul and Qafzeh in present-day Israel that date to between around 130,000 to 100,000 years ago.

In my kingdom,” as the Red Queen tells Alice in Wonderland, “you have to run as fast as you can just to stay in the same place.” No one standing still can triumph, no matter how well constituted. Nature is not simply dynamic, either. Some things change quickly, but they are nested within other things that change less quickly (music frequently models this, too). Leaves change more quickly than trees, and trees more quickly than forests. Weather changes faster than climate. If it wasn’t this way, then the conservatism of evolution would not work, as the basic morphology of arms and hands would have to change as fast as the length of arm bones and the function of fingers. It’s chaos, within order, within chaos, within higher order. The order that is most real is the order that is most unchanging—and that is not necessarily the order that is most easily seen. The leaf, when perceived, might blind the observer to the tree. The tree can blind him to the forest. And some things that are most real (such as the ever-present dominance hierarchy) cannot be “seen” at all.

L2 Learners are (55%) affected by their target language and (35%) by their mother tongue. There are both the target language and Morphological Translation Equivalence that pair affixes of the two languages share with each other which enhance the Semantic Transparency of affixes

Woman is only sexual, man is partly sexual, and this difference reveals itself in various ways. The parts of the male body by stimulation of which sexuality is excited are limited in area, and are strongly localised, whilst in the case of the woman, they are diffused over her whole body, so that stimulation may take place almost from any part. When in the second chapter of Part I., I explained that sexuality is distributed over the whole body of both sexes, I did not mean that, therefore, the sense organs, through which the definite impulses are stimulated, were equally distributed. There are, certainly, areas of greater excitability, even in the case of the woman, but there is not, as in the man, a sharp division between the sexual areas and the body generally. The morphological isolation of the sexual area from the rest of the body in the case of man, may be taken as symbolical of the relation of sex to his whole nature. Just as there is a contrast between the sexual and the sexless parts of a man's body, so there is a time-change in his sexuality. The female is always sexual, the male is sexual only intermittently. The sexual instinct is always active in woman (as to the apparent exceptions to this sexuality of women, I shall have to speak later on), whilst in man it is at rest from time to time. And thus it happens that the sexual impulse of the male is eruptive in character and so appears stronger. The real difference between the sexes is that in the male the desire is periodical, in the female continuous.

This gesture is one of the motifs of modernity's turn against the principle of imitating nature, that is to say, imitating predefined morphological expectations. It is still capable of perceiving message-totalities and autonomous thing-signals when no morphologically intact figures are left - indeed, precisely then. The sense for perfection withdraws from the forms of nature - probably because nature itself is in the process of losing its ontological authority. The popularization of photography also increasingly devalues the standard views of things. As the first edition of the visible, nature comes into discredit. It can no longer assert its authority as the sender of binding messages - for reasons that ultimately come from its disenchantment through being scientifically explored and technically outdone. After this shift, 'being perfect' takes on an altered meaning: it means having something to say that is more meaningful than the chatter of conventional totalities. Now the torsos and their ilk have their turn: the hour of those forms that do not remind us of anything has come. Fragments, cripples and hybrids formulate something that cannot be conveyed by the common whole forms and happy integrities; intensity beats standard perfection.

It is true that we take it as evident that social life depends upon its material foundation and bears its mark, just as the mental life of an individual depends upon his nervous system and in fact his whole organism. But collective consciousness is something more than a mere epiphenomenon of its morphological basis, just as individual consciousness is something more than a simple efflorescence of the nervous system.

Phenotypic effects of genes, whether at the level of intracellular biochemistry, gross bodily morphology, or extended phenotype, are potentially devices by which genes lever themselves into the next generation, or barriers to their doing so. Incidental side-effects are not always effective as tools or barriers, and we do not bother to regard them as phenotypic expressions of genes, either at the conventional or the extended phenotype level.

The starting point of Darwin's theory of evolution is precisely the existence of those differences between individual members of a race or species which morphologists for the most part rightly neglect. The first condition necessary, in order that any process of Natural Selection may begin among a race, or species, is the existence of differences among its members; and the first step in an enquiry into the possible effect of a selective process upon any character of a race must be an estimate of the frequency with which individuals, exhibiting any given degree of abnormality with respect to that, character, occur. The unit, with which such an enquiry must deal, is not an individual but a race, or a statistically representative sample of a race; and the result must take the form of a numerical statement, showing the relative frequency with which the various kinds of individuals composing the race occur.

From this one should not jump to the conclusion that the world of religious ideas can be reduced to “nothing but” a biological basis, and it would be equally erroneous to suppose that, when approached in this way, the religious phenomenon is “psychologized” and dissolved in smoke. No reasonable person would conclude that the reduction of man’s morphology to a four-legged saurian amounts to a nullification of the human form, or, alternatively, that the latter somehow explains itself. For behind all this looms the vast and unsolved riddle of life itself and of evolution in general, and the question of overriding importance in the end is not the origin of evolution but its goal. Nevertheless, when a living organism is cut off from its roots, it loses the connections with the foundations of its existence and must necessarily perish. When that happens, anamnesis of the origins is a matter of life and death.

Every language is complex in its own way. Latin just happens to work its complexity into the shape of the word. Its morphological richness is an asset, not an obstacle. Consider the sentence He will learn. Tā huì xué. Three words in both English and Chinese. In Latin, it takes only one. Disce. Much more elegant, you see?’ Robin wasn’t sure he did. This routine – Latin in the morning, Greek in the afternoon – became Robin’s life for the foreseeable future. He was grateful for this, despite the toil.

Wittgenstein's general goal is similar to Spengler's morphology of cultures: to get clear, i.e. to have a synoptic view, of the basic structures of experience itself. He also shared Spengler's negative view of 20 century culture in general. Twentieth Century philosophy can not be great, because there are no longer any great people. Philosophy requires total dedication, complete ethical integrity, and complete transformation of the human personality. Wittgenstein not only found these virtues lacking in himself, but also among his colleagues at Cambridge.

For it is not cell nuclei, not even individual chromosomes, but certain parts of certain chromosomes from certain cells that must be isolated and collected in enormous quantities for analysis; that would be the precondition for placing the chemist in such a position as would allow him to analyse [the hereditary material] more minutely than [can] the morphologists ... For the morphology of the nucleus has reference at the very least to the gearing of the clock, but at best the chemistry of the nucleus refers only to the metal from which the gears are formed.

To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.

One clear theme of evolutionary history is the cumulative nature of biological diversity. Individual species (of nucleated organisms at least) may come and go in geological succession, their extinctions emphasizing the fragility of populations in a world of competition and environmental change. But the history of guilds—of fundamentally distinct morphological and physiological ways of making a biological living—is one of accrual. The long view of evolution is unmistakably one of accumulation through time, governed by rules of ecosystem function. The replacement series implied by the Generations of Abraham approach fails to capture this basic attribute of biological history.

all the time you hate you steal it from love, its sole provocation, for it does not precede the facts that call it forth; it nourishes itself on them. Dichromatism always extends to the complementary colors. You commit in one exactly everything you simultaneously omit in the other. They exist side by side to kill each other, like the heterosporous combination of cedar and chokecherry. What, after all, is the precise morphological distinction between an embrace and a strangulation? L’amour, la mort: every kiss muffles a bite. Inside every lover is manacled Taras Bulba. The anagram of ‘The heart’s desire’ is ‘hate strides here’—the imperfection in the transposition being the apostrophe you can’t cry out.

All psychology so far has remained hung up on moral prejudices and fears. It has not dared to go into the depths. To understand it as the morphology and doctrine of the development of the will to power — the way I understand it — no one in his own thinking has even touched on that, insofar, that is, as one is permitted to recognize in what has been written up to now a symptom of what people so far have kept silent about. The power of moral prejudices has driven deep into the most spiritual, the most apparently cool world, the one with the fewest assumptions, and, as is self-evident, damages, limits, blinds, and distorts that world. A true physical psychology has to fight against an unconscious resistance in the heart of the researcher.

The claim that bovine growth hormone didn’t affect the cells was false. One of the first things I saw in the cell cultures was the bovine growth hormone was affecting the morphology (appearance) of the adipocytes, commonly known as the fat cells. Simply put, the fat cells were changing their appearance and not looking like healthy fat cells. In addition, when I tested to see whether the fat cells were producing the typical molecules of a healthy fat cell, impacting things like communication with other cells, I found there was a significant difference. The fat cells that had been treated with bovine growth hormone were producing different molecules. In all likelihood, these different molecules were affecting the function of other cell types.

We may regard the cell quite apart from its familiar morphological aspects, and contemplate its constitution from the purely chemical standpoint. We are obliged to adopt the view, that the protoplasm is equipped with certain atomic groups, whose function especially consists in fixing to themselves food-stuffs, of importance to the cell-life. Adopting the nomenclature of organic chemistry, these groups may be designated side-chains. We may assume that the protoplasm consists of a special executive centre (Leistungs-centrum) in connection with which are nutritive side-chains... The relationship of the corresponding groups, i.e., those of the food-stuff, and those of the cell, must be specific. They must be adapted to one another, as, e.g., male and female screw (Pasteur), or as lock and key (E. Fischer).

(1) Phonological awareness is recognizing the sound structures of spoken language, not just the meanings it conveys. This is a reading prerequisite. (2) Phonemic awareness is the skill of recognizing and manipulating individual speech sounds or phonemes. Students must be able to segment words and syllables into phonemes to learn to read. (3) The Alphabetic Principle is the concept that printed language consists of alphabet letters that are deliberately and systematically related to the individual sounds of spoken language. Reading depends on understanding this concept. (4) Orthographic awareness is recognition of printed language structures, such as orthographic rules, patterns in spelling; derivational morphology and inflectional morphology, i.e. structural changes indicating word types and grammatical differences; and etymology, i.e. word and meaning

Displaying the key elements of L1 and L2 acquisition, O’Neill, R. (1998) assesses that acquiring L2 as children acquire their L1 is a “wishful thinking and… based on a profound misconception about the nature of L2 learning - just as it is a misconception about how L1 acquisition occurs”. Hereinafter, O’Neill, R. (1998) maintains that “the best way to explore the differences between the two processes is to view them side-by-side – in parallel”.

Coitus and sleep—both relieving the discontinuity of spinal-priapic erection through collapse into horizontal submersion—represent attempts at ‘archaic’ regressions. During both, ‘the whole body assumes [a] spheroid shape’, recapitulating not just conditions in utero, but the morphologies of our pre-bilateral ancestors, the marine radiate. Ferenczi states, moreover, that the sleeper’s executive center, their ‘soul’, sinks back through nervous laminae, routing down from hibernating and deactivated encephalon into the proprioceptive spinal column. A katabasis of the CNS, sleeping is thus temporary decapitation: the somnolent ‘has only a “spinal soul”’, Ferenczi exclaims; evidence, then, of the sleeper’s ‘phylogenetic regression’ through neuronic layers. The ‘soul’ descends spinally from brain to thorax; a genuine recapitulation of precephalic existences. Dreams are spinal emissions. Sleep is time travel.

Archaism, in the linguistic order, is not, in any event, synonymous with simplicity of structure, very much to the contrary. Languages generally grow poorer with the passing oftime by gradually losing the richness of their vocabulary, the ease with which they can diversify various aspects of one and the same idea, and their power of synthesis, which is the ability to express many things with few words. In order to make up for this impoverishment, modern languages have become more complicated on the rhetorical level; while perhaps gaining in surface precision, they have not done as as regards content. Language historians are astonished by the fact that Arabic was able to retain a morphology attested to as early as the Code of Hammurabi, for the nineteenth to the eighteenth century before the Christian era, and to retain a phonetic system which preserves, with the exception of a single sound, the extremly rich sound-range disclosed by the most ancient Semitic alphabets discovered, [...]

When the knowledge of biological fact is conjoined with imagination, on the other hand, one gets facts stranger than most fiction. When biology and morphology combine perspective with religion, they become a chimera of facts that can change the world view of spirituality. Cats bring this blending of biology, morphology and imagination to the prospective table of religious discussion especially. This is so because they have differing physiological functionalities that humans do not. These differences may seem trivial to many but one wonders how these variations would work themselves out in a sapient religion or spirituality centred on these quadrupedal predatory and often nocturnal creatures. Imagine not the cat worship that other religions in the past may have done. Instead, imagine what religion would be like if cats experienced it as sapient beings. The religion's context would take place in the physical form of the domestic cat, not the anthropological form. From the perspective of cats, the mirror of divinity reflected back at them would be quite different.

[Curtis Carley, first field coordinator for the Red Wolf Recovery Program] decided early in the project that there was only one possible way of saving red wolves from genetic swamping by coyotes. Biologists were going to have to capture every red wolf remaining in the wild for placement in a captive breeding program. In effect, preserving the red wolf's purity required first bringing about its extinction in the wild and turning its former range over to coyotes and hybrids until biologists could produce enough "pure" animals, then finding a suitable protected preserve for releasing a captive-bred population into the wild again. How difficult was that? After establishing a certified breeding program for red wolves at Point Defiance Zoo in Tacoma, Washington, in 1974 and 1975, the Red Wolf Recovery team decided to examine as breeding candidates some fifty red wolves held in almost twenty zoos across the country. Using the morphology-howl criteria they had established, out of those fifty they identified but a single red wolf, a female in the Oklahoma City Zoo. They were convinced all the rest, plus their pups, were actually either coyotes or hybrids, and in the latter case the team insisted they be destroyed. When some of the shocked zoo personnel refused such a draconian order, in the name of purity Curtis Carley carried out the death sentences himself.

Akkadian loanwords are completely assimilated to Aramaic, both phonologically and morphologically.

Who amongst them realizes that between the Differential Calculus and the dynastic principle of politics in the age of Louis XIV, between the Classical city-state and the Euclidean geometry, between the space perspective of Western oil painting and the conquest of space by railroad, telephone and long range weapon, between contrapuntal music and credit economics, there are deep uniformities?

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Morphological analysis of the brains from humans with different sexual orientations and identities ... may lead to further deductions concerning the possible influences of sex hormones on the structure and function of the human brain" (Allen

The myth that adults cannot learn languages stems from the usual context in which adults encounter languages: in a classroom, memorizing grammar rules and morphological tables. Yet in such a situation very few if any people can successfully learn a language to fluency.

By its morphology, an antifragile object should be the opposite of a fragile object. So, something that is antifragile should gain, or get better in some way, from variations.

There are some students who fall in love with the tidings of Latin morphology and the exquisite logic of many grammatical instructions, but these same students, when they first confront the nuances and complexities and ambiguities of literary texts ... become frustrated and disappointed: How can a language that makes so much sense be used to make such little sense?

Moving in the conventional direction, phonetics concerns the acoustic dimensions of linguistic sound. Phonology studies the clustering of those acoustic properties into significant cues. Morphology studies the clustering of those cues into meaningful units. Syntax studies the arrangement of those meaningful units into expressive sequences. Semantics studies the composite meaning of those sequences.

You must know in what way you are going to use the morphology and syntax to build your 'how

It is improbable that our "knowledge" should extend further than is strictly necessary for the preservation of life. Morphology shows us how the senses and the nerves, as well as the brain, develop in proportion to the difficulty of finding nourishment.

I spend most of my Mondays with blood. I am a hematologist by training. I study blood and treat blood diseases, including cancers and precancers of white blood cells. On Monday, I arrive much earlier than my patients, when the morning light is still aslant across the black slate of the lab benches. I close the shutters and peer through the microscope at blood smears. A droplet of blood has been spread across a glass slide, to make a film of single cells, each stained with special dyes. The slides are like previews of books, or movie trailers. The cells will begin to reveal the stories of the patients even before I see them in person. I sit by the microscope in the darkened room, a notepad by my side, and whisper to myself as I go through the slides. It’s an old habit; a passerby might well consider me unhinged. Each time I examine a slide, I mumble out the method that my hematology professor in medical school, a tall man with a perpetually leaking pen in his pocket, taught me: “Divide the main cellular components of blood. Red cell. White cell. Platelet. Examine each cell type separately. Write what you observe about each type. Move methodically. Number, color, morphology, shape, size.” It is, by far, the favorite time of my day at work. Number, color, morphology, shape, size. I move methodically. I love looking at cells, in the way that a gardener loves looking at plants—not just the whole but also the parts within the parts: the leaves, the fronds, the precise smell of loam around a fern, the way the woodpecker has bored into the high branches of a tree. Blood speaks to me—but only if I pay attention.

Although Hawaiians had no written language prior to Western contact, like many other cultures around the world, Hawaiian morphology and words adapt fairly well to the Latin script, partly because almost all Hawaiian words end in vowels. This writing system was adapted to the Hawaiian language by American Protestant missionaries, and they added consonants that were absent in the Native Hawaiian language to their alphabet. Although this newly made Hawaiian alphabet was close to one symbol per sound, it still did not allow foreign words to be easily introduced to Native Hawaiians, as the early missionaries were not aware of linguistic phenomena like phonotactics and morphological rules. In practice, many of these foreign words were Hawaiianized, and the remnants of this pattern can be seen in the Hawaiian language even today.

...humans have evolved a desire to consume animal protein, and they are not going to lose that desire. As such, it is wrong-and likely suboptimal to our well-being-to expect us all to become strict vegans. 56 That is simply a fact for which there is anatomical, physiological, morphological (cranial and dental), paleobiological, parasitological, archaeological, cross-cultural, anthropological, nutritional, genomic, genetical, medical, sexual, and psychological data to support my argument.

Gianoli's own work had shown that when the host tree was totally devoid of leaves, the vine leaves adopted their own normal, oval-shaped leaf morphology; plus, the vine always mimicked the leaves closest to its own body, whether or not they were actually part of the climbed tree-in cases where an overhanging branch of another tree brought its leaves nearer to boquila, the vine imitated those instead. "Vision seems to us a more parsimonious explanation of this complex phenomenon," Baluška and Mancuso wrote in the journal Cell Press.

The leader of the Wild Hunt was certainly a psychopomp deity before he was recast as a demon. The last traces of his former identity are his gigantic size and club (Orderic). It is not obligatory for this deity to be a composite figure, for we can understand the cock and the dog as attributes rather than as a reference to his morphology. It is worth being cautious on this point, however, for the cock and the dog may well have been separated from this morphology in an anthropomorphic transformation of the deity.

Zoological physiology is the doctrine of the functions or actions of animals. It regards animal bodies as machines impelled by various forces, and performing a certain amount of work which can be expressed in terms of the ordinary forces of nature. The final object of physiology is to deduce the facts of morphology on the one hand, and those of ecology on the other, from the laws of the molecular forces of matter.

But epistemology also played a dominant role in determining several other aspects of life. As with all of Quigley’s concepts, however, “epistemology” must be clearly defined before its role in shaping history can be understood. The operational definition Quigley gives “epistemology” is “cognitive system” that is, the ways in which “the language of a society classifies human experience in order to think or to communicate and the values which a particular society puts upon these categories, determining the most fundamental engines of human motivation.” 17 The generic morphology of a cognitive system consists of those five levels on the continuum of the fifth dimension of abstraction, that is, feelings, emotions, self-awareness, rationality, and spirituality.

In Piaget's developmental epistemology, sensorimotor intelligence serves as a bridge between biological functioning and rational thought. On the one hand, the beginning of sensorimotor intelligence, the system of reflexes, is linked to the morphological and anatomical structure of the organism. One the other hand, sensorimotor intelligence already entails a logic of action and meaning implications and thus the seeds of what later will become rational thought and necessary knowledge (OI, p. 418).

In a final flourish, drawing on his extensive knowledge of avian anatomy, he presents a critique of the supposed morphology of divine beings: “If angels had any reality, they would be very clumsy and awkward fliers with a slow heavy flight, lacking as they are in aerodynamic shape.

When addressing religion in morphology the average person will seek religious texts and otherwise human instruments and tools to explain the Universe or their own spiritual experience. Yet human hands are not paws or clawed. Humans are not quadrupeds so texts for cats is kind of out of the question one might think.

The body in Chinese medicine, then, is not an aggregate of discrete morphological substances linked to each other anatomically by means of mechanical structures and physiologically by way of interactive functional systems. Rather, it is a complex unit of functions and a site of regular transformations. While these transformations have discernible patterns, the body itself is always becoming.

Mitchell often spoke with a philosopher’s heart and the outlook of a poet, imbuing the most banal of passing comments with a seed of deeper meaning. Given enough time and unbroken thought, even a brief lecture on floral morphology might unravel into an existential crisis of sensuality, straining the average mind to the edge of madness and the depraved mind one step beyond. “Why

Shaylene knew of three children in Norwalk besides Lolek who came down with the fever during the past few years. One of those children, a four-year-old girl, tragically died because of it.

Spengler's book is rich in these "morphological relationships" between dissimilar activities that prove the coherent spirit of each culture and epoch. So there was a common spirit int eh ancient Greek polis and in Euclidean geometry, as there was also between the differential calculus and the state of Louis XIV. Chronological "contemporaneity" was misleading. It should be replaced by an understanding of how different events play similar roles in expressing the culture spirit. Thus he sees his own kind of "contemporaneity" in the Trojan War and the Crusades, in Homer and the songs of the Nibelungs.

While Crick (and his co-workers) cracked the genetic code—a set of instructions, in general terms, for building a body—Edelman realized early that the genetic code could not specify or control the fate of every single cell in the body, that cellular development, especially in the nervous system, was subject to all sorts of contingencies—nerve cells could die, could migrate (Edelman spoke of such migrants as “gypsies”), could connect up with each other in unpredictable ways—so that even by the time of birth the fine neural circuitry is quite different even in the brains of identical twins; they are already different individuals who respond to experience in individual ways. Darwin, studying the morphology of barnacles a century before Crick or Edelman, observed that no two barnacles of the same species were ever exactly the same; biological populations consisted not of identical replicas but of different and distinct individuals. It was upon such a population of variants that natural selection could act, preserving some lineages for posterity, condemning others to extinction (Edelman liked to call natural selection “a huge death machine”). Edelman conceived, almost from the start of his career, that processes analogous to natural selection might be crucial for individual organisms—especially higher animals—in the course of their lives, with life experiences serving to strengthen certain neuronal connections or constellations in the nervous system and to weaken or extinguish others.4 Edelman thought of the basic unit of selection and change as being not a single neuron but groups of fifty to a thousand interconnected neurons; thus he called his hypothesis the theory of neuronal group selection. He saw his own work as the completion of Darwin’s task, adding selection at a cellular level within the life span of a single individual to that of natural selection over many generations. Clearly

Subspecialty : Botany Studies : plants Subspecialty : Zoology Studies : animals Subspecialty : Marine biology Studies : organisms living in and around oceans, and seas Subspecialty : Fresh water biology Studies : organisms living in and around freshwater lakes, streams, rivers, ponds, etc. Subspecialty : Microbiology Studies : microorganisms Subspecialty : Bacteriology Studies : bacteria Subspecialty : Virology Studies : viruses ( see Figure below ) Subspecialty : Entomology Studies : insects Subspecialty : Taxonomy Studies : the classification of organisms Subspecialty : Studies : Life Science : Cell biology What it Examines : cells and their structures (see Figure below ) Life Science : Anatomy What it Examines : the structures of animals Life Science : Morphology What it Examines : the form and structure of living organisms Life Science : Physiology What it Examines : the physical and chemical functions of tissues and organs Life Science : Immunology What it Examines : the mechanisms inside organisms that protect them from disease and infection Life Science : Neuroscience What it Examines : the nervous system Life Science : Developmental biology and embryology What it Examines : the growth and development of plants and animals Life Science : Genetics What it Examines : the genetic make up of all living organisms (heredity) Life Science : Biochemistry What it Examines : the chemistry of living organisms Life Science : Molecular biology What it Examines : biology at the molecular level Life Science : Epidemiology What it Examines : how diseases arise and spread Life Science : What it Examines : Life Science : Ecology What it Examines : how various organisms interact with their environments Life Science : Biogeography What it Examines : the distribution of living organisms (see Figure below ) Life Science : Population biology What it Examines : the biodiversity, evolution, and environmental biology of populations of organisms Life Science : What it Examines :

What surprises historians of language is that Arabic has been able to preserve a morphology already exemplified by Hammurabi's code in the nineteenth or eighteenth century B.C., and a phonetic system which perpetuates, apart from one single sound, the very rich sound range borne witness to by the most ancient Semitic alphabets discovered.

Terminology and classification Leukaemias are traditionally classified into four main groups: • acute lymphoblastic leukaemia (ALL) • acute myeloid leukaemia (AML) • chronic lymphocytic leukaemia (CLL) • chronic myeloid leukaemia (CML). In acute leukaemia there is proliferation of primitive stem cells leading to an accumulation of blasts, predominantly in the bone marrow, which causes bone marrow failure. In chronic leukaemia the malignant clone is able to differentiate, resulting in an accumulation of more mature cells. Lymphocytic and lymphoblastic cells are those derived from the lymphoid stem cell (B cells and T cells). Myeloid refers to the other lineages, i.e. precursors of red cells, granulocytes, monocytes and platelets (see Fig. 24.2, p. 989). The diagnosis of leukaemia is usually suspected from an abnormal blood count, often a raised white count, and is confirmed by examination of the bone marrow. This includes the morphology of the abnormal cells, analysis of cell surface markers (immunophenotyping), clone-specific chromosome abnormalities and molecular changes. These results are incorporated in the World Health Organization (WHO) classification of tumours of haematopoietic and lymphoid tissues; the subclassification of acute leukaemias is shown in Box 24.47. The features in the bone marrow not only provide an accurate diagnosis but also give valuable prognostic information, allowing therapy to be tailored to the patient’s disease.

In general, organisms that share very similar morphologies or similar DNA sequences are likely to be more closely related than organisms with vastly different structures or sequences. In some cases, however, the morphological divergence between related species can be great and their genetic divergence small (or vice versa). Consider the Hawaiian silversword plants discussed in Chapter 25. These species vary dramatically in appearance throughout the islands. Some are tall, twiggy trees, and others are dense, ground-hugging shrubs (see Figure 25.20). But despite these striking phenotypic differences, the silverswords’ genes are very similar. Based on these small molecular divergences, scientists estimate that the silversword group began to diverge 5 million years ago, which is also about the time when the oldest of the current islands formed. We’ll discuss how scientists use molecular data to estimate such divergence times later in this chapter.

Phonologically, the langauge of Qumran represents a period of transition and fluctuation, during which, as is true of other texts from this time, Aramaic and Greek were able to exert a marked influence. Weakening, merger, and loss of the laryngeals and pharyngeals is typical ... in the Isaiah scroll there are many instances of merger and interchange of gutturals ... the confusion of the gutturals may not always simply be a matter of phonology - occasionally it also has a lexical dimension ... or it can involve morphological change.

In morphology, the (synchronic) study of the compatibility of consonants within Semitic triconsonantal root ... has been conducted with great precision in various modern works ... Greenberg 1950 ... study is based mainly on the analysis of some 4,000 Arabic roots, its conclusions apply equally to Proto-Semitic, at least in respect of verb morphemes.

Various attempts have been made, with differing degrees of success, to reconstruct pre-exilic Hebrew, including its morphology.

What is most important in this interpretation of the morphology of time? The idea that time precedes the object, and that in the construction of time we should seek an inner depth of consciousness, rather than a consciousness rooted in outer phenomena constituted by the subjective process of traumatic self-awareness. The world around us becomes what it is by the fundamental action of presencing accomplished by the mind. When the mind sleeps, reality lacks the sense of present existence. It is fully immersed in a continuous dream. The world is created by time, and time, in its turn, is the manifestation of self-aware subjectivity, an intrasubjectivity.

Semen analysis (includes volume, which should be >1.5 ml; concentration/count > 20 million/ml; motility > 40%; morphology > 30% normal by WHO criteria) Testosterone (both total and free) Estradiol Luteinizing hormone (LH) Follicle-stimulating hormone (FSH) (tests hypothalamus functioning) Prolactin (pituitary level) Total cholesterol (160–200) AST (20–30) ALT (20–30)

As Mike describes it, the information for shape is not explicitly encoded in the genome, but instead is stored as a bioelectric pattern across the planaria tissue, that then exerts top-down control of how the cells organize into particular morphologies. Here, it is clear there is a distributed informational system—hypothesized potentially as a bioelectric code[10]—that is “calling the shots.

The ecosystem function of a species is going to be dependent on learned behaviors that come from living with other individuals of its kind, not on morphology alone.

The Jains have created a complex system of biological knowledge. It is a system that includes concepts of physiology, morphology, and modes of reproduction, but its main focus is taxonomy. It should not be thought of as a system of scientific analysis. Its basic motivation is soteriological, and the system may be seen as a conceptual scaffolding for the Jain vision of creaturely bondage and the path to liberation

The annual rate of vocabulary growth is high to early school age English children. From Anglin (1993, 62) data we may appraise that first to third grade English children acquire 3,000 words per year, and that fourth to fifth grade English children acquire 10,000 words per year. We may assess that the early school years mark a rapid development in English children’s vocabulary. There is word-formation knowledge which assists early school age English children in such rapid enlargement of their vocabulary (Fowler, et. al., 2003; Nagy & Anderson 1984; Nagy, 1984; White, et. al., 1989; Kuo & Anderson, 2006). Calculating the number of members for each word family present in the textbooks used in elementary schools, Nagy & Anderson (1984, 20) expose that there are 6.88 members for each word family. Reasonably, Nagy (1988, 46) concludes that “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. Certainly such high vocabulary growth is of great interest in L2 acquisition, though, it has been estimated that only the most advanced L2 learners acquire 3,000 words a year. The fourth chapter offers suggestion over the way advanced L2 learners’ acquisition of word-formation devices of their target language may be improved. Doing so, the chapter uses inferences drawn from both L1 and L2 acquisition.

Productivity: A morpheme (affix) is considered to be productive when it combines with different stems, hence, to be frequently used in the adults’ speech possessing a high degree of activation. Children have the competence to acquire and use the morphemes most frequently used in the adult’s speech. When they identify that the suffix –er has a high level of activation, hence, a high productivity degree, they acquire and use this suffix (1984, 548). We may also uphold that there is their high occurrence in children’s natural environment which increases children’s familiarity with such morphemes.

The principles through which Cross-linguistic Influence affects L2 acquisition of word-formation devices to pre intermediate L2 learners: Orthographic and Phonological Overlap, and Morphological Translation Equivalence. Orthographic and Phonological Overlap: Rather than affixes possessing Semantic Transparency, like agentive suffixes -er, acquired early by English children acquiring their L1, L2 learners acquire more easily those L2 affixes which are identical in their Orthographic and Phonological components with their counterparts in pupils’ L1. Morphological Translation Equivalence: Roots and affixes forming L2 complex words may share Translation Equivalence with their counterparts (i. e. roots and affixes) forming their homologous complex word in pupils’ L1. The root and the suffix of the English derived word readable share Translation Equivalence with the root and suffix forming the derived Dutch word leesbaar. Besides, the same word-formation rule is applied to both of these derived words (e. g. transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar); which suggests that such pair derivatives of the two languages share both Morphological and Translation Equivalence. Studying the acquisition of English affixes at pre intermediate Spanish speaking English learning pupils, Balteiro, I. (2011, 31) brings to a close that, first, L2 “learners acquire and learn more easily (1) those lexical items whose prefixes are either identical or at least similar to those in the mother tongue”, and, second, assesses that “(2) the learners’ native language plays an important role in the study of L2 morphology, as it is often used as a starting point to form similar derived units in the L2” (2011, 32).

Lowie (1998, 108) upholds that: “a lower degree of simplicity in the L2 does not necessarily imply greater difficulty for the L2 learner: if a very similar affix type occurs in the L2 learner’s native language, no difficulty may be experienced in the acquisition and use of this type. In other words, phonological change is not necessarily a factor of difficulty for L2 learners” (Lowie, W. 1998, 108).

Knowledge of Lexical Semantic Relationship: represents children’s ability in recognizing that two words share a common word base.In other words, it symbolizes children’s ability in recognizing the semantic relationship that words belonging to a word family share (e. g. argue, argument). The result of our tests seem to argue that there is no difference in the Knowledge of Lexical Semantic Relationship both English and Albanian pupils possess

Morphemes’ order stipulated by Extended Level Ordering, as we shall also demonstrate in this book, corresponds with the order morphemes and word-formation rules are acquired by English children. Inflection morphemes are acquired first by English children, and even before word-formation morphemes. Root compounds are also the complex words acquired early by preschool age English children (Anglin, 1993; Berko, 1958). Level 2 affixes (e. g., Neutral suffixes) are also acquired by English children during their preschool age (Tyler & Nagy, 1989); though less than compound words. Morphemes and word-formation rules belonging in Level 4 (e. g., Non-neutral suffixes) are acquired last.

Morphemes’ order stipulated by Extended Level Ordering, as we shall also demonstrate in this book, corresponds with the order morphemes and word-formation rules are acquired by English children. Inflection morphemes are acquired first by English children, and even before word-formation morphemes. Root compounds are also the complex words acquired early by preschool ageEnglish children (Anglin, 1993; Berko, 1958). Level 2 affixes (e. g., Neutral suffixes) are also acquired by English children during their preschool age (Tyler & Nagy, 1989); though less than compound words. Morphemes and word-formation rules belonging in Level 4 (e. g., Non-neutral suffixes) are acquired last. Though, Extended Level Ordering is not applicable in other languages. Root compounds have the strongest boundary separating the morphemes even in other languages, but, what differs is the degree of productivity root compounds own in other languages. Compounding is more productive than derivation in English language. In other languages, like Polish and Albanian, there is derivation which is more productive than compounding. Such difference in the productivity transforms the order in which Polish and Albanian children acquire word-formation paterns (i. e., compounding or derivation) of their L1.

The natural order of acquiring affixes also differs in L2 acquisition. Mochizuki and Aizawa (2000) tried to establish affixes’ acquisition order to Japan speaking English learners. They uphold that the factors responsible for the order are: “loan words, instruction, frequency of affixes, frequency of words that contain a particular affix, and the polyfunctional nature of affixes” (2000, 1). Obviously, the effect that ‘loan words’ have on the L2 affixes’ acquisition order is inconsistent with what Extended Level Ordering Hypothesis argues. Danilovic et. al., (2013) tested the order established by Mochizuki and Aizawa (2000). Testing Serbian speaking English learners, the authors conclude that the “order differed for Japanese and Serbian learners” (Danilovic. J. et. al., 2013). Both authors acknowledge that there is the L1 influence which affects affixes’ acquisition order to both Serbian and Japanese students. Further, there is the difference between Serbia and Japanese languages which transforms the order in which Serbia and Japanese learners acquire affixes of the target language.

Hence, L2 learners easily detect the L2 stem when its counterpart is a stem in pupils L1, or, in other words, when the counterpart of the L2 derived word is a derived word in pupils’ L1 which L2 learners can decompose. We may also uphold that the transfer of decomposition capability of L1 derivatives to L2 derivatives is more evident when the pair derivatives of the two languages share Morphological Translation Equivalence (i. e., when the pair roots and affixes of the two languages share Translation Equivalence and the same rule for their combinations applies in both languages). On the other hand, L2 learners are presumed to be less likely to decompose the L2 derivative when its counterpart is not a derived word in pupils’ L1.

L2 learners do not naturally acquire L2 productivity. Perhaps - in addition to their incapability to unconsciously acquire their L2 linguistic rules - there is their arbitrary, or rather their nonnative-like acquisition of L2 productive morphemes and productive word-formation rules, which impede them from attaining an early native-like manifestation of their target language, even if they may possess a larger vocabulary compared to pre school age native children. In other words, there is native children’s’ sensitivity for their L1 productivity, and, L2 learners’ reliance on Orthographic & Phonological Overlap and Morphological Translation Equivalence, resulting in L2 learners’ divergence from the natural order of acquiring L2 productivity, which makes native children look native-like, and impedes intermediate L2 learners from attaining an early native-like manifestation of their target language.

A five years old child may be aware of only 2 members for each word family he knows; perhaps one is the root word (i. e., mono-morphemic words) and the other is the complex one. Accordingly, Anglin (1993, 69-72) sustains that root words constitute 31% of the first grade English children’s vocabulary, whereas compound and derived words together constitute 41% of the first grade English children’s vocabulary.

The Communicative Approaches (the focus on meaning approaches) uphold that adults acquire their L2 through “subconscious learning process that allow them to pick up language ‘naturally’, as in the first language acquisition’’ (Markee 1996, 25). According to this view, the mastery of grammar (i. e. word-formation devices) comes naturally, through extended exposure to the target language (L2), similar to the way children become aware of word-formation’s devices of their mother tongue (L1). In contrast, Ullman, M. T. (2001, 1) upholds that “linguistic forms whose grammatical computation depends upon procedural memory in L1 are posited to be largely dependent upon declarative/lexical memory in L2”. In short, L2 learners have a limited acquisition capacity of linguistic forms (word-formation rules) compared to native children (Clahsen 2006; Ullman, M. T. 2001). The implication here is that L2 learners acquire L2 complex words as a unit rather than analytically. Yet, there is Cross-linguistic influence which affects L2 learners’ linguistic development and performance. Though, Cross-linguistic influence is both positively and negatively. Pre intermediate L2 learners are assisted by positive Cross-linguistic influence in their acquisition of L2 word-formation devices. On the other hand, Cross-linguistic influence diverts L2 learners from the natural order of acquiring L2 word-formation devices; impeding them in attaining an early native-like manifestation of their target language.

In short we may uphold that there is a Dual Semantic Transparency in L2 acquisition. First, as in L1 acquisition, the Semantic Transparency of L2 affixes depends on the whether they are Neutral or Non-neutral suffixes. Second, there is Morphological Translation Equivalence that L2 complex words and affixes share with their counterparts in pupils’ L1 which further enhances the Semantic Transparency of L2 affixes in the eyes of L2 learners.

Affected by their L1 Productivity, preschool age English children show a preference for productive word-formation rules (e. g. noun plus noun compounds) of their L1 (Haman et al. 2010, 178). As preschool age English children enlarge their lexicon, they show growing sensitivity for productive word-formation patterns (i. e. compounding) of their L1 (Clark & Berman 1984, 584; Haman et al, 2010, 186). Berko (1958) and Anglin (1993) proved that preschool age English children acquire mostly complex words formed according to productive word-formation patterns (i. e., compound words) of their L1. Early school age English children continue acquiring mostly complex words formed according to less productive patterns of their L1 (i. e., derived words) during their early school years. Estimating daily vocabulary growth for each word type to first, third, and fifth grade English children, Anglin (1993, 71-72) maintains that in a day early school age English children acquire 9.67 derived words, 3.86 literal compounds, 3.00 root words (i. e., mono-morphemic words), 1.92 inflected words, and 1.57 idioms. Guided by the same sensitivity for productive word-formation patterns of their L1, preschool age Polish children (whose L1 favors derivation over compounding), show a preference for derivation (i. e. derived words) over compounding during their early acquisition of word-formation devices (Haman et al, 2010, 186). By the way of analogical reasoning we may assume that, different from early school age English children, early school age Polish children continue acquiring mostly complex words formed according to less productive patterns of their L1 (i. e., compound words) during their early school years. Even, Polish children are presumed to have acquired most of their L1 derivatives during their preschool age, and, by the fifth grade to have acquired most of their L1 derivatives.

Lardiere, D. (2006) conducted Tyler & Nagy’s (1989) test to Patty; a Chinese speaking who has obtained master degree in USA Universities and has reached near native-like competence in English. In her test Lardiere, D. (2006) analyzed Patty’s Knowledge of Syntactic Properties of English Suffixes, i. e., Patty’s ability to recognize the part of speech of the derivatives by their suffixes (e. g. aggressive and workable are adjectives). Comparing Patty’s results with those of Tyler & Nagy (1989), Lardiere, D. (2006) notes that Patty’s Knowledge of Syntactic Properties of English Suffixes (as demonstrated by Patty’s scores in the nonce-words test) is higher than that of eighth grade English children, while, on the other hand, her ability to choose the proper real-derived word which suits the given syntactic context (as demonstrated by Patty’s scores in the real-word items test), equalizes that of sixth grade English children. Apparently, there is Morphological Translation Equivalence that pair derivatives and suffixes of the two languages share with each other which has enhanced Patty’s Knowledge of Syntactic Properties of L2 suffixes, even though her ability in choosing the proper derivational form which suits the given syntactic context has remained equal to that of sixth grade native children. Hence, the variation between L1 and L2 acquisition of Syntactic Properties of Suffixes is caused by L1 influence.

Examining early acquisition of word-formation devices, we noticed that preschool age English children acquire mostly root words. Root words constitute 31% of the first grade English children’s vocabulary. Literal compounds constitute 25% of the first grade English children’s vocabulary, and derived words solely 16% (Anglin 1993, 69-72). Imitating L1 acquisition we may uphold that pre intermediate L2 learners first have to acquire mostly root words during their early stages of L2 acquisition. It is well recognized among the scholars that knowledge of the root word and of affix/es facilitates acquisition of the derivative’s meaning in L2 acquisition. Knowledge of the root and of the affix/es enhances the semantic transparency of the L2 complex word in the eyes of L2 learners: chances for such complex words to be acquired analytically by L2 learners are also increased. On the other hand, L2 complex words - whose roots and affixes L2 learners are not aware of - do not possess semantic transparency in the eyes of L2 learners. Even, L2 learners may be disposed to acquire such L2 complex words as a unit rather than analytically.

Yet, L2 acquisition of word-formation devices differs from L1 acquisition. As suggested by the ‘Dual Semantic Transparency’, the Semantic Transparency of L2 word-formation morphemes is further enhanced by Orthographic & Phonological Overlap and/or by Morphological Translation Equivalence they share with their counterparts in pupils’ L1. Therefore, L2 word-formation morphemes and complex words that have to be present in elementary books should be those which share Orthographic & Phonological Overlap and/or Morphological Translation Equivalence with their counterparts in pupils’ L1. In their article, Bauer & Nation (1993) should have considered the influence pupils’ L1 has on L2 acquisition of L2 affixes. Affixes’ order, suggested by Bauer & Nation (1993), has to be reordered according to the Orthographic & Phonological Overlap and Morphological Translation Equivalence L2 affixes share with their counterparts in pupils’ L1. When teaching vocabulary, teachers have to provide the counterparts that L2 complex words have in pupils’ L1. Presenting the counterparts that L2 complex words have in pupils’ L1 assists L2 learners in transferring the decomposition capability of L1 complex words to L2 complex words. Morphological Translation Equivalence that pair complex words share with each other assist L2 learners in transferring the information of the L1 complex word to its counterpart in pupils’ L2 (e. g., transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar).

Presenting L2 complex and affixes which share Morphological translation Equivalence with their counterparts in pupils L1, further enhances the semantic transparency of L2 complex words and affixes as well as increases the chances for such words to be acquired analytically.

Formal Simplicity: This principle stands for complex words with simple combination of morphemes (car-smoke, wagon-puller) (Clark & Berman, 1984, 548). Derived words, in which affixation causes no shift in stress, are also acquired early by preschool age children (e. g. Neutral suffixed words).

Denying Cross-linguistic Influence, Communicative Approaches seem to surmise that, as in L1 acquisition, L2 word-formation morphemes possessing Semantic Transparency and Productivity will be acquired early by pre intermediate L2 learners, and even may be the sole morpheme pre intermediate L2 learners acquire; which, as we shall demonstrate, is not necessarily the case for pre intermediate L2 learners. A second assumption we deduce from Communicative Approaches is that, as in L1 acquisition, L2 learners will show a similar sensitivity for L2 productive word-formation rules and patterns (e. g. noun-noun compounds, compounding in general etc.) with that of English children acquiring their L1; which, as we shall argue below, is not in all occasions true for pre intermediate L2 learners.

The second assumption deduced by Communicative Approaches, that L2 learner will show a similar sensitivity for L2 Productive word-formation patterns (derivation or compounding) with that of native children acquiring their L1 does not hold true.