Also, please remember that being excessively wordy, writing in a pedantic or condescending manner, or habitually using overly learned words when simpler ones will suffice, makes it more difficult to use the encyclopedia . ( That said, en . wikipedia . org is not simple . wikipedia . org, and need not be " dumbed down " .)
42.
In the 19th and 20th centuries, a few learned words and phrases were introduced using a transliteration of Ancient Greek ( rather than the traditional Latin-based spelling and morphology or dropped inflectional endings ), " e . g . ", " nous " ( ???? ), " hoi polloi " ( ?1 ?????? ), " kudos " ( ????? ).
43.
"This is especially the case with some more or less learned words, which it would be awkward to spell with j : geologia, geografia, and others with geo-, genealogia and others in-logia; further, gigante, gimnastike, tragedie, genie, general, original, geste; to these I count also rege'king'on account of regal, regalia, though "'Ido "'has rejo ."
44.
It is not universal-a few languages use very different sounds-and it's probably due to the fact that infants naturally produce nasal consonants and open, back-positioned vowels ( standard'ngangangongong'kind of thing ), so those are more likely to get used for early-learned words . but that's more guess than fact-you might look at Baby talk .-- Ludwigs 2 18 : 07, 5 March 2010 ( UTC)
45.
Most children in any society, and all children in some, do not learn all words through the direct efforts of adults . " In general, for the vast majority of words in their language, children must find a way to learn in the ongoing flow of social interaction, sometimes from speech not even addressed to them . " This finding has been confirmed by a variety of experiments in which children learned words even when the referent was not present, multiple referents were possible, and the adult was not directly trying to teach the word to the child.
46.
Other evidence comes from experimental studies showing that some manipulations ( e . g ., a distractor task, such as repeatedly subtracting a single-digit number from a larger number following learning; cf Brown-Peterson procedure ) impair memory for the 3 to 5 most recently learned words of a list ( it is presumed, still held in short-term memory ), while leaving recall for words from earlier in the list ( it is presumed, stored in long-term memory ) unaffected; other manipulations ( e . g ., semantic similarity of the words ) affect only memory for earlier list words, but do not affect memory for the last few words in a list.
