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Reduplication can convey emphasis or repetition, for example mate "die", matemate "die in numbers"; and de-emphasis, for example wera "hot" and werawera "warm". Reduplication can also extend the meaning of a word; for instance paki "pat" becomes papaki "slap or clap once" and pakipaki "applaud"; kimo "blink" becomes kikimo "close eyes firmly"
[14] [15] These rhymes seem to have come from a variety of sources, including traditional riddles, proverbs, ballads, lines of Mummers' plays, drinking songs, historical events, and, it has been suggested, ancient pagan rituals. [3] One example of a nursery rhyme in the form of a riddle is "As I was going to St Ives", which dates to 1730. [16]
Included in Robert Chambers' Popular Rhymes of Scotland from 1842. Hot Cross Buns: Great Britain 1767 [43] This originated as an English street cry that was later perpetuated as a nursery rhyme. The words closest to the rhyme that has survived were printed in 1767. Humpty Dumpty: Great Britain 1797 [44]
A rhyme scheme is the pattern of rhymes at the end of each line of a poem or song. It is usually referred to by using letters to indicate which lines rhyme; lines designated with the same letter all rhyme with each other. An example of the ABAB rhyming scheme, from "To Anthea, who may Command him Anything", by Robert Herrick:
As of 20 August 2020, a video containing the song, misspelt as "Johny" and uploaded to YouTube by Loo Loo Kids in 2016, [1] has more than 6.9 billion views as of January 2024, making it the third-most-viewed video on the site, as well as the most-viewed nursery rhyme video and one of the top 10 most-disliked YouTube videos.
Shm-reduplication has been advanced as an example of a natural-language phenomenon that cannot be captured by a context-free grammar. [6] The essential argument was that the reduplication can be repeated indefinitely, producing a sequence of phrases of geometrically increasing [7] length, which cannot occur in a context-free language. [6]
Rhyming and singing are high-level multi-modal interactions of visual, auditory/aural, and kinesthetic modalities. [4] Rhythmic and tonal processing also contribute to the success of this learning process. Jumping rope is an example of melodic learning. Tonal, rhythmic, aural and visual elements interplay as children sing and rhyme.
Reduplication is the repetition of part of a word. An example in Sanskrit: दा dā ("give") + PRESENT + ACTIVE + INDICATIVE + FIRST PERSON + SINGULAR → ददामि dadāmi (the da at the beginning is from reduplication of dā that involves a vowel change, a characteristic of class 3 verbs in Sanskrit)