JameswhileJohnhadhadhadhadhadhadhadhadhadhadhadabettereffectontheteacher
「James while John had had had had had had had had had had had a better effect on the teacher」這英文句是用來說明用詞歧義佮標點符號的重要性；標點符號的作用就是代替口語中的語調、重音佮停頓。咧探討人類欲按怎處理資訊的研究中，捷用這句話來說明讀者會藉助標點符號來理解句子的意思，尤其咧掃冊偌行文字的時陣閣較是按呢。
句句的背景佮意思
故事起自有兩个學生，James（詹姆斯）和 John（約翰）。 𪜶捌需要佇一个英語考試頂頭描述一个捌涼的人。約翰寫的句是「The man had a cold」，這句佇咧文法無正確；詹姆斯寫的句仔佇咧文法頂懸正確：「 The man had had a cold」。 老師於伊是註記「因為詹姆斯的答案是正確的，所以伊對老師有一个較好的效果。」
若是有加標點符號，這句會較清楚：
> James , while John had had " had " , had had " had had " ; " had had " had had a better effect on the teacher . > >
>（就共翻譯：詹姆斯咧做約翰用「had」時間咧用「had had」，老師認為講「had had」的效果閣較好。） > >
你若講蓋重排句乎，意思會閣較清楚：
> James had had " had had " , while John had had " had " ; " had had " had had a better effect on the teacher . > >
>（就共翻譯：詹姆斯用矣「had had」，而約翰用矣「had」，老師認為講「had had」的效果閣較好。） > >
應用
這句會當做為一个文法遊戲抑是一條考試題目，考生需要去予有合適的標點符號來明度讀的意思。漢斯 ・ 賴申巴赫（Hans Reichenbach）佇一九四七年出版的《符號邏輯要素》一冊當中攏用一个類似的句（「 John where Jack . . .」）， 予讀者做練習，以說明語言的無仝層次，譬如講目標語言佮元語言，其用意是予讀者為句添加所需要的標點符號，予之具有語法意義。
咧說明人欲按怎理解環境中無仝款信息的意義是，這句句予人按呢用來證明看起來凊彩的決定會當極大的改變其意義。類似句子中標點符號的變化如何使老師的時陣猶佮意詹姆斯的作品，時陣佮意約翰的作品。例：「 James , while John had had " had , " had . . .」佮「James , while John had had " had had , " . . .」。
這句話嘛是為著欲顯示「had」（害矣）的語義模糊性，嘛是為著說明用字佮提字的區別。嘛有人叫是例，講明語言的複雜性、語言的解說佮其實對人的認知的影響。
為著欲予讀者清楚了解句法結構，這个句上無要求兩个短語之間用怙分號、句點、橫線分開。猶毋過，賈斯珀 ・ 福爾德的小說《失落的情節之井》抑是挽挽了這短語的變體，來說明就算是標點良好的寫作嘛可能產生混亂：
> " " Okay , " said the Bellman , whose head was in danger of falling apart like a chocolate orange , " let me get this straight : _ David Copperfield _ , unlike _ Pilgrim’s Progress _ , which had had'had', had had'had had'. Had'had had'had TGC’s approval ? " " > >
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