Displaying 1 - 100 of 317
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Ameka, F. K. (2009). Access rituals in West Africa: An ethnopragmatic perspective. In G. Senft, & E. B. Basso (
Eds. ), Ritual communication (pp. 127-151). Oxford: Berg. -
Ameka, F. K. (2007). Grammatical borrowing in Likpe (Sɛkpɛlé). In Y. Matras, & J. Sakel (
Eds. ), Grammatical borrowing in cross-linguistic perspective (pp. 107-122). Berlin: Mouton de Gruyter. -
Ameka, F. K. (2009). Likpe. In G. J. Dimmendaal (
Ed. ), Coding participant marking: Construction types in twelve African languages (pp. 239-280). Amsterdam: Benjamins. -
Ameka, F. K. (2013). Possessive constructions in Likpe (Sɛkpɛlé). In A. Aikhenvald, & R. Dixon (
Eds. ), Possession and ownership: A crosslinguistic typology (pp. 224-242). Oxford: Oxford University Press. -
Ameka, F. K. (2017). The Uselessness of the Useful: Language Standardisation and Variation in Multilingual Context. In I. Tieken-Boon van Ostade, & C. Percy (
Eds. ), Prescription and tradition in language: Establishing standards across the time and space (pp. 71-87). Bristol: Multilingual Matters. -
Baayen, R. H. (2007). Storage and computation in the mental lexicon. In G. Jarema, & G. Libben (
Eds. ), The mental lexicon: Core perspectives (pp. 81-104). Amsterdam: Elsevier. -
Barbiers, S., & Van Dooren, A. (2017). Modal Auxiliaries. In M. Everaert, & H. C. Van Riemsdijk (
Eds. ), The Wiley Blackwell Companion to Syntax (2nd ed.). Hoboken, NJ, USA: Wiley.Abstract
In many languages modal auxiliaries such as English can, must, may, need, will, ought, want are ambiguous between two types of interpretations: epistemic and root interpretations. In the epistemic interpretation the modal expresses how likely it is that a proposition is true (for example, necessarily, possibly, probably true) while in the root interpretations the modal expresses the obligatoriness, permissibility, desirability, or possibility of a state or event. A central question in much syntactic research on modal auxiliaries has been whether this systematic semantic ambiguity corresponds to a syntactic distinction. A commonly accepted answer has been that in epistemic interpretations the modal verb is a monadic predicate while in root interpretations it is a dyadic predicate, typically a relation between a subject and an infinitival verb. This distinction between monadic and dyadic modal predicates has been modeled syntactically in various ways: (i) in terms of lexical argument structure, that is, as the distinction between raising and control verbs; (ii) in terms of different base positions in the array of functional heads making up the clausal spine, with epistemic modals being higher than root modals; (iii) in terms of a higher syntactic position for epistemically interpreted modals after raising at the level of semantic interpretation (LF raising); (iv) in terms of the nature of the complement of the modal. This chapter evaluates these proposals, drawing on data from, among others, English, Dutch, Icelandic, German, and Catalan and taking into account cross-linguistic differences in the modal systems. One important conclusion is that the alleged correspondence between the epistemic/root distinction and the raising/control distinction is too simple, as there are sentences with root interpretations but a raising syntax. The chapter ends with a list of questions for future research. -
Basso, E. B., & Senft, G. (2009). Introduction. In G. Senft, & E. B. Basso (
Eds. ), Ritual communication (pp. 1-19). Oxford: Berg. -
Bauer, B. L. M. (2013). Impersonal verbs. In G. K. Giannakis (
Ed. ), Encyclopedia of Ancient Greek Language and Linguistics Online (pp. 197-198). Leiden: Brill. doi:10.1163/2214-448X_eagll_SIM_00000481.Abstract
Impersonal verbs in Greek ‒ as in the other Indo-European languages ‒ exclusively feature 3rd person singular finite forms and convey one of three types of meaning: (a) meteorological conditions; (b) emotional and physical state/experience; (c) modality. In Greek, impersonal verbs predominantly convey meteorological conditions and modality.
Impersonal verbs in Greek, as in the other Indo-European languages, exclusively feature 3rd person singular finite forms and convey one of three types of me…Files private
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Bauer, B. L. M. (2009). Residues as an aid in internal reconstruction. In J. E. Rasmussen, & T. Olander (
Eds. ), Internal reconstruction in Indo-European: Methods, results, and problems (pp. 17-31). Copenhagen: Museum Tusculanum Press. -
Bauer, B. L. M. (2007). The definite article in Indo-European: Emergence of a new grammatical category? In E. Stark, E. Leiss, & W. Abraham (
Eds. ), Nominal determination: Typology, context constraints, and historical emergence (pp. 103-139). Amsterdam: Benjamins. -
Bauer, B. L. M. (2009). Strategies of definiteness in Latin: Implications for early Indo-European. In V. Bubenik, J. Hewson, & S. Rose (
Eds. ), Grammatical change in Indo-European languages: Papers presented at the workshop on Indo-European Linguistics at the XVIIIth International Conference on Historical Linguistics, Montreal, 2007 (pp. 71-87). Amsterdam: Benjamins. -
Bauer, B. L. M. (2009). Word order. In P. Baldi, & P. Cuzzolin (
Eds. ), New Perspectives on Historical Latin Syntax: Vol 1: Syntax of the Sentence (pp. 241-316). Berlin: Mouton de Gruyter.Files private
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Bohnemeyer, J. (1998). Temporale Relatoren im Hispano-Yukatekischen Sprachkontakt. In A. Koechert, & T. Stolz (
Eds. ), Convergencia e Individualidad - Las lenguas Mayas entre hispanización e indigenismo (pp. 195-241). Hannover, Germany: Verlag für Ethnologie. -
Bohnemeyer, J. (1998). Sententiale Topics im Yukatekischen. In Z. Dietmar (
Ed. ), Deskriptive Grammatik und allgemeiner Sprachvergleich (pp. 55-85). Tübingen, Germany: Max-Niemeyer-Verlag.Files private
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Boroditsky, L., Gaby, A., & Levinson, S. C. (2007). Time in space. In A. Majid (
Ed. ), Field manual volume 10 (pp. 59-80). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.468721.Abstract
This Field Manual entry has been superceded by the 2008 version: https://doi.org/10.17617/2.492932Files private
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Bosker, H. R. (2013). Juncture (prosodic). In G. Khan (
Ed. ), Encyclopedia of Hebrew Language and Linguistics (pp. 432-434). Leiden: Brill.Abstract
Prosodic juncture concerns the compartmentalization and partitioning of syntactic entities in spoken discourse by means of prosody. It has been argued that the Intonation Unit, defined by internal criteria and prosodic boundary phenomena (e.g., final lengthening, pitch reset, pauses), encapsulates the basic structural unit of spoken Modern Hebrew. -
Bosker, H. R. (2013). Sibilant consonants. In G. Khan (
Ed. ), Encyclopedia of Hebrew Language and Linguistics (pp. 557-561). Leiden: Brill.Abstract
Fricative consonants in Hebrew can be divided into bgdkpt and sibilants (ז, ס, צ, שׁ, שׂ). Hebrew sibilants have been argued to stem from Proto-Semitic affricates, laterals, interdentals and /s/. In standard Israeli Hebrew the sibilants are pronounced as [s] (ס and שׂ), [ʃ] (שׁ), [z] (ז), [ʦ] (צ). -
De Bot, K., Broersma, M., & Isurin, L. (2009). Sources of triggering in code-switching. In L. Isurin, D. Winford, & K. De Bot (
Eds. ), Multidisciplinary approaches to code switching (pp. 103-128). Amsterdam: Benjamins. -
Bowerman, M., & Choi, S. (2007). Space under construction: Language-specific spatial categorization in first language acquisition [Reprint]. In V. Evans, B. K. Bergen, & J. Zinken (
Eds. ), The cognitive linguistic reader (pp. 849-879). London: Equinox Publishing.Abstract
Reprinted from Bowerman, M. & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In D. Gentner & S. Goldin-Meadow (Eds.), Language in Mind (pp. 387-427). Cambridge: MIT Press. -
Bowerman, M. (2007). Containment, support, and beyond: Constructing topological spatial categories in first language acquisition. In M. Aurnague, M. Hickmann, & L. Vieu (
Eds. ), The categorization of spatial entities in language and cognition (pp. 177-203). Amsterdam: Benjamins.Abstract
Among children’s earliest spatial words are topological forms like ‘in’ and ‘on’. Although these forms name spatial relationships, they also presuppose a classification of ground objects into entities such as “containers” and “surfaces”; hence their relevance for a volume on “spatial entities”. Traditionally, researchers have assumed that semantic categories of space are universal, reflecting a human way of nonlinguistically perceiving and cognizing space. But, as this chapter discusses, spatial categories in fact differ strikingly across languages, and children begin to home in on language-specific classifications extremely early, before age two. Learners do not, it seems, draw only on purely nonlinguistic spatial concepts; they can also actively construct spatial categories on the basis of the linguistic input. Evidence is drawn primarily from research on children learning Korean vs. English. -
Bowerman, M., & Choi, S. (2007). Kształtowanie znaczeń dla języka: Zjawiska uniwersalne i charakterystyczne dla danego języka w przyswajaniu kategorii semantycznych odnoszących się do przestrzeni [Reprint]. In B. Bokus, & G. W. Shugar (
Eds. ), Psychologia języka dziecka (pp. 386-424). Gdansk: Wydawnictwo Psychologiczne.Abstract
Reprinted from: Bowerman, M. & Choi, S. (2001). Shaping meanings for language: Universal and language specific in the acquisition of spatial semantic categories. In M. Bowerman & S.L. Levinson (Eds.), Language acquisition and conceptual development (pp. 475-511). Cambridge: Cambridge University Press. -
Bowerman, M. (2009). Introduction (Part IV: Language and cognition: Universals and typological comparisons). In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (
Eds. ), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 443-449). -
Bresnan, J., Cueni, A., Nikitina, T., & Baayen, R. H. (2007). Predicting the dative alternation. In G. Bouma, I. Kraemer, & J. Zwarts (
Eds. ), Cognitive foundations of interpretation (pp. 69-94). Amsterdam: KNAW.Abstract
Theoretical linguists have traditionally relied on linguistic intuitions such as grammaticality judgments for their data. But the massive growth of computer-readable texts and recordings, the availability of cheaper, more powerful computers and software, and the development of new probabilistic models for language have now made the spontaneous use of language in natural settings a rich and easily accessible alternative source of data. Surprisingly, many linguists believe that such ‘usage data’ are irrelevant to the theory of grammar. Four problems are repeatedly brought up in the critiques of usage data— 1. correlated factors seeming to support reductive theories, 2. pooled data invalidating grammatical inference, 3. syntactic choices reducing to lexical biases, and 4. cross-corpus differences undermining corpus studies. Presenting a case study of work on the English dative alternation, we show first,that linguistic intuitions of grammaticality are deeply flawed and seriously underestimate the space of grammatical possibility, and second, that the four problems in the critique of usage data are empirical issues that can be resolved by using modern statistical theory and modelling strategies widely used in other fields. The new models allow linguistic theory to solve more difficult problems than it has in the past, and to build convergent projects with psychology, computer science, and allied fields of cognitive science. -
Broersma, M., Isurin, L., Bultena, S., & De Bot, K. (2009). Triggered code-switching: Evidence from Dutch-English and Russian-English bilinguals. In L. Isurin, D. Winford, & K. De Bot (
Eds. ), Multidisciplinary approaches to code switching (pp. 85-102). Amsterdam: Benjamins. -
Brown, P. (2007). Principles of person reference in Tzeltal conversation. In N. Enfield, & T. Stivers (
Eds. ), Person reference in interaction: Linguistic, cultural, and social perspectives (pp. 172-202). Cambridge: Cambridge University Press.Abstract
This paper focuses on ‘minimality’ in initial references to persons in the Mayan language Tzeltal, spoken in southern Mexico. Inspection of initial person-referring expressions in 25 Tzeltal videotaped conversations reveals that, in this language, if speaker and/or recipient are related through ‘kinship’ to the referent, a kin term (or other relational term like ‘namesake’) is the default option for initial reference to persons. Additionally, further specification via names and/or geographical location (of home base) is also often used to home in on the referent (e.g. ‘your-cousin Alonzo’, ‘our mother’s brother behind the mountain’). And often (~ 70 cases in the data examined) initial references to persons combine more than one referring expression, for example: ‘this old man my brother-in-law old man Antonio here in the pines’, or ‘the father of that brother-in-law of yours the father-in-law of your elder-sister Xmaruch’. Seen in the light of Schegloff’s (1979, 1996) two basic preferences for referring to persons in conversation: (i.) for a recognitional form and (ii.) for a minimal form, these Tzeltal person-referring expressions seem to be relatively elaborated. This paper examines the sequential contexts where such combinations appear, and proposes a third preference operative in Tzeltal (and possibly in other kinship-term-based systems) for associating the referent as closely as possible to the participants. -
Brown, P. (1998). Early Tzeltal verbs: Argument structure and argument representation. In E. Clark (
Ed. ), Proceedings of the 29th Annual Stanford Child Language Research Forum (pp. 129-140). Stanford: CSLI Publications.Abstract
The surge of research activity focussing on children's acquisition of verbs (e.g., Tomasello and Merriman 1996) addresses some fundamental questions: Just how variable across languages, and across individual children, is the process of verb learning? How specific are arguments to particular verbs in early child language? How does the grammatical category 'Verb' develop? The position of Universal Grammar, that a verb category is early, contrasts with that of Tomasello (1992), Pine and Lieven and their colleagues (1996, in press), and many others, that children develop a verb category slowly, gradually building up subcategorizations of verbs around pragmatic, syntactic, and semantic properties of the language they are exposed to. On this latter view, one would expect the language which the child is learning, the cultural milieu and the nature of the interactions in which the child is engaged, to influence the process of acquiring verb argument structures. This paper explores these issues by examining the development of argument representation in the Mayan language Tzeltal, in both its lexical and verbal cross-referencing forms, and analyzing the semantic and pragmatic factors influencing the form argument representation takes. Certain facts about Tzeltal (the ergative/ absolutive marking, the semantic specificity of transitive and positional verbs) are proposed to affect the representation of arguments. The first 500 multimorpheme combinations of 3 children (aged between 1;8 and 2;4) are examined. It is argued that there is no evidence of semantically light 'pathbreaking' verbs (Ninio 1996) leading the way into word combinations. There is early productivity of cross-referencing affixes marking A, S, and O arguments (although there are systematic omissions). The paper assesses the respective contributions of three kinds of factors to these results - structural (regular morphology), semantic (verb specificity) and pragmatic (the nature of Tzeltal conversational interaction). -
Brown, P. (2007). Culture-specific influences on semantic development Acquiring the Tzeltal 'benefactive' construction. In B. Pfeiler (
Ed. ), Learning indigenous languages: Child language acquisition in Mesoamerica (pp. 119-154). Mouton de Gruyter: Berlin.Abstract
Three-place predicates are an important locus for examining how children acquire argument structure and how this process is influenced by the typology of the language they are learning as well as by culturally-specific semantic categories. From a typological perspective, there is reason to expect children to have some trouble expressing three-participant events, given the considerable variation across languages in how these are linguistically coded. Verbs of transfer (‘give’, ‘receive’, etc.) are often considered to be the verbs which canonically appear with three arguments (e.g., Slobin 1985, Gleitman 1990). Yet in the Mayan language Tzeltal, verbs other than transfer verbs appear routinely in the ditransitive construction. Although the three participants are rarely all overtly expressed as NPs, this construction ensures that the ‘recipient’ or or ‘affectee’ participant is overtly marked on the verb. Tzeltal children’s early acquisition of this construction (well before the age of 3;0) shows that they are sensitive to its abstract constructional meaning of ‘affected’ third participant: they do not go initially for ‘transfer’ meanings but are attuned to benefactive or malefactive uses despite the predominance of the verb ‘give’ in the input with this construction. This poses a challenge to acquisition theories (Goldberg 2001, Ninio 1999) that see construction meaning arising from the meaning of the verb most frequently used in a construction. -
Brown, P., & Levinson, S. C. (2007). Gesichtsbedrohende Akte [reprint: Face-threatening acts, 1987]. In S. K. Herrmann, S. Kraemer, & H. Kuch (
Eds. ), Verletzende Worte: Die Grammatik sprachlicher Missachtung (pp. 59-88). Bielefeld: Transcript Verlag.Abstract
This article is a reprint of parts of chapters 2 and 3 from Brown and Levinson (1987) discussing the concept of 'Face Threatening Acts'. -
Brown, P. (2013). La estructura conversacional y la adquisición del lenguaje: El papel de la repetición en el habla de los adultos y niños tzeltales. In L. de León Pasquel (
Ed. ), Nuevos senderos en el studio de la adquisición de lenguas mesoamericanas: Estructura, narrativa y socialización (pp. 35-82). Mexico: CIESAS-UNAM.Abstract
This is a translation of the Brown 1998 article in Journal of Linguistic Anthropology, 'Conversational structure and language acquisition: The role of repetition in Tzeltal adult and child speech'.Files private
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Brown, P., & Levinson, S. C. (2009). Language as mind tools: Learning how to think through speaking. In J. Guo, E. V. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (
Eds. ), Crosslinguistic approaches to the psychology of language: Research in the traditions of Dan Slobin (pp. 451-464). New York: Psychology Press.Abstract
Speakers of the Mayan language Tzeltal use two frames of reference for spatial reckoning: an absolute system (based on the south/north axis abstracted from the overall slope of the land) and an intrinsic system utilizing spatial axes of the reference object to establish body parts. This paper examines the use of absolute, intrinsic, and landmark cues in descriptions of spatial relations by 22 pairs of Tzeltal children aged between 5 and 17. The data are drawn from interactive space games, where a Director describes a spatial layout in a photo and the Matcher reproduces it with toys. The paper distinguishes use of ad hoc landmarks ('Red Cliffs', 'the electricity post') from genuine absolute reference points ('uphill'/'downhill'/’across’), and shows that adults in this task use absolute ('cow uphill of horse'), intrinsic ('at the tree's side') and landmark ('cow facing Red Cliffs') descriptions to communicate the spatial relations depicted. The youngest children, however, do not use landmark cues at all but rely instead on deictics and on the absolute 'uphill/downhill' terms; landmark terms are still rare at age 8-10. Despite arguments that landmarks are a simpler, more natural, basis for spatial reckoning than absolute terms, there is no evidence for a developmental progression from landmark-based to absolute-based strategies. We relate these observations to Slobin’s ‘thinking for speaking’ argument. -
Brown, P. (2015). Language, culture, and spatial cognition. In F. Sharifian (
Ed. ), Routledge Handbook on Language and Culture (pp. 294-309). London: Routledge. -
Brown, P. (1998). How and why are women more polite: Some evidence from a Mayan community. In J. Coates (
Ed. ), Language and gender (pp. 81-99). Oxford: Blackwell. -
Brown, P., Pfeiler, B., de León, L., & Pye, C. (2013). The acquisition of agreement in four Mayan languages. In E. Bavin, & S. Stoll (
Eds. ), The acquisition of ergativity (pp. 271-306). Amsterdam: Benjamins.Abstract
This paper presents results of a comparative project documenting the development of verbal agreement inflections in children learning four different Mayan languages: K’iche’, Tzeltal, Tzotzil, and Yukatek. These languages have similar inflectional paradigms: they have a generally agglutinative morphology, with transitive verbs obligatorily marked with separate cross-referencing inflections for the two core arguments (‘ergative’ and ‘absolutive’). Verbs are also inflected for aspect and mood, and they carry a ‘status suffix’ which generally marks verb transitivity and mood. At a more detailed level, the four languages differ strikingly in the realization of cross-reference marking. For each language, we examined longitudinal language production data from two children at around 2;0, 2;6, 3;0, and 3;6 years of age. We relate differences in the acquisition patterns of verbal morphology in the languages to 1) the placement of affixes, 2) phonological and prosodic prominence, 3) language-specific constraints on the various forms of the affixes, and 4) consistent vs. split ergativity, and conclude that prosodic salience accounts provide th ebest explanation for the acquisition patterns in these four languages.Files private
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Brown, P. (2015). Space: Linguistic expression of. In J. D. Wright (
Ed. ), International Encyclopedia of the Social and Behavioral Sciences (2nd ed.) Vol. 23 (pp. 89-93). Amsterdam: Elsevier. doi:10.1016/B978-0-08-097086-8.57017-2. -
Brown, P. (2017). Politeness and impoliteness. In Y. Huang (
Ed. ), Oxford handbook of pragmatics (pp. 383-399). Oxford: Oxford University Press. doi:10.1093/oxfordhb/9780199697960.013.16.Abstract
This article selectively reviews the literature on politeness across different disciplines—linguistics, anthropology, communications, conversation analysis, social psychology, and sociology—and critically assesses how both theoretical approaches to politeness and research on linguistic politeness phenomena have evolved over the past forty years. Major new developments include a shift from predominantly linguistic approaches to those examining politeness and impoliteness as processes that are embedded and negotiated in interactional and cultural contexts, as well as a greater focus on how both politeness and interactional confrontation and conflict fit into our developing understanding of human cooperation and universal aspects of human social interaction.Files private
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Brown, P. (2015). Politeness and language. In J. D. Wright (
Ed. ), The International Encyclopedia of the Social and Behavioural Sciences (IESBS), (2nd ed.) (pp. 326-330). Amsterdam: Elsevier. doi:10.1016/B978-0-08-097086-8.53072-4. -
Brown, P., & Levinson, S. C. (1998). Politeness, introduction to the reissue: A review of recent work. In A. Kasher (
Ed. ), Pragmatics: Vol. 6 Grammar, psychology and sociology (pp. 488-554). London: Routledge.Abstract
This article is a reprint of chapter 1, the introduction to Brown and Levinson, 1987, Politeness: Some universals in language usage (Cambridge University Press). -
Brown, P., & Levinson, S. C. (2009). Politeness: Some universals in language usage [chapter 1, reprint]. In N. Coupland, & A. Jaworski (
Eds. ), Sociolinguistics: critical concepts [volume III: Interactional sociolinguistics] (pp. 311-323). London: Routledge. -
Burenhult, N., & Levinson, S. C. (2009). Semplates: A guide to identification and elicitation. In A. Majid (
Ed. ), Field manual volume 12 (pp. 44-50). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883556.Abstract
Semplates are a new descriptive and theoretical concept in lexical semantics, borne out of recent L&C work in several domains. A semplate can be defined as a configuration consisting of distinct layers of lexemes, each layer drawn from a different form class, mapped onto the same abstract semantic template. Within such a lexical layer, the sense relations between the lexical items are inherited from the underlying template. Thus, the whole set of lexical layers and the underlying template form a cross-categorial configuration in the lexicon. The goal of this task is to find new kinds of macrostructure in the lexicon, with a view to cross-linguistic comparison. -
Carota, F. (2007). Collaborative use of contrastive markers Contextual and co-textual implications. In A. Fetzer (
Ed. ), Context and Appropriateness: Micro meets macro (pp. 235-260). Amsterdam: Benjamins.Abstract
The study presented in this paper examines the context-dependence and
dialogue functions of the contrastive markers of Italian ma (but),
invece (instead), mentre (while) and per (nevertheless) within
task-oriented dialogues.
Corpus data evidence their sensitivity to a acognitive interpersonal
context, conceived as a common ground. Such a cognitive state - shared
by co-participants through the coordinative process of grounding -
interacts with the global dialogue structure, which is cognitively
shaped by ``meta-negotiating{''} and grounding the dialogue topic.
Locally, the relation between the current dialogue structural units and
the global dialogue topic is said to be specified by information
structure, in particular intra-utterance themes.
It is argued that contrastive markers re-orient the co-participants'
cognitive states towards grounding ungrounded topical aspects to be
meta-negotiated. They offer a collaborative context-updating strategy,
tracking the status of common ground during dialogue topic management. -
Casasanto, D. (2009). Space for thinking. In V. Evans, & P. Chilton (
Eds. ), Language, cognition and space: State of the art and new directions (pp. 453-478). London: Equinox Publishing. -
Casasanto, D. (2009). When is a linguistic metaphor a conceptual metaphor? In V. Evans, & S. Pourcel (
Eds. ), New directions in cognitive linguistics (pp. 127-145). Amsterdam: Benjamins. -
Chen, A. (2015). Children’s use of intonation in reference and the role of input. In L. Serratrice, & S. E. M. Allen (
Eds. ), The acquisition of reference (pp. 83-104). Amsterdam: Benjamins.Abstract
Studies on children’s use of intonation in reference are few in number but are diverse in terms of theoretical frameworks and intonational parameters. In the current review, I present a re-analysis of the referents in each study, using a three-dimension approach (i.e. referential givenness-newness, relational givenness-newness, contrast), discuss the use of intonation at two levels (phonetic, phonological), and compare findings from different studies within a single framework. The patterns stemming from these studies may be limited in generalisability but can serve as initial hypotheses for future work. Furthermore, I examine the role of input as available in infant direct speech in the acquisition of intonational encoding of referents. In addition, I discuss how future research can advance our knowledge.Files private
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Chen, A. (2007). Language-specificity in the perception of continuation intonation. In C. Gussenhoven, & T. Riad (
Eds. ), Tones and tunes II: Phonetic and behavioural studies in word and sentence prosody (pp. 107-142). Berlin: Mouton de Gruyter.Abstract
This paper addressed the question of how British English, German and Dutch listeners differ in their perception of continuation intonation both at the phonological level (Experiment 1) and at the level of phonetic implementation (Experiment 2). In Experiment 1, preference scores of pitch contours to signal continuation at the clause-boundary were obtained from these listener groups. It was found that among contours with H%, British English listeners had a strong preference for H*L H%, as predicted. Unexpectedly, British English listeners rated H* H% noticeably more favourably than L*H H%; Dutch listeners largely rated H* H% more favourably than H*L H% and L*H H%; German listeners rated these contours similarly and seemed to have a slight preference for H*L H%. In Experiment 2, the degree to which a final rise was perceived to express continuation was established for each listener group in a made-up language. It was found that although all listener groups associated a higher end pitch with a higher degree of continuation likelihood, the perceived meaning difference for a given interval of end pitch heights varied with the contour shape of the utterance final syllable. When it was comparable to H* H%, British English and Dutch listeners perceived a larger meaning difference than German listeners; when it was comparable to H*L H%, British English listeners perceived a larger difference than German and Dutch listeners. This shows that language-specificity in continuation intonation at the phonological level affects the perception of continuation intonation at the phonetic level. -
Chen, A. (2009). The phonetics of sentence-initial topic and focus in adult and child Dutch. In M. Vigário, S. Frota, & M. Freitas (
Eds. ), Phonetics and Phonology: Interactions and interrelations (pp. 91-106). Amsterdam: Benjamins. -
Clifton, C. J., Meyer, A. S., Wurm, L. H., & Treiman, R. (2013). Language comprehension and production. In A. F. Healy, & R. W. Proctor (
Eds. ), Handbook of Psychology, Volume 4, Experimental Psychology. 2nd Edition (pp. 523-547). Hoboken, NJ: Wiley.Abstract
In this chapter, we survey the processes of recognizing and producing words and of understanding and creating sentences. Theory and research on these topics have been shaped by debates about how various sources of information are integrated in these processes, and about the role of language structure, as analyzed in the discipline of linguistics. In this chapter, we describe current views of fluent language users' comprehension of spoken and written language and their production of spoken language. We review what we consider to be the most important findings and theories in psycholinguistics, returning again and again to the questions of modularity and the importance of linguistic knowledge. Although we acknowledge the importance of social factors in language use, our focus is on core processes such as parsing and word retrieval that are not necessarily affected by such factors. We do not have space to say much about the important fields of developmental psycholinguistics, which deals with the acquisition of language by children, or applied psycholinguistics, which encompasses such topics as language disorders and language teaching. Although we recognize that there is burgeoning interest in the measurement of brain activity during language processing and how language is represented in the brain, space permits only occasional pointers to work in neuropsychology and the cognitive neuroscience of language. For treatment of these topics, and others, the interested reader could begin with two recent handbooks of psycholinguistics (Gaskell, 2007; Traxler & Gemsbacher, 2006) and a handbook of cognitive neuroscience (Gazzaniga, 2004). -
Collins, J. (2015). ‘Give’ and semantic maps. In B. Nolan, G. Rawoens, & E. Diedrichsen (
Eds. ), Causation, permission, and transfer: Argument realisation in GET, TAKE, PUT, GIVE and LET verbs (pp. 129-146). Amsterdam: John Benjamins. -
Collins, J. (2017). Real and spurious correlations involving tonal languages. In N. J. Enfield (
Ed. ), Dependencies in language: On the causal ontology of linguistics systems (pp. 129-139). Berlin: Language Science Press. -
Crago, M. B., & Allen, S. E. M. (1998). Acquiring Inuktitut. In O. L. Taylor, & L. Leonard (
Eds. ), Language Acquisition Across North America: Cross-Cultural And Cross-Linguistic Perspectives (pp. 245-279). San Diego, CA, USA: Singular Publishing Group, Inc. -
Cutler, A. (2015). Lexical stress in English pronunciation. In M. Reed, & J. M. Levis (
Eds. ), The Handbook of English Pronunciation (pp. 106-124). Chichester: Wiley. -
Cutler, A. (1998). Prosodic structure and word recognition. In A. D. Friederici (
Ed. ), Language comprehension: A biological perspective (pp. 41-70). Heidelberg: Springer. -
Cutler, A. (2009). Psycholinguistics in our time. In P. Rabbitt (
Ed. ), Inside psychology: A science over 50 years (pp. 91-101). Oxford: Oxford University Press. -
Dediu, D., Cysouw, M., Levinson, S. C., Baronchelli, A., Christiansen, M. H., Croft, W., Evans, N., Garrod, S., Gray, R., Kandler, A., & Lieven, E. (2013). Cultural evolution of language. In P. J. Richerson, & M. H. Christiansen (
Eds. ), Cultural evolution: Society, technology, language, and religion. Strüngmann Forum Reports, vol. 12 (pp. 303-332). Cambridge, Mass: MIT Press.Abstract
This chapter argues that an evolutionary cultural approach to language not only has already proven fruitful, but it probably holds the key to understand many puzzling aspects of language, its change and origins. The chapter begins by highlighting several still common misconceptions about language that might seem to call into question a cultural evolutionary approach. It explores the antiquity of language and sketches a general evolutionary approach discussing the aspects of function, fi tness, replication, and selection, as well the relevant units of linguistic evolution. In this context, the chapter looks at some fundamental aspects of linguistic diversity such as the nature of the design space, the mechanisms generating it, and the shape and fabric of language. Given that biology is another evolutionary system, its complex coevolution with language needs to be understood in order to have a proper theory of language. Throughout the chapter, various challenges are identifi ed and discussed, sketching promising directions for future research. The chapter ends by listing the necessary data, methods, and theoretical developments required for a grounded evolutionary approach to language. -
Dediu, D. (2017). From biology to language change and diversity. In N. J. Enfield (
Ed. ), Dependencies in language: On the causal ontology of linguistics systems (pp. 39-52). Berlin: Language Science Press. -
Dediu, D. (2013). Genes: Interactions with language on three levels — Inter-individual variation, historical correlations and genetic biasing. In P.-M. Binder, & K. Smith (
Eds. ), The language phenomenon: Human communication from milliseconds to millennia (pp. 139-161). Berlin: Springer. doi:10.1007/978-3-642-36086-2_7.Abstract
The complex inter-relationships between genetics and linguistics encompass all four scales highlighted by the contributions to this book and, together with cultural transmission, the genetics of language holds the promise to offer a unitary understanding of this fascinating phenomenon. There are inter-individual differences in genetic makeup which contribute to the obvious fact that we are not identical in the way we understand and use language and, by studying them, we will be able to both better treat and enhance ourselves. There are correlations between the genetic configuration of human groups and their languages, reflecting the historical processes shaping them, and there also seem to exist genes which can influence some characteristics of language, biasing it towards or against certain states by altering the way language is transmitted across generations. Besides the joys of pure knowledge, the understanding of these three aspects of genetics relevant to language will potentially trigger advances in medicine, linguistics, psychology or the understanding of our own past and, last but not least, a profound change in the way we regard one of the emblems of being human: our capacity for language. -
Dimroth, C. (2007). Zweitspracherwerb bei Kindern und Jugendlichen: Gemeinsamkeiten und Unterschiede. In T. Anstatt (
Ed. ), Mehrsprachigkeit bei Kindern und Erwachsenen: Erwerb, Formen, Förderung (pp. 115-137). Tübingen: Attempto.Abstract
This paper discusses the influence of age-related factors like stage of cognitive development, prior linguistic knowledge, and motivation and addresses the specific effects of these ‘age factors’ on second language acquisition as opposed to other learning tasks. Based on longitudinal corpus data from child and adolescent learners of L2 German (L1 = Russian), the paper studies the acquisition of word order (verb raising over negation, verb second) and inflectional morphology (subject-verb-agreement, tense, noun plural, and adjective-noun agreement). Whereas the child learner shows target-like production in all of these areas within the observation period (1½ years), the adolescent learner masters only some of them. The discussion addresses the question of what it is about clusters of grammatical features that make them particularly affected by age. -
Dimroth, C. (2009). Stepping stones and stumbling blocks: Why negation accelerates and additive particles delay the acquisition of finiteness in German. In C. Dimroth, & P. Jordens (
Eds. ), Functional Categories in Learner Language (pp. 137-170). Berlin: Mouton de Gruyter. -
Dingemanse, M. (2013). Wie wir mit Sprache malen - How to paint with language. Forschungsbericht 2013 - Max-Planck-Institut für Psycholinguistik. In Max-Planck-Gesellschaft Jahrbuch 2013. München: Max Planck Society for the Advancement of Science. Retrieved from http://www.mpg.de/6683977/Psycholinguistik_JB_2013.
Abstract
Words evolve not as blobs of ink on paper but in face to face interaction. The nature of language as fundamentally interactive and multimodal is shown by the study of ideophones, vivid sensory words that thrive in conversations around the world. The ways in which these Lautbilder enable precise communication about sensory knowledge has for the first time been studied in detail. It turns out that we can paint with language, and that the onomatopoeia we sometimes classify as childish might be a subset of a much richer toolkit for depiction in speech, available to us all. -
Dingemanse, M. (2017). Brain-to-brain interfaces and the role of language in distributing agency. In N. J. Enfield, & P. Kockelman (
Eds. ), Distributed Agency (pp. 59-66). Oxford: Oxford University Press. doi:10.1093/acprof:oso/9780190457204.003.0007.Abstract
Brain-to-brain interfaces, in which brains are physically connected without the intervention of language, promise new ways of collaboration and communication between humans. I examine the narrow view of language implicit in current conceptions of brain-to-brain interfaces and put forward a constructive alternative, stressing the role of language in organising joint agency. Two features of language stand out as crucial: its selectivity, which provides people with much-needed filters between public words and private worlds; and its negotiability, which provides people with systematic opportunities for calibrating understanding and expressing consent and dissent. Without these checks and balances, brain-to-brain interfaces run the risk of reducing people to the level of amoeba in a slime mold; with them, they may mature to become useful extensions of human agency -
Dingemanse, M. (2015). Folk definitions in linguistic fieldwork. In J. Essegbey, B. Henderson, & F. Mc Laughlin (
Eds. ), Language documentation and endangerment in Africa (pp. 215-238). Amsterdam: Benjamins. doi:10.1075/clu.17.09din.Abstract
Informal paraphrases by native speaker consultants are crucial tools in linguistic fieldwork. When recorded, archived, and analysed, they offer rich data that can be mined for many purposes, from lexicography to semantic typology and from ethnography to the investigation of gesture and speech. This paper describes a procedure for the collection and analysis of folk definitions that are native (in the language under study rather than the language of analysis), informal (spoken rather than written), and multi-modal (preserving the integrity of gesture-speech composite utterances). The value of folk definitions is demonstrated using the case of ideophones, words that are notoriously hard to study using traditional elicitation methods. Three explanatory strategies used in a set of folk definitions of ideophones are examined: the offering of everyday contexts of use, the use of depictive gestures, and the use of sense relations as semantic anchoring points. Folk definitions help elucidate word meanings that are hard to capture, bring to light cultural background knowledge that often remains implicit, and take seriously the crucial involvement of native speaker consultants in linguistic fieldwork. They provide useful data for language documentation and are an essential element of any toolkit for linguistic and ethnographic field research. -
Dingemanse, M. (2017). On the margins of language: Ideophones, interjections and dependencies in linguistic theory. In N. J. Enfield (
Ed. ), Dependencies in language (pp. 195-202). Berlin: Language Science Press. doi:10.5281/zenodo.573781.Abstract
Linguistic discovery is viewpoint-dependent, just like our ideas about what is marginal and what is central in language. In this essay I consider two supposed marginalia —ideophones and interjections— which provide some useful pointers for widening our field of view. Ideophones challenge us to take a fresh look at language and consider how it is that our communication system combines multiple modes of representation. Interjections challenge us to extend linguistic inquiry beyond sentence level, and remind us that language is social-interactive at core. Marginalia, then, are not the obscure, exotic phenomena that can be safely ignored: they represent opportunities for innovation and invite us to keep pushing the edges of linguistic inquiry. -
Dunn, M. (2007). Vernacular literacy in the Touo language of the Solomon Islands. In A. J. Liddicoat (
Ed. ), Language planning and policy: Issues in language planning and literacy (pp. 209-220). Clevedon: Multilingual matters.Abstract
The Touo language is a non-Austronesian language spoken on Rendova Island (Western Province, Solomon Islands). First language speakers of Touo are typically multilingual, and are likely to speak other (Austronesian) vernaculars, as well as Solomon Island Pijin and English. There is no institutional support of literacy in Touo: schools function in English, and church-based support for vernacular literacy focuses on the major Austronesian languages of the local area. Touo vernacular literacy exists in a restricted niche of the linguistic ecology, where it is utilised for symbolic rather than communicative goals. Competing vernacular orthographic traditions complicate the situation further. -
Eibl-Eibesfeldt, I., Senft, B., & Senft, G. (1998). Trobriander (Ost-Neuguinea, Trobriand Inseln, Kaile'una) Fadenspiele 'ninikula'. In Ethnologie - Humanethologische Begleitpublikationen von I. Eibl-Eibesfeldt und Mitarbeitern. Sammelband I, 1985-1987. Göttingen: Institut für den Wissenschaftlichen Film.
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Enfield, N. J., Levinson, S. C., De Ruiter, J. P., & Stivers, T. (2007). Building a corpus of multimodal interaction in your field site. In A. Majid (
Ed. ), Field Manual Volume 10 (pp. 96-99). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.468728.Abstract
Research on video- and audio-recordings of spontaneous naturally-occurring conversation in English has shown that conversation is a rule-guided, practice-oriented domain that can be investigated for its underlying mechanics or structure. Systematic study could yield something like a grammar for conversation. The goal of this task is to acquire a corpus of video-data, for investigating the underlying structure(s) of interaction cross-linguistically and cross-culturally. -
Enfield, N. J. (2013). Doing fieldwork on the body, language, and communication. In C. Müller, E. Fricke, S. Ladewig, A. Cienki, D. McNeill, & S. Teßendorf (
Eds. ), Handbook Body – Language – Communication. Volume 1 (pp. 974-981). Berlin: Mouton de Gruyter. -
Enfield, N. J. (2009). 'Case relations' in Lao, a radically isolating language. In A. L. Malčukov, & A. Spencer (
Eds. ), The Oxford handbook of case (pp. 808-819). Oxford: Oxford University Press. -
Enfield, N. J. (2013). A ‘Composite Utterances’ approach to meaning. In C. Müller, E. Fricke, S. Ladewig, A. Cienki, D. McNeill, & S. Teßendorf (
Eds. ), Handbook Body – Language – Communication. Volume 1 (pp. 689-706). Berlin: Mouton de Gruyter. -
Enfield, N. J. (2007). Meanings of the unmarked: How 'default' person reference does more than just refer. In N. Enfield, & T. Stivers (
Eds. ), Person reference in interaction: Linguistic, cultural, and social perspectives (pp. 97-120). Cambridge: Cambridge University Press. -
Enfield, N. J., Dingemanse, M., Baranova, J., Blythe, J., Brown, P., Dirksmeyer, T., Drew, P., Floyd, S., Gipper, S., Gisladottir, R. S., Hoymann, G., Kendrick, K. H., Levinson, S. C., Magyari, L., Manrique, E., Rossi, G., San Roque, L., & Torreira, F. (2013). Huh? What? – A first survey in 21 languages. In M. Hayashi, G. Raymond, & J. Sidnell (
Eds. ), Conversational repair and human understanding (pp. 343-380). New York: Cambridge University Press.Abstract
Introduction
A comparison of conversation in twenty-one languages from around the world reveals commonalities and differences in the way that people do open-class other-initiation of repair (Schegloff, Jefferson, and Sacks, 1977; Drew, 1997). We find that speakers of all of the spoken languages in the sample make use of a primary interjection strategy (in English it is Huh?), where the phonetic form of the interjection is strikingly similar across the languages: a monosyllable featuring an open non-back vowel [a, æ, ə, ʌ], often nasalized, usually with rising intonation and sometimes an [h-] onset. We also find that most of the languages have another strategy for open-class other-initiation of repair, namely the use of a question word (usually “what”). Here we find significantly more variation across the languages. The phonetic form of the question word involved is completely different from language to language: e.g., English [wɑt] versus Cha'palaa [ti] versus Duna [aki]. Furthermore, the grammatical structure in which the repair-initiating question word can or must be expressed varies within and across languages. In this chapter we present data on these two strategies – primary interjections like Huh? and question words like What? – with discussion of possible reasons for the similarities and differences across the languages. We explore some implications for the notion of repair as a system, in the context of research on the typology of language use.
The general outline of this chapter is as follows. We first discuss repair as a system across languages and then introduce the focus of the chapter: open-class other-initiation of repair. A discussion of the main findings follows, where we identify two alternative strategies in the data: an interjection strategy (Huh?) and a question word strategy (What?). Formal features and possible motivations are discussed for the interjection strategy and the question word strategy in order. A final section discusses bodily behavior including posture, eyebrow movements and eye gaze, both in spoken languages and in a sign language.
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Enfield, N. J., & Levinson, S. C. (2009). Metalanguage for speech acts. In A. Majid (
Ed. ), Field manual volume 12 (pp. 51-53). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883559.Abstract
People of all cultures have some degree of concern with categorizing types of communicative social action. All languages have words with meanings like speak, say, talk, complain, curse, promise, accuse, nod, wink, point and chant. But the exact distinctions they make will differ in both quantity and quality. How is communicative social action categorised across languages and cultures? The goal of this task is to establish a basis for cross-linguistic comparison of native metalanguages for social action. -
Enfield, N. J. (2009). Language and culture. In L. Wei, & V. Cook (
Eds. ), Contemporary Applied Linguistics Volume 2 (pp. 83-97). London: Continuum. -
Enfield, N. J. (2017). Language in the Mainland Southeast Asia Area. In R. Hickey (
Ed. ), The Cambridge Handbook of Areal Linguistics (pp. 677-702). Cambridge: Cambridge University Press. doi:10.1017/9781107279872.026. -
Enfield, N. J. (2013). Hippie, interrupted. In J. Barker, & J. Lindquist (
Eds. ), Figures of Southeast Asian modernity (pp. 101-103). Honolulu: University of Hawaii Press. -
Enfield, N. J. (2009). Everyday ritual in the residential world. In G. Senft, & E. B. Basso (
Eds. ), Ritual communication (pp. 51-80). Oxford: Berg. -
Enfield, N. J. (2013). Reference in conversation. In J. Sidnell, & T. Stivers (
Eds. ), The handbook of conversation analysis (pp. 433-454). Malden, MA: Wiley-Blackwell. doi:10.1002/9781118325001.ch21.Abstract
This chapter contains sections titled: Introduction Lexical Selection in Reference: Introductory Examples of Reference to Times Multiple “Preferences” Future Directions Conclusion -
Enfield, N. J. (2007). Repair sequences in interaction. In A. Majid (
Ed. ), Field Manual Volume 10 (pp. 100-103). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.468724.Abstract
This sub-project is concerned with analysis and cross-linguistic comparison of the mechanisms of signaling and redressing ‘trouble’ during conversation. Speakers and listeners constantly face difficulties with many different aspects of speech production and comprehension during conversation. A speaker may mispronounce a word, or may be unable to find a word, or be unable to formulate in words an idea he or she has in mind. A listener may have troubling hearing (part of) what was said, may not know who a speaker is referring to, may not be sure of the current relevance of what is being said. There may be problems in the organisation of turns at talk, for instance, two speakers’ speech may be in overlap. The goal of this task is to investigate the range of practices that a language uses to address problems of speaking, hearing and understanding in conversation. -
Enfield, N. J., Levinson, S. C., & Stivers, T. (2009). Social action formulation: A "10-minutes" task. In A. Majid (
Ed. ), Field manual volume 12 (pp. 54-55). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883564.Abstract
Human actions in the social world – like greeting, requesting, complaining, accusing, asking, confirming, etc. – are recognised through the interpretation of signs. Language is where much of the action is, but gesture, facial expression and other bodily actions matter as well. The goal of this task is to establish a maximally rich description of a representative, good quality piece of conversational interaction, which will serve as a reference point for comparative exploration of the status of social actions and their formulation across language -
Ernestus, M., & Giezenaar, G. (2015). Een goed verstaander heeft maar een half woord nodig. In B. Bossers (
Ed. ), Klassiek vakwerk II: Achtergronden van het NT2-onderwijs (pp. 143-155). Amsterdam: Boom. -
Ernestus, M., & Baayen, R. H. (2007). Intraparadigmatic effects on the perception of voice. In J. van de Weijer, & E. J. van der Torre (
Eds. ), Voicing in Dutch: (De)voicing-phonology, phonetics, and psycholinguistics (pp. 153-173). Amsterdam: Benjamins.Abstract
In Dutch, all morpheme-final obstruents are voiceless in word-final position. As a consequence, the distinction between obstruents that are voiced before vowel-initial suffixes and those that are always voiceless is neutralized. This study adds to the existing evidence that the neutralization is incomplete: neutralized, alternating plosives tend to have shorter bursts than non-alternating plosives. Furthermore, in a rating study, listeners scored the alternating plosives as more voiced than the nonalternating plosives, showing sensitivity to the subtle subphonemic cues in the acoustic signal. Importantly, the participants who were presented with the complete words, instead of just the final rhymes, scored the alternating plosives as even more voiced. This shows that listeners’ perception of voice is affected by their knowledge of the obstruent’s realization in the word’s morphological paradigm. Apparently, subphonemic paradigmatic levelling is a characteristic of both production and perception. We explain the effects within an analogy-based approach. -
Fawcett, C., & Liszkowski, U. (2015). Social referencing during infancy and early childhood across cultures. In J. D. Wright (
Ed. ), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 556-562). doi:10.1016/B978-0-08-097086-8.23169-3. -
Fedor, A., Pléh, C., Brauer, J., Caplan, D., Friederici, A. D., Gulyás, B., Hagoort, P., Nazir, T., & Singer, W. (2009). What are the brain mechanisms underlying syntactic operations? In D. Bickerton, & E. Szathmáry (
Eds. ), Biological foundations and origin of syntax (pp. 299-324). Cambridge, MA: MIT Press.Abstract
This chapter summarizes the extensive discussions that took place during the Forum as well as the subsequent months thereafter. It assesses current understanding of the neuronal mechanisms that underlie syntactic structure and processing.... It is posited that to understand the neurobiology of syntax, it might be worthwhile to shift the balance from comprehension to syntactic encoding in language production -
Filippi, P. (2015). Before Babel: The Evolutionary Roots of Human Language. In E. Velmezova, K. Kull, & S. J. Cowley (
Eds. ), Biosemiotic Perspectives on Language and Linguistics (pp. 191-204). Springer International Publishing. doi:10.1007/978-3-319-20663-9_10.Abstract
The aim of the present work is to identify the evolutionary origins of the ability to speak and understand a natural language. I will adopt Botha’s “Windows Approach” (Language and Communication, 2006, 26, pp. 129–143) in order to justify the following two assumptions, which concern the evolutionary continuity between human language and animals’ communication systems: (a) despite the uniqueness of human language in sharing and conveying utterances with an open-ended structure, some isolated components of our linguistic competence are shared with non- human primates, grounding a line of evolutionary continuity; (b) the very first “linguistic” utterances were holistic, that is, whole bunches of sounds able to convey information despite their lack of modern syntax. I will address such suppositions through the comparative analysis of three constitutive features of human language: syntax, the semantic value of utterances, and the ability to attribute mental states to conspecifics, i.e. the theory of mind. -
Fisher, S. E. (2013). Building bridges between genes, brains and language. In J. J. Bolhuis, & M. Everaert (
Eds. ), Birdsong, speech and language: Exploring the evolution of mind and brain (pp. 425-454). Cambridge, Mass: MIT Press. -
Fisher, S. E. (2015). Translating the genome in human neuroscience. In G. Marcus, & J. Freeman (
Eds. ), The future of the brain: Essays by the world's leading neuroscientists (pp. 149-159). Princeton, NJ: Princeton University Press. -
Fisher, V. J. (2017). Dance as Embodied Analogy: Designing an Empirical Research Study. In M. Van Delft, J. Voets, Z. Gündüz, H. Koolen, & L. Wijers (
Eds. ), Danswetenschap in Nederland. Utrecht: Vereniging voor Dansonderzoek (VDO). -
Floyd, S. (2017). Requesting as a means for negotiating distributed agency. In N. J. Enfield, & P. Kockelman (
Eds. ), Distributed Agency (pp. 67-78). Oxford: Oxford University Press. -
Floyd, S. (2013). Semantic transparency and cultural calquing in the Northwest Amazon. In P. Epps, & K. Stenzel (
Eds. ), Upper Rio Negro: Cultural and linguistic interaction in northwestern Amazonia (pp. 271-308). Rio de Janiero: Museu do Indio. Retrieved from http://www.museunacional.ufrj.br/ppgas/livros_ele.html.Abstract
The ethnographic literature has sometimes described parts of the northwest Amazon as areas of shared culture across linguistic groups. This paper illustrates how a principle of semantic transparency across languages is a key means of establishing elements of a common regional culture through practices like the calquing of ethnonyms and toponyms so that they are semantically, but not phonologically, equivalent across languages. It places the upper Rio Negro area of the northwest Amazon in a general discussion of cross-linguistic naming practices in South America and considers the extent to which a preference for semantic transparency can be linked to cases of widespread cultural ‘calquing’, in which culturally-important meanings are kept similar across different linguistic systems. It also addresses the principle of semantic transparency beyond specific referential phrases and into larger discourse structures. It concludes that an attention to semiotic practices in multilingual settings can provide new and more complex ways of thinking about the idea of shared culture. -
Francks, C. (2009). 13 - LRRTM1: A maternally suppressed genetic effect on handedness and schizophrenia. In I. E. C. Sommer, & R. S. Kahn (
Eds. ), Cerebral lateralization and psychosis (pp. 181-196). Cambridge: Cambridge University Press.Abstract
The molecular, developmental, and evolutionary bases of human brain asymmetry are almost completely unknown. Genetic linkage and association mapping have pin-pointed a gene called LRRTM1 (leucine-rich repeat transmembrane neuronal 1) that may contribute to variability in human handedness. Here I describe how LRRTM1's involvement in handedness was discovered, and also the latest knowledge of its functions in brain development and disease. The association of LRRTM1 with handedness was derived entirely from the paternally inherited gene, and follow-up analysis of gene expression confirmed that LRRTM1 is one of a small number of genes that are imprinted in the human genome, for which the maternally inherited copy is suppressed. The same variation at LRRTM1 that was associated paternally with mixed-/left-handedness was also over-transmitted paternally to schizophrenic patients in a large family study.
LRRTM1 is expressed in specific regions of the developing and adult forebrain by post-mitotic neurons, and the protein may be involved in axonal trafficking. Thus LRRTM1 has a probable role in neurodevelopment, and its association with handedness suggests that one of its functions may be in establishing or consolidating human brain asymmetry.
LRRTM1 is the first gene for which allelic variation has been associated with human handedness. The genetic data also suggest indirectly that the epigenetic regulation of this gene may yet prove more important than DNA sequence variation for influencing brain development and disease.
Intriguingly, the parent-of-origin activity of LRRTM1 suggests that men and women have had conflicting interests in relation to the outcome of lateralized brain development in their offspring. -
Frank, S. L., Koppen, M., Noordman, L. G. M., & Vonk, W. (2007). Modeling multiple levels of text presentation. In F. Schmalhofer, & C. A. Perfetti (
Eds. ), Higher level language processes in the brain: Inference and comprehension processes (pp. 133-157). Mahwah, NJ: Erlbaum. -
Furuyama, N., & Sekine, K. (2007). Forgetful or strategic? The mystery of the systematic avoidance of reference in the cartoon story nsarrative. In S. D. Duncan, J. Cassel, & E. T. Levy (
Eds. ), Gesture and the Dynamic Dimension of Language: Essays in honor of David McNeill (pp. 75-81). Amsterdam: John Benjamins Publishing Company. -
Gentner, D., & Bowerman, M. (2009). Why some spatial semantic categories are harder to learn than others: The typological prevalence hypothesis. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (
Eds. ), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 465-480). New York: Psychology Press. -
Goldin-Meadow, S., Ozyurek, A., Sancar, B., & Mylander, C. (2009). Making language around the globe: A cross-linguistic study of homesign in the United States, China, and Turkey. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (
Eds. ), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 27-39). New York: Psychology Press. -
Goudbeek, M., Smits, R., Cutler, A., & Swingley, D. (2017). Auditory and phonetic category formation. In H. Cohen, & C. Lefebvre (
Eds. ), Handbook of categorization in cognitive science (2nd revised ed.) (pp. 687-708). Amsterdam: Elsevier. -
Le Guen, O. (2009). The ethnography of emotions: A field worker's guide. In A. Majid (
Ed. ), Field manual volume 12 (pp. 31-34). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.446076.Abstract
The goal of this task is to investigate cross-cultural emotion categories in language and thought. This entry is designed to provide researchers with some guidelines to describe the emotional repertoire of a community from an emic perspective. The first objective is to offer ethnographic tools and a questionnaire in order to understand the semantics of emotional terms and the local conception of emotions. The second objective is to identify the local display rules of emotions in communicative interactions. -
Gullberg, M., Indefrey, P., & Muysken, P. (2009). Research techniques for the study of code-switching. In B. E. Bullock, & J. A. Toribio (
Eds. ), The Cambridge handbook on linguistic code-switching (pp. 21-39). Cambridge: Cambridge University Press.Abstract
The aim of this chapter is to provide researchers with a tool kit of semi-experimental and experimental techniques for studying code-switching. It presents an overview of the current off-line and on-line research techniques, ranging from analyses of published bilingual texts of spontaneous conversations, to tightly controlled experiments. A multi-task approach used for studying code-switched sentence production in Papiamento-Dutch bilinguals is also exemplified. -
Gullberg, M. (2009). Why gestures are relevant to the bilingual mental lexicon. In A. Pavlenko (
Ed. ), The bilingual mental lexicon: Interdisciplinary approaches (pp. 161-184). Clevedon: Multilingual Matters.Abstract
Gestures, the symbolic movements speakers perform while they speak, are systematically related to speech and language in non-trivial ways. This chapter presents an overview of what gestures can and cannot tell us about the monolingual and the bilingual mental lexicon. Gesture analysis opens for a broader view of the mental lexicon, targeting the interface between conceptual, semantic and syntactic aspects of event construal, and offers new possibilities for examining how languages co-exist and interact in bilinguals beyond the level of surface forms. The first section of this chapter gives a brief introduction to gesture studies and outlines the current views on the relationship between gesture, speech, and language. The second section targets the key questions for the study of the monolingual and bilingual lexicon, and illustrates the methods employed for addressing these questions. It further exemplifies systematic cross-linguistic patterns in gestural behaviour in monolingual and bilingual contexts. The final section discusses some implications of an expanded view of the multilingual lexicon that includes gesture, and outlines directions for future inquiry.Files private
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Hagoort, P. (2007). The memory, unification, and control (MUC) model of language. In T. Sakamoto (
Ed. ), Communicating skills of intention (pp. 259-291). Tokyo: Hituzi Syobo. -
Hagoort, P. (2007). The memory, unification, and control (MUC) model of language. In A. S. Meyer, L. Wheeldon, & A. Krott (
Eds. ), Automaticity and control in language processing (pp. 243-270). Hove: Psychology Press. -
Hagoort, P. (2017). It is the facts, stupid. In J. Brockman, F. Van der Wa, & H. Corver (
Eds. ), Wetenschappelijke parels: het belangrijkste wetenschappelijke nieuws volgens 193 'briljante geesten'. Amsterdam: Maven Press.
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