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This paper aims to introduce pseudohomophone phonological priming effects (non-words that sound like real words with a single semantic representation, such as Whyte primes white) on consumers’ product attribute and benefit-based judgments.

Four studies were conducted. Study 1 examines whether pseudohomophone brand names (e.g. Whyte) prime associative meaning (i.e. the perception of light bread; target: white). Study 2 investigates the pseudohomophone priming process. In Study 3, the authors examine the influence of brand knowledge of pseudohomophone priming effects.

The findings indicate that pseudohomophone brand names prime associative meaning, due to retrieval of phonology (sound) of the word during processing. Pseudohomophone priming effects for a semantically (meaningful) incongruent brand name manifest only when consumers do not have knowledge of the brand, with cognitive capacity constraints rendering consumers with strong brand knowledge unable to mitigate the pseudohomophone priming effect.

This research has implications for brand managers considering the creation of a name for a new brand that connotes product attributes and benefits. However, this research is limited, as it only examines pseudohomophone brand names with a single semantic representation.

This research shows that sounds activated by pseudohomophones in brand names can influence product judgments. This research also identifies limitations of the applicability of pseudohomophone brand names by identifying a condition under which priming effects are attenuated.

Micronesia, a term that means “small islands,” refers to a region of Western Pacific islands scattered across an area of the Pacific Ocean larger than the continental United States (see figure 1). This vast area, located in the tropics almost entirely north of the Equator, covers more than 4,500,000 square miles of ocean and includes more than 2,100 palm tree‐studded islands, islets, and coral atolls. Yet its total land area is fewer than 1,200 square miles—only slightly larger than Rhode Island (see figure 2). Only about 125 of the islands are inhabited on a permanent basis, by some 350,000 people.

Assessing learning outcomes for students who are d/Deaf or hard of hearing presents ongoing challenges given the largely verbal nature of classrooms and the presentation of information. Educators should carefully consider several factors when assessing their students who are d/Deaf or hard of hearing. Those factors include, but are not limited to: the format of the assessment, the format in which the student is expected to respond, classroom acoustics, as well as how to continue monitoring learning outcomes based on classroom instruction.

The current study aims firstly to explain the origin of the morphemic segments of Rongga language, either at the phonological or the phonetic level and the terms of the morphemic structure of Rongga, whether related to positive or if-then conditions. The second objective is to describe the phonological process of Rongga from the changing process of phonemic into phonetic realization.

As far as the methodology is concerned, three methods are applied including (1) method of collecting data, (2) data analysis methods and (3) method of presenting the result of data analysis. The literary method is defined as a way of obtaining written materials that can support the primary data as additional data.

The findings of compression placement on Rongga reveal that firstly, the monosyllabic words, whether or not preceded by a consonant, whether or not preceded by a consonant stressed on a single syllable and whether or not preceded by a consonant or before the second syllable, both of which either precedes the consonant or do not follow a word boundary. Second, three and four monosyllabic words will be stressed on the last syllable if they precede the consonant or not.

The results are expected to be considered as one of the primary contributions to the determination of the orthographic system of Rongga, in particular, the consonant and unique vowel in Rongga.

The purpose of this paper is to investigate and analyze company slogans which play an important role in corporate identity and corporate communications.

By discussing relevant literature, morphological issues (word formation in sentences), and content analysis, the study investigates 329 companies and their slogans that operate in global and domestic markets.

The study finds that within the areas of corporate identity and corporate communications, company slogans tend to be diverse with distinct forms and morphological features. The work reveals that slogans go through evolutionary changes because of diverse markets and firms’ corporate communications and corporate identities. The study also compares and contrasts slogans from 2007 to 2013 which were used by the firms on their web sites.

Interestingly, over half of the companies did not keep their slogans in 2012/2013. Many firms have stopped using slogans on their corporate web sites and systematically capitalize on brands and corporate identities when dealing with the areas of corporate communications. This supports the notion that slogans help corporate identity and corporate communications.

The paper’s original value added is in the areas of corporate communications, slogans, and corporate identity.

Literacy demands have changed over the years and for success in society it is necessary to handle a wide range of texts and written information. The school has been criticized for not giving their pupils the necessary abilities to handle the kind of information they are faced with in society. One important dimension of literacy is reading comprehension, but even though much written information has the form of tables, drawings, graphs, etc. such presentations are most often accompanied by written text. This chapter focuses the comprehension of different kinds of written information, and data from different tasks are evaluated in light of the simple view of reading. A total of 132 grade 6 readers were given four reading comprehension tasks concurrently with a decoding task and a listening comprehension task. It was found that the sum of decoding and listening comprehension accounted for a larger part of the variance in all the reading comprehension tasks than the product of decoding and listening comprehension. The pupils' results on a naming task and morphological tasks from preschool accounted for significant parts of the variance in the comprehension of both plain text and text combined with tables and graphs over and above the concurrent decoding and listening comprehension results. Speed of orthographic identification in 2nd grade accounted for an additional, significant part of the variance in the plain text reading tasks. These results show that processing speed and linguistic knowledge, such as morphological knowledge, are important contributors to the comprehension of different kinds of written information. Even if speed of orthographic identification is especially important for comprehending plain texts, a broad linguistic and cognitive perspective seems to be important when preparing pupils to comprehend different kinds of written material.

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a nonmainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.

Writings about language and speech impairments (SLI) have been present for many centuries (Smith, 2004). Unfortunately, early historical accounts tended to reflect negatively upon individuals with SLI. For example, Van Riper and Erickson (1996) related that during the Roman times, an individual who stuttered was placed into a cage for entertainment purposes. According to these authors, citizens passing would throw coins into the person's cage to get him to talk. During the late 1800s, the profession of speech-language pathology began as an avocation of certain professionals, notably doctors, educators, and elocutionists (public speakers), who were interested in helping others improve their speech. American doctors studied under the auspices of European doctors who treated people with communication disorders. The two most common disorders that were treated then were dysfluency (stuttering) and speech sound errors (articulation) (Duchan, 2002). Treatment was available for the above disorders, however, the programs were not in public schools and the results of intervention were mixed (Smith, 2004).