The relationship between prosodic encliticization of the conjunctive coordinator and OV word order (or the equivalent correlation between VO and procliticization) is a strong descriptive universal. Namely, if a language shows prosodic encliticization (prosodic attachment after the initial coordinand), as in “John-and Peter”, then that language is necessarily OV, as is the case in Japanese. However, if a language has procliticization of the conjunctive coordinator, as in “John and-Peter”, we cannot say whether it is OV or VO, since, for example, English, Spanish and Basque display procliticization but English and Spanish are VO while Basque is OV. Using experimental data from speakers of convergent (OV – enclisis and VO – proclisis) languages such as Japanese, English, and Spanish and non-convergent (OV – proclisis) languages such as Basque, the study addresses the strength of the relationship between the encliticization of conjunctive coordination and word order in the mind of native speakers of these four languages.

Juana M. Liceras; Marco Llamazares; Yoriko Aizu. Chapter 21. Prosody and head directionality. 2024, 556 -584.

Juana M. Liceras, Marco Llamazares, Yoriko Aizu. Chapter 21. Prosody and head directionality. . 2024; ():556-584.

Juana M. Liceras; Marco Llamazares; Yoriko Aizu. 2024. "Chapter 21. Prosody and head directionality." , no. : 556-584.

The main objective of this chapter is to highlight the importance of creating a socio-relational climate based on a discourse and empathic discourse and forms of communication in which respect, closeness, solidarity among other values take precedence, given that, the school community in its richness and relational diversity requires a broad, complex and plural way of sharing socio-relational processes and promoting dialogue and encounter between all members of the educational community. On the other hand, to offer teaching staff some models, methods, and activities to be approached with imagination, empathy, and emotional intelligence. This is to ensure that new and harmonious social relations contribute to the shaping an institutional and classroom climate that enhances appropriate forms and styles of understanding, collaboration and creation of close environments and scenarios that lead to complete satisfaction and balance among all individuals. Request access from your librarian to read this chapter's full text.

Adiela Ruiz-Cabezas; Ana Isabel Holgueras González; María del Castañar Medina Domínguez. Dialogue and Inclusion in Educational Institutions. 2024, 116 -133.

Adiela Ruiz-Cabezas, Ana Isabel Holgueras González, María del Castañar Medina Domínguez. Dialogue and Inclusion in Educational Institutions. . 2024; ():116-133.

Adiela Ruiz-Cabezas; Ana Isabel Holgueras González; María del Castañar Medina Domínguez. 2024. "Dialogue and Inclusion in Educational Institutions." , no. : 116-133.

While abstractionist theories of visual word recognition propose that perceptual elements like font and letter case are filtered out during lexical access,

Melanie Labusch; Jon Andoni Duñabeitia; Manuel Perea. Visual word identification beyond common words: The role of font and letter case in brand names. Memory & Cognition 2024, 1 -14.

Melanie Labusch, Jon Andoni Duñabeitia, Manuel Perea. Visual word identification beyond common words: The role of font and letter case in brand names. Memory & Cognition. 2024; ():1-14.

Melanie Labusch; Jon Andoni Duñabeitia; Manuel Perea. 2024. "Visual word identification beyond common words: The role of font and letter case in brand names." Memory & Cognition , no. : 1-14.