@article{Gottfried:97a,
        title = {Using metaphors as modifiers: children's production of metaphoric compounds},
        author = {Gail M. Gottfried},
        journal = {Journal of Child Language},
        number = 3,
        pages = {567--601},
        volume = 24,
        year = 1997,
        url = {http://journals.cambridge.org/action/displayAbstract?aid=36833},
        abstract = {Although much research has investigated children's use of metaphoric language, methodological concerns raise questions about the conclusions, and it remains unclear whether preschoolers can produce metaphors. These studies employed a new methodology to test children's ability to produce metaphors incorporated into metaphoric compounds. In two studies, 59 children aged 2;8–4;3, 63 children aged 4;4–6;1, and 34 adults participated in elicited production tasks. In Study 1, subjects in the COMPOUND condition corrected a puppet's incorrect compound labels for pictures that had metaphoric resemblances to other objects (e.g. ‘leaf-bug’ for a bug shaped like a stick). Subjects in the NON-METAPHORIC condition heard incorrect compounds describing pictures without obvious metaphoric resemblance (e.g. ‘leaf-bug’ for a round black beetle). Children in the REVERSAL condition heard compounds with nouns reversed (e.g. ‘bug-leaf’ for the stick-bug) to discover whether children distinguished between the literal and metaphoric labels. Study 2 provided an additional test of children's metaphoric–literal distinction. Results showed that children as young as 3;0 produced intentional, appropriate metaphors incorporated into compound nouns when the stimuli and puppet's labels primed recognition of metaphoric similarity and compound production. Moreover, children showed evidence of a distinction between literal and metaphoric labels. The data show that preschool children have an early ability to use metaphoric language but that significant developmental change occurs between the ages of 3;0 and 5;0 as well as beyond 5;0. Additionally, metaphoric language in preschoolers is not limited to single-word renamings.},
	biburl = {http://www.bibsonomy.org/bibtex/25ed247eedfe15967431013d9d49fcf93/seandalai},
	keywords = {acquisition 1997 compounds}
}

@inproceedings{Melamed:97,
        title = {Automatic discovery of non-compositional compounds in parallel data},
        author = {I. Dan Melamed},
        booktitle = {Proceedings of the 2nd Conference on Empirical Methods in Natural Language Processing},
        year = 1997,
        url = {http://www.cs.nyu.edu/~melamed/ftp/papers/emnlp97.ps.gz},
        biburl = {http://www.bibsonomy.org/bibtex/2e113bd37556d1ada57da95252d581040/seandalai},
	keywords = {1997 compounds mt nlp emnlp}
}

@article{Gagne:Shoben:97,
        title = {Influence of thematic relations on the comprehension of modifier-noun combinations},
        annote = {Exp. Psych. Library},
        author = {Christina L. Gagné and Edward J. Shoben},
        journal = {Journal of Experimental Psychology: Learning, Memory and Cognition},
        number = 1,
        pages = {71--87},
        volume = 23,
        year = 1997,
        biburl = {http://www.bibsonomy.org/bibtex/213f47e1afd72d5d2089311eff97a17a2/seandalai},
	keywords = {1997 compounds psycholinguistics}
}

@article{Mumford:EtAl:97,
        title = {Process-Based Measures of Creative Problem-Solving Skills: IV. Category Combination},
        author = {Michael D. Mumford and Wayne A. Baughman and Michelle A. Maher and David P. Costanza and Elizabeth P. Supinski},
        journal = {Creativity Research Journal},
        number = 1,
        pages = {59--71},
        volume = 10,
        year = 1997,
        url = {http://www.leaonline.com/doi/abs/10.1207/s15326934crj1001_7},
        abstract = {Many studies suggest that the combination and reorganization of extant knowledge structures may play an important role in creative thought. Little evidence is available, however, suggesting that performance on tasks where people are asked to combine and reorganize categories is related to creative thinking. Further, it is unclear how people go about combining and reorganizing diverse categories. In this study, 112 undergraduates were asked to work on a set of category combination problems. The relatedness of the categories was manipulated, and instructions were presented about how to go about combining these categories. Subsequently, people were asked to solve a series of novel, ill-defined problems. It was found that performance on the category combination task was related to the quality and originality of problem solutions. Further, when people were working with related categories, feature mapping instructions contributed to performance, while metaphor instructions contributed to performance when people were working with diverse categories. The implications of these findings for understanding creative thought are discussed.},
	biburl = {http://www.bibsonomy.org/bibtex/255a8589d41a6a0d61e81b9fe9920a362/seandalai},
	keywords = {1997 compounds psycholinguistics}
}

@article{Lardiere:Schwarz:97,
        title = {Feature-marking in the L2 development of deverbal compounds},
        author = {Donna Lardiere and Bonnie D. Schwarz},
        journal = {Journal of Linguistics},
        number = 2,
        pages = {327--353},
        volume = 33,
        year = 1997,
        url = {http://www.journals.cambridge.org/action/displayAbstract?aid=16943},
        abstract = {This study focuses on the development of complex word formation in L2 acquisition. We examine experimentally elicited data on English deverbal synthetic compounding (such as toe-painter) by native Spanish speakers and conclude that: (a) development proceeds in stages which clearly reflect UG-constrained L1 influence; (b) nontargetlike productions (e.g. painter-toes) show attempts to spell out the grammatical features associated with functional categories in deverbal compounding; though nontargetlike, they are nonetheless consistent with the compound's required feature-marking; (c) such attempts implicate the early existence in the Interlanguage of those functional heads and their projections in the (lexical) syntax; i.e., the absence of the correct phonological form cannot be taken to imply lack of knowledge of morphosyntactic features and their corresponding phrase structure.},
	biburl = {http://www.bibsonomy.org/bibtex/24fdd08ea390c6ba148031cf25139cf7a/seandalai},
	keywords = {morphology acquisition 1997 compounds multiling l2 psycholinguistics}
}

@article{Gottfried:97,
        title = {Comprehending compounds: evidence for metaphoric skill?},
        author = {Gail M. Gottfried},
        journal = {Journal of Child Language},
        number = 1,
        pages = {163--186},
        volume = 24,
        year = 1997,
        url = {http://www.journals.cambridge.org/action/displayAbstract?aid=36783},
        abstract = {Previous studies of children's comprehension of compound nouns show that three-year-olds can identify the appropriate referent for a compound when shown picture arrays that include salient distractors. The four studies presented here investigate comprehension of one kind of compound, metaphoric compounds (i.e. noun–noun compounds in which one noun expresses similarity to another object, as in catfish). Forty-four three-year-olds, 45 five-year-olds and 22 adults were shown a series of picture arrays and were asked to identify referents of various types of metaphoric compounds. The arrays included target pictures that had metaphoric resemblances based on shape (e.g. bug shaped like a stick) or on colour/pattern (e.g. shells with black and white stripes, like a zebra). Results showed that three- and five-year-olds can comprehend shape-based metaphoric compounds such as stick-bug, even when faced with salient distractors (e.g. a stick, a bug next to a stick). The younger children had some difficulty with colour-based compounds, such as zebra-shells. Overall, five-year-olds outperformed three-year-olds but performed significantly less well than adults. However, even at age 3, children did not show a general expectation to interpret the compounds literally.},
	biburl = {http://www.bibsonomy.org/bibtex/2cf361412f42dcd9d287f7346b452cc9f/seandalai},
	keywords = {acquisition 1997 nominalisation compounds psycholinguistics}
}

@inproceedings{Copestake:Lascarides:97,
        title = {Integrating symbolic and statistical representations: The lexicon-pragmatics interface},
        annote = {http://www.cl.cam.ac.uk/users/aac10/papers/compounds.pdf},
        author = {Ann Copestake and Alex Lascarides},
        booktitle = {Proceedings of the 35th Annual Meeting of the Association for Computational Linguistics},
        year = 1997,
        biburl = {http://www.bibsonomy.org/bibtex/2926dd008968eca4339df491388d55390/seandalai},
	keywords = {1997 compounds acl}
}

@incollection{Jones:Alexa:97,
        title = {Towards automatically aligning {G}erman compounds with {E}nglish word groups in an example-based translation system},
        address = {London},
        annote = {SF4 348:8.c.95.3446},
        author = {D. Jones and M. Alexa},
        booktitle = {New Methods in Language Processing},
        editor = {Daniel Jones and H.L. Somers},
        publisher = {UCL Press},
        year = 1997,
        biburl = {http://www.bibsonomy.org/bibtex/214ecdf245d861ff7a12964662b864ecd/seandalai},
	keywords = {1997 compounds mt}
}