Delahunty and Garvey
in Table 2.
a. bachelor
b. spinster
c. teach
d. skyscraper
e. table
f. thicken
- Identify words whose meanings are represented by the following
combinations of components. If no such word exists in English, indicate
that fact. If you know a language besides English, identify words in that
language that correspond to the set of components.
a. YOUNG + HUMAN + FEMALE
b. YOUNG + HUMAN + MALE
c. YOUNG + NOT + HUMAN
d. YOUNG + NOT + HUMAN + EQUINE
e. YOUNG + NOT + HUMAN + FELINE
f. NOT + HUMAN + MALE + EQUINE
g. NOT + HUMAN + FEMALE + EQUINE
h. CAUSE + NOT + INGEST - Examine your answers to Exercises (1), (2), and (3). What technical
problems arose in applying the C model? Consider the use of NOT. - Examine your analyses in Exercises (1) and (2). Do you see any cul-
tural bias in your analysis or in the C model in general? If so, what is
that bias? How would you go about correcting it within the framework
of the C model? - Describe the connotational differences among the members of the
following sets of words:
a. violin—fiddle
b. careful—scrupulous
c. curious—inquisitive—nosey
d. politician—statesman
e. thin—slender—skinny
So, how effectively does the C-model account for lexical competence? Ac-
tually, reasonably well (though we would have to specify how the components