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This article talks about the different arguments for the linguistic status of hashtags. One of the arguments is that they are like compound words. Compound words are words that are a combination of two existing words which were formed into one word (ex. notebook, living room or long-term). Another suggestion is that hashtagging is a less formal and completely new process of forming words. It suggests that there are no rules in hashtagging other than that there can be no spaces in between the parts. The authors argue that their research goes against both arguments by saying that they shouldn't be considered as words at all, but that they are still very interesting linguistically because they function in many different roles in language use on social media.

This article argues that hashtags are artificial words based on their research of a collection of millions of New Zealand English tweets. Hashtags are a widespread feature of social media posts and used widely in search engines. Anything with the intent of attracting attention comes with a memorable hashtag like #BlackLivesMatter, #MeToo, and #COVID19. There are two main theories regarding the linguistic status of hashtags. One claims hashbrowns are like compound words. This is a way of making new words by gluing two or more words together. Another claims that hashtags are words that arise from a completely different process. Hashtagging is a much looser word-formation process with fewer restrictions. However, these researchers argue against both these conjectures. They suggest hashtags are written to look orthographically like words but their function is much broader and similar to keywords in a library catalogue or search engine. The researchers also created their own term, hybrid hashtags, meaning hashtags comprising one or more words from two distinct languages. Their example of hybrid hashtags included #kiaora4that and #letssharegoodtereostories which combined English and Maori, the indigenous language of New Zealand.

Languages often adapt naturally to the world around them. Speakers create new words to communicate new concepts. But when a language isn't spoken widely enough to adapt on its own - as with Hawaiian - it may need help to move things along. The Hawaiian language has nearly 30,000 words. But up until the late 1980s, the language didn't have words for subjects like soccer, computer or recycling. So a group of linguists and language advocates formed a lexicon committee in 1987 to invent new words. The committee has created at least 7,500 new words since its inception. Many of the committee's entries have been published in a modern Hawaiian language dictionary called Māmāka Kaiao. Much of the group's work helped to make Hawaiian teachable in language immersion schools. But some are skeptical of the committee's work. One interviewee noted that there is a small group creating words that we "need" now, but it's unclear why that word was chosen or how. Even the pronunciation of new words can be confusing, she adds. Disagreements among Hawaiian speakers may seem like bad news for spreading the language. But Larry Kimura, UH-Hilo Hawaiian language professor, says it's a sign that the language is growing. He said the lexicon committee helps speed up what would have been an otherwise natural process of ʻōlelo Hawaiʻi adapting to the world around it.

Jez Burrows is the author of Dictionary Stories: more than 150 short fiction pieces, composed entirely from example sentences taken from 12 different dictionaries. Describing his writing process, Burrows comments: "It was only a few weeks into writing Dictionary Stories that I realized the dictionary is something of a Trojan horse. Trundling up to the perimeter of your bookshelves, it presents itself as a harmless book of reference-but look inside and you'll find it crawling with thousands upon thousands of microscopic pieces of fiction, all in the form of example sentences. Fiction is perhaps a slightly misleading word to use in this context. Lexicographers do not write these examples from scratch in the service of whimsical narrative; they query huge corpora of texts that could include novels, news broadcasts, articles and essays, and select an example that demonstrates the most probable usage of a word. But surrounded by the neutral, instructive language of dictionary definitions, example sentences feel vital and full of personality. The New Oxford American Dictionary contains over 80,000 examples, but it was just one ("He perched on the edge of the bed, a study in confusion and misery," an example of the word "study") that set me on the journey of collaging these sentences together to create very short stories. Should you wish to try writing stories of your own in this vein, I give you this list of some of the most versatile words the New Oxford American has to offer-or at least, words with the highest number of example sentences, any of which would make a fine start to a story." So, if you want to try emulating Burrows' style, here're the 6 words: 1. go, 2. run, 3. take, 4. set, 5. cut, and 6. stand. These words illustrate the linguistic concept of polysemy: words that possess many meanings. Try creating a story using one--or collaging several example sentences. Have fun!

See also the graphs at the bottom of the page. "Perhaps the biggest collection of words ever assembled has just gone online: 500 billion of them, from 5 million books published over the past four centuries... The words make up a searchable database that researchers at Harvard say is a new and powerful tool to study cultural change... You can, for instance, type in a word or a short phrase, and the database produces a graph - a curve that traces how often an author used those words every year since 1800."

A recent Times article asked readers to name everyday words that repelled them. There was a wide variety of answers from simple words like moist to complicated words like pulchritude. There were also some random words that inspired word aversion for no apparent reason. This New York Times article explains why some people have word aversion to certain categories of words.

Researchers from King's College London Institute of Psychiatry, in collaboration with Bellvitge Biomedical Research Institute (IDIBELL) and the University of Barcelona, mapped the neural pathways involved in word learning among humans. They found that the arcuate fasciculus, a collection of nerve fibres connecting auditory regions at the temporal lobe with the motor area located at the frontal lobe in the left hemisphere of the brain, allows the 'sound' of a word to be connected to the regions responsible for its articulation. Differences in the development of these auditory-motor connections may explain differences in people's ability to learn words. Researchers used diffusion tensor imaging to image the structure of the brain before a word learning task and functional MRI, to detect the regions in the brain that were most active during the task. They found a strong relationship between the ability to remember words and the structure of arcuate fasciculus, which connects two brain areas: the territory of Wernicke, related to auditory language decoding, and Broca's area, which coordinates the movements associated with speech and the language processing. In participants able to learn words more successfully their arcuate fasciculus was more myelinated i.e. the nervous tissue facilitated faster conduction of the electrical signal. In addition the activity between the two regions was more co-ordinated in these participants. Dr Catani concludes, "Now we understand that this is how we learn new words, our concern is that children will have less vocabulary as much of their interaction is via screen, text and email rather than using their external prosthetic memory. This research reinforces the need for us to maintain the oral tradition of talking to our children."

New research into how the bilingual brain processes two very different languages has revealed that bilinguals' native language directly influences their comprehension of their second language. The innovative study by researchers in The University of Nottingham's School of Psychology set out to explore whether Chinese-English bilinguals translate English words automatically into Chinese without being aware of this process. Although everything in the test was in English, in some cases, the two words actually had a connection -- but only if you know how they're written in Chinese. So, for example, the first word might be 'thing' which is written 东西 in Chinese, and the second might be 'west' which is written 西 in Chinese. The character for 'west' appears in the word 'thing' but these two words are totally unrelated in English. When two words shared characters in Chinese, participants processed the second word faster -- even though they had no conscious knowledge of having seen the first word in the pair. Even though these students are fluent in English, their brains still automatically translate what they see into Chinese. This suggests that knowledge of a first language automatically influences the processing of a second language, even when they are very different, unrelated languages.

New research into how the bilingual brain processes two very different languages has revealed that bilinguals' native language directly influences their comprehension of their second language. The innovative study by researchers in The University of Nottingham's School of Psychology set out to explore whether Chinese-English bilinguals translate English words automatically into Chinese without being aware of this process.

Words have the ability to change our perspectives on people, opinions and other aspects. Words have taken over the world through crucial conversations, newspapers and news articles. This article basically explains how words frame our minds and how important it is to use your words positively rather than for a negative use.

"An area of the brain called the Visual Word Form Area, or VWFA, is activated whenever it sees something that looks like a word-and is so adept at packaging visual input for the brain's language centers that activation happens within a few tens of milliseconds. ... Instead of being "luminance-defined," words can be "motion-defined," distinguishable from their background not by color or contrast, but by their apparent direction of movement. Against a field of dots moving one way, words made up of dots moving in the other direction will "pop out" to most viewers, even if the word and background dots are the same shade."

Example of the motion-defined words used in the study: http://news.stanford.edu/news/2011/september/videos/973.html

As we use more slang in our everyday life, it is hard to tell if we are using actual words or slang words that may not be recognized as a "real word" because it is not in the dictionary. In order for a word to be added to the dictionary it must meet a few standards. Here is the basic criteria a word must have to be added.

I think that many of us have heard that swearing can help to improve pain tolerance, but this study shows that only using "real" swear words help. This makes me wonder what makes swear words so bad, and why it is so taboo to say them. I don't think it has very much to do with how rude the meaning of the word is. For example, I can say something like "explosive diarrhea" in class, but I can't say "sh*t". Also, why does text censoring make it better? We all know what the word says.

"Of the Dickens citations in the OED, 258 citations are the earliest recorded by the dictionary for a particular word, and 1,586 are the earliest for a particular sense of a word. Dickens was certainly an innovative writer, but these examples are not necessarily his own coinages. ... Very often the words that Dickens ushered in were from the earthy slang associated with the working class, the theatre, or the criminal underworld, and Dickens did much to make these once "vulgar" words mainstream. Dickens's very first novel, The Pickwick Papers from 1837, introduced such slang terms as butter-fingers ("a clumsy person"), flummox ("bewilder"), sawbones ("surgeon"), and whizz-bang ("sound of a gunshot"). ... One way that Dickens devised new words was by adding suffixes to old ones. He made good use of the -y suffix to make adjectives (mildewy, bulgy, swishy, soupy, waxy, trembly) and -iness to make nouns (messiness, cheesiness, fluffiness, seediness). ... Finally, no discussion of Dickensian language would be complete without mentioning the richly evocative names of his characters."

Word "edges" are important for language acquisition. Children start to learn the sound of words by remembering the first and last syllables. A new study sheds light on the information the infant brain uses during language acquisition and the format in which it stores words in its memory. Infants start to learn words very early, during the first months of life, and to do so they have to memorise their sounds and associate them with meanings. The study by Silvia Benavides-Varela (now at the IRCCS Fondazione Ospedale San Camillo in Venice, but at SISSA at the time the study was performed) and Jacques Mehler, neuroscientist at SISSA, revealed the format in which infants remember their first words. In particular, the two scientists saw that infants aged about seven months accurately encode the sound and position of the first and last syllable, whereas they have difficulty retaining the order of syllables in the middle.

Clearly I am in a judgmental phase. When I saw this year's list of words that Merriam-Webster Unabridged has added to its pages, I groaned with dismay a few times. Normally I love learning new words, and I hadn't known a lot of these words, but some seemed pointless.

Over the past few months, the online word game Wordle has skyrocketed in popularity, with cryptic grids of gray, green and yellow squares appearing on social media.The game is challenging, but simple: Once a day, players have six guesses to identify a new five-letter word (all players receive the same word on a given day). Each guess provides color-coded hints: a letter turns green if it is in the correct spot, yellow if it is part of the word but in a different spot, and gray if it is not in the word at all. In Wordle, the process of intuiting a target word from color-coded clues provides a window into our subconscious understanding of how language works, according to UChicago linguist Jason Riggle. In effect, it turns everyone into a linguist, forcing us to wrestle with sound fragments and stitch them together according to probability distributions.

new words

A Way with Words is an upbeat and lively hour-long public radio show and podcast about language examined through history, culture, and family. Each week, author/journalist Martha Barnette and lexicographer/linguist Grant Barrett talk with callers about slang, old sayings, new words, grammar, word origins, regional dialects, family expressions, and speaking and writing well. They settle disputes, play word quizzes, and discuss language news and controversies. Show topics include all aspects of modern language and communication, using anecdotes, culture, relationships, and families as starting points.

Just a few decades ago, many linguists thought the human brain had evolved a special module for language . It seemed plausible that our brains have some unique structure or system. After all, no animal can use language the way people can. However, in the 1990s, scientists began testing the language-module theory using "functional" MRI technology that let them watch the brain respond to words. And what they saw didn't look like a module, says Benjamin Bergen, a researcher at the University of California, San Diego, and author of the book _Louder Than Words_. "They found something totally surprising," Bergen says. "It's not just certain specific little regions in the brain, regions dedicated to language, that were lighting up. It was kind of a whole-brain type of process." The brain appears to be taking words, which are just arbitrary symbols, and translating them into things we can see or hear or do; language processing, rather than being a singular module, is "a highly distributed system" encompassing many areas of the brain. Our sensory experiences can also be applied to imagining novel concepts like "flying pigs". Our sensory capacities, ancestral features shared with our primate relatives, have been co-opted for more recent purposes, namely words and language. Bergen comments, "What evolution has done is to build a new machine, a capacity for language, something that nothing else in the known universe can do," he says. "And it's done so using the spare parts that it had lying around in the old primate brain."