Publications

Displaying 301 - 400 of 418
  • Pluymaekers, M., Ernestus, M., Baayen, R. H., & Booij, G. (2010). Morphological effects on fine phonetic detail: The case of Dutch -igheid. In C. Fougeron, B. Kühnert, M. D'Imperio, & N. Vallée (Eds.), Laboratory Phonology 10 (pp. 511-532). Berlin: De Gruyter.
  • Puccini, D., Hassemer, M., Salomo, D., & Liszkowski, U. (2012). The type of shared activity shapes caregiver and infant communication [Reprint]. In J.-M. Colletta, & M. Guidetti (Eds.), Gesture and multimodal development (pp. 157-174). Amsterdam: John Benjamins.

    Abstract

    For the beginning language learner, communicative input is not based on linguistic codes alone. This study investigated two extralinguistic factors which are important for infants’ language development: the type of ongoing shared activity and non-verbal, deictic gestures. The natural interactions of 39 caregivers and their 12-month-old infants were recorded in two semi-natural contexts: a free play situation based on action and manipulation of objects, and a situation based on regard of objects, broadly analogous to an exhibit. Results show that the type of shared activity structures both caregivers’ language usage and caregivers’ and infants’ gesture usage. Further, there is a specific pattern with regard to how caregivers integrate speech with particular deictic gesture types. The findings demonstrate a pervasive influence of shared activities on human communication, even before language has emerged. The type of shared activity and caregivers’ systematic integration of specific forms of deictic gestures with language provide infants with a multimodal scaffold for a usage-based acquisition of language.
  • Rakoczy, H., & Haun, D. B. M. (2012). Vor- und nichtsprachliche Kognition. In W. Schneider, & U. Lindenberger (Eds.), Entwicklungspsychologie. 7. vollständig überarbeitete Auflage (pp. 337-362). Weinheim: Beltz Verlag.
  • Rapold, C. J. (2010). Beneficiary and other roles of the dative in Tashelhiyt. In F. Zúñiga, & S. Kittilä (Eds.), Benefactives and malefactives: Typological perspectives and case studies (pp. 351-376). Amsterdam: Benjamins.

    Abstract

    This paper explores the semantics of the dative in Tashelhiyt, a Berber language from Morocco. After a brief morphosyntactic overview of the dative in this language, I identify a wide range of its semantic roles, including possessor, experiencer, distributive and unintending causer. I arrange these roles in a semantic map and propose semantic links between the roles such as metaphorisation and generalisation. In the light of the Tashelhiyt data, the paper also proposes additions to previous semantic maps of the dative (Haspelmath 1999, 2003) and to Kittilä’s 2005 typology of beneficiary coding.
  • Rapold, C. J. (2010). Defining converbs ten years on - A hitchhikers'guide. In S. Völlmin, A. Amha, C. J. Rapold, & S. Zaugg-Coretti (Eds.), Converbs, medial verbs, clause chaining and related issues (pp. 7-30). Köln: Rüdiger Köppe Verlag.
  • Rapold, C. J. (2012). The encoding of placement and removal events in ǂAkhoe Haiǁom. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 79-98). Amsterdam: Benjamins.

    Abstract

    This paper explores the semantics of placement and removal verbs in Ākhoe Hai om based on event descriptions elicited with a set of video stimuli. After a brief sketch of the morphosyntax of placement/removal constructions in Ākhoe Haiom, four situation types are identified semantically that cover both placement and removal events. The language exhibits a clear tendency to make more fine-grained semantic distinctions in placement verbs, as opposed to semantically more general removal verbs.
  • Razafindrazaka, H., & Brucato, N. (2008). Esclavage et diaspora Africaine. In É. Crubézy, J. Braga, & G. Larrouy (Eds.), Anthropobiologie: Évolution humaine (pp. 326-328). Issy-les-Moulineaux: Elsevier Masson.
  • Razafindrazaka, H., Brucato, N., & Mazières, S. (2008). Les Noirs marrons. In É. Crubézy, J. Braga, & G. Larrouy (Eds.), Anthropobiologie: Évolution humaine (pp. 319-320). Issy-les-Moulineaux: Elsevier Masson.
  • Reesink, G. (2010). The difference a word makes. In K. A. McElhannon, & G. Reesink (Eds.), A mosaic of languages and cultures: Studies celebrating the career of Karl J. Franklin (pp. 434-446). Dallas, TX: SIL International.

    Abstract

    This paper offers some thoughts on the question what effect language has on the understanding and hence behavior of a human being. It reviews some issues of linguistic relativity, known as the “Sapir-Whorf hypothesis,” suggesting that the culture we grow up in is reflected in the language and that our cognition (and our worldview) is shaped or colored by the conventions developed by our ancestors and peers. This raises questions for the degree of translatability, illustrated by the comparison of two poems by a Dutch poet who spent most of his life in the USA. Mutual understanding, I claim, is possible because we have the cognitive apparatus that allows us to enter different emic systems.
  • Reesink, G. (2010). Prefixation of arguments in West Papuan languages. In M. Ewing, & M. Klamer (Eds.), East Nusantara, typological and areal analyses (pp. 71-95). Canberra: Pacific Linguistics.
  • Reis, A., Petersson, K. M., & Faísca, L. (2010). Neuroplasticidade: Os efeitos de aprendizagens específicas no cérebro humano. In C. Nunes, & S. N. Jesus (Eds.), Temas actuais em Psicologia (pp. 11-26). Faro: Universidade do Algarve.
  • Roberts, L. (2008). Processing temporal constraints and some implications for the investigation of second language sentence processing and acquisition. Commentary on Baggio. In P. Indefrey, & M. Gullberg (Eds.), Time to speak: Cognitive and neural prerequisites for time in language (pp. 57-61). Oxford: Blackwell.
  • Roberts, L. (2013). Discourse processing. In P. Robinson (Ed.), The Routledge encyclopedia of second language acquisition (pp. 190-194). New York: Routledge.
  • Roberts, L., & Meyer, A. S. (Eds.). (2012). Individual differences in second language acquisition [Special Issue]. Language Learning, 62(Supplement S2).
  • Roberts, L. (2010). Parsing the L2 input, an overview: Investigating L2 learners’ processing of syntactic ambiguities and dependencies in real-time comprehension. In G. D. Véronique (Ed.), Language, Interaction and Acquisition [Special issue] (pp. 189-205). Amsterdam: Benjamins.

    Abstract

    The acquisition of second language (L2) syntax has been central to the study of L2 acquisition, but recently there has been an interest in how learners apply their L2 syntactic knowledge to the input in real-time comprehension. Investigating L2 learners’ moment-by-moment syntactic analysis during listening or reading of sentence as it unfolds — their parsing of the input — is important, because language learning involves both the acquisition of knowledge and the ability to use it in real time. Using methods employed in monolingual processing research, investigations often focus on the processing of temporary syntactic ambiguities and structural dependencies. Investigating ambiguities involves examining parsing decisions at points in a sentence where there is a syntactic choice and this can offer insights into the nature of the parsing mechanism, and in particular, its processing preferences. Studying the establishment of syntactic dependencies at the critical point in the input allows for an investigation of how and when different kinds of information (e.g., syntactic, semantic, pragmatic) are put to use in real-time interpretation. Within an L2 context, further questions are of interest and familiar from traditional L2 acquisition research. Specifically, how native-like are the parsing procedures that L2 learners apply when processing the L2 input? What is the role of the learner’s first language (L1)? And, what are the effects of individual factors such as age, proficiency/dominance and working memory on L2 parsing? In the current paper I will provide an overview of the findings of some experimental research designed to investigate these questions.
  • Roberts, L. (2012). Sentence and discourse processing in second language comprehension. In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Chicester: Wiley-Blackwell. doi:10.1002/9781405198431.wbeal1063.

    Abstract

    n applied linguistics (AL), researchers have always been concerned with second language (L2) learners' knowledge of the target language (TL), investigating the development of TL grammar, vocabulary, and phonology, for instance.
  • Roberts, L. (2013). Sentence processing in bilinguals. In R. Van Gompel (Ed.), Sentence processing. London: Psychology Press.
  • Rossano, F. (2013). Gaze in conversation. In J. Sidnell, & T. Stivers (Eds.), The handbook of conversation analysis (pp. 308-329). Malden, MA: Wiley-Blackwell. doi:10.1002/9781118325001.ch15.

    Abstract

    This chapter contains sections titled: Introduction Background: The Gaze “Machinery” Gaze “Machinery” in Social Interaction Future Directions
  • De Ruiter, J. P., Noordzij, M. L., Newman-Norlund, S., Newman-Norlund, R., Hagoort, P., Levinson, S. C., & Toni, I. (2012). Exploring the cognitive infrastructure of communication. In B. Galantucci, & S. Garrod (Eds.), Experimental Semiotics: Studies on the emergence and evolution of human communication (pp. 51-78). Amsterdam: Benjamins.

    Abstract

    Human communication is often thought about in terms of transmitted messages in a conventional code like a language. But communication requires a specialized interactive intelligence. Senders have to be able to perform recipient design, while receivers need to be able to do intention recognition, knowing that recipient design has taken place. To study this interactive intelligence in the lab, we developed a new task that taps directly into the underlying abilities to communicate in the absence of a conventional code. We show that subjects are remarkably successful communicators under these conditions, especially when senders get feedback from receivers. Signaling is accomplished by the manner in which an instrumental action is performed, such that instrumentally dysfunctional components of an action are used to convey communicative intentions. The findings have important implications for the nature of the human communicative infrastructure, and the task opens up a line of experimentation on human communication.

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  • Rumsey, A., San Roque, L., & Schieffelin, B. (2013). The acquisition of ergative marking in Kaluli, Ku Waru and Duna (Trans New Guinea). In E. L. Bavin, & S. Stoll (Eds.), The acquisition of ergativity (pp. 133-182). Amsterdam: Benjamins.

    Abstract

    In this chapter we present material on the acquisition of ergative marking on noun phrases in three languages of Papua New Guinea: Kaluli, Ku Waru, and Duna. The expression of ergativity in all the languages is broadly similar, but sensitive to language-specific features, and this pattern of similarity and difference is reflected in the available acquisition data. Children acquire adult-like ergative marking at about the same pace, reaching similar levels of mastery by 3;00 despite considerable differences in morphological complexity of ergative marking among the languages. What may be more important – as a factor in accounting for the relative uniformity of acquisition in this respect – are the similarities in patterns of interactional scaffolding that emerge from a comparison of the three cases.
  • San Roque, L., & Norcliffe, E. (2010). Knowledge asymmetries in grammar and interaction. In E. Norcliffe, & N. J. Enfield (Eds.), Field manual volume 13 (pp. 37-44). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.529153.
  • Schäfer, M., & Haun, D. B. M. (2010). Sharing among children across cultures. In E. Norcliffe, & N. J. Enfield (Eds.), Field manual volume 13 (pp. 45-49). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.529154.
  • Schapper, A., San Roque, L., & Hendery, R. (2016). Tree, firewood and fire in the languages of Sahul. In P. Juvonen (Ed.), The Lexical Typology of Semantic Shifts (pp. 355-422). Berlin: de Gruyter Mouton.
  • Schepens, J., Van der Slik, F., & Van Hout, R. (2013). The effect of linguistic distance across Indo-European mother tongues on learning Dutch as a second language. In L. Borin, & A. Saxena (Eds.), Approaches to measuring linguistic differences (pp. 199-230). Berlin: Mouton de Gruyter.
  • Schiller, N. O., Van Lieshout, P. H. H. M., Meyer, A. S., & Levelt, W. J. M. (1999). Does the syllable affiliation of intervocalic consonants have an articulatory basis? Evidence from electromagnetic midsagittal artculography. In B. Maassen, & P. Groenen (Eds.), Pathologies of speech and language. Advances in clinical phonetics and linguistics (pp. 342-350). London: Whurr Publishers.
  • Schimke, S., Verhagen, J., & Turco, G. (2012). The different role of additive and negative particles in the development of finiteness in early adult L2 German and L2 Dutch. In M. Watorek, S. Benazzo, & M. Hickmann (Eds.), Comparative perspectives on language acquisition: A tribute to Clive Perdue (pp. 73-91). Bristol: Multilingual Matters.
  • Schmiedtova, B., & Flecken, M. (2008). The role of aspectual distinctions in event encoding: Implications for second language acquisition. In S. Müller-de Knop, & T. Mortelmans (Eds.), Pedagogical grammar (pp. 357-384). Berlin: Mouton de Gruyter.
  • Scott, S. K., McGettigan, C., & Eisner, F. (2013). The neural basis of links and dissociations between speech perception and production. In J. J. Bolhuis, & M. Everaert (Eds.), Birdsong, speech and language: Exploring the evolution of mind and brain (pp. 277-294). Cambridge, Mass: MIT Press.
  • Senft, G. (2008). The teaching of Tokunupei. In J. Kommers, & E. Venbrux (Eds.), Cultural styles of knowledge transmission: Essays in honour of Ad Borsboom (pp. 139-144). Amsterdam: Aksant.

    Abstract

    The paper describes how the documentation of a popular song of the adolescents of Tauwema in 1982 lead to the collection of the myth of Imdeduya and Yolina, one of the most important myths of the Trobriand Islands. When I returned to my fieldsite in 1989 Tokunupei, one of my best consultants in Tauwema, remembered my interest in the myth and provided me with further information on this topic. Tokunupei's teachings open up an important access to Trobriand eschatology.
  • Senft, G. (2008). Zur Bedeutung der Sprache für die Feldforschung. In B. Beer (Ed.), Methoden und Techniken der Feldforschung (pp. 103-118). Berlin: Reimer.
  • Senft, G. (1999). Bronislaw Kasper Malinowski. In J. Verschueren, J.-O. Östman, J. Blommaert, & C. Bulcaen (Eds.), Handbook of pragmatics: 1997 installment. Amsterdam: Benjamins.
  • Senft, G. (2010). Culture change - language change: Missionaries and moribund varieties of Kilivila. In G. Senft (Ed.), Endangered Austronesian and Australian Aboriginal languages: Essays on language documentation, archiving, and revitalization (pp. 69-95). Canberra: Pacific Linguistics.
  • Senft, G. (2012). Das Erlernen von Fremdsprachen als Voraussetzung für erfolgreiche Feldforschung. In J. Kruse, S. Bethmann, D. Niermann, & C. Schmieder (Eds.), Qualitative Interviewforschung in und mit fremden Sprachen: Eine Einführung in Theorie und Praxis (pp. 121-135). Weinheim: Beltz Juventa.
  • Senft, G. (2016). "Masawa - bogeokwa si tuta!": Cultural and cognitive implications of the Trobriand Islanders' gradual loss of their knowledge of how to make a masawa canoe. In P. Meusburger, T. Freytag, & L. Suarsana (Eds.), Ethnic and Cultural Dimensions of Knowledge (pp. 229-256). Heidelberg: Springer Verlag.

    Abstract

    This paper describes how the Trobriand Islanders of Papua New Guinea used to construct their big seagoing masawa canoes and how they used to make their sails, what forms of different knowledge and expertise they needed to do this during various stages of the construction processes, how this knowledge was socially distributed, and the social implications of all the joint communal activities that were necessary until a new canoe could be launched. Then it tries to answer the question why the complex distributed knowledge of how to make a masawa has been gradually getting lost in most of the village communities on the Trobriand Islands; and finally it outlines and discusses the implications of this loss for the Trobriand Islanders' culture, for their social construction of reality, and for their indigenous cognitive capacities.
  • Senft, G. (2012). 67 Wörter + 1 Foto für Roland Posner. In E. Fricke, & M. Voss (Eds.), 68 Zeichen für Roland Posner - Ein semiotisches Mosaik / 68 signs for Roland Posner - A semiotic mosaic (pp. 473-474). Tübingen: Stauffenberg Verlag.
  • Senft, G. (2008). Event conceptualization and event report in serial verb constructions in Kilivila: Towards a new approach to research and old phenomenon. In G. Senft (Ed.), Serial verb constructions in Austronesian and Papuan languages (pp. 203-230). Canberra: Pacific Linguistics Publishers.
  • Senft, G. (2008). Introduction. In G. Senft (Ed.), Serial verb constructions in Austronesian and Papuan languages (pp. 1-15). Canberra: Pacific Linguistics Publishers.
  • Senft, G. (1991). Mahnreden auf den Trobriand Inseln: Eine Fallstudie. In D. Flader (Ed.), Verbale Interaktion: Studien zur Empirie und Methologie der Pragmatik (pp. 27-49). Stuttgart: Metzler.
  • Senft, G. (2010). Introduction. In G. Senft (Ed.), Endangered Austronesian and Australian Aboriginal languages: Essays on language documentation, archiving, and revitalization (pp. 1-13). Canberra: Pacific Linguistics.
  • Senft, G. (2013). Ethnolinguistik. In B. Beer, & H. Fischer (Eds.), Ethnologie - Einführung und Überblick. (8. Auflage, pp. 271-286). Berlin: Reimer.
  • Senft, G. (2012). Ethnolinguistik. In B. Beer, & H. Fischer (Eds.), Ethnologie - Einführung und Überblick. 7. überarbeitete und erweiterte Auflage (pp. 271-286). Berlin: Reimer.
  • Senft, G. (1991). Prolegomena to the pragmatics of "situational-intentional" varieties in Kilivila language. In J. Verschueren (Ed.), Levels of linguistic adaptation: Selected papers from the International Pragmatics Conference, Antwerp, August 1987 (pp. 235-248). Amsterdam: John Benjamins.
  • Senft, G. (2012). Referring to colour and taste in Kilivila: Stability and change in two lexical domains of sensual perception. In A. C. Schalley (Ed.), Practical theories and empirical practice (pp. 71-98). Amsterdam: John Benjamins.

    Abstract

    This chapter first compares data collected on Kilivila colour terms in 1983 with data collected in 2008. The Kilivila lexicon has changed from a typical stage IIIb into a stage VII colour term lexicon (Berlin and Kay 1969). The chapter then compares data on the Kilivila taste vocabulary collected in 1982/83 with data collected in 2008. No substantial change was found. Finally the chapter compares the 2008 results on taste terms with a paper on the taste vocabulary of the Torres Strait Islanders published in 1904 by Charles S. Myers. Kilivila provides evidence that traditional terms used for talking about colour and terms used to refer to tastes have remained relatively stable over time.
  • Senft, G. (2016). Pragmatics. In K. B. Jensen, R. T. Craig, J. Pooley, & E. Rothenbuhler (Eds.), The International Encyclopedia of Communication Theory and Philosophy (pp. 1586-1598). Hoboken, NJ: John Wiley. doi:10.1002/9781118766804.wbiect165.

    Abstract

    This entry takes an interdisciplinary approach to linguistic pragmatics. It discusses how the meaning of utterances can only be understood in relation to overall cultural, social, and interpersonal contexts, as well as to culture-specific conventions and the speech events in which they are embedded. The entry discusses core issues of pragmatics such as speech act theory, conversational implicature, deixis, gesture, interaction strategies, ritual communication, phatic communion, linguistic relativity, ethnography of speaking, ethnomethodology, and conversation analysis. It takes a transdisciplinary view of the field, showing that linguistic pragmatics has its predecessors in other disciplines such as philosophy, psychology, ethology, ethnology, and sociology.
  • Senghas, A., Kita, S., & Ozyurek, A. (2008). Children creating core properties of language: Evidence from an emerging sign language in Nicaragua. In K. A. Lindgren, D. DeLuca, & D. J. Napoli (Eds.), Signs and Voices: Deaf Culture, Identity, Language, and Arts. Washington, DC: Gallaudet University Press.
  • Senghas, A., Ozyurek, A., & Goldin-Meadow, S. (2013). Homesign as a way-station between co-speech gesture and sign language: The evolution of segmenting and sequencing. In R. Botha, & M. Everaert (Eds.), The evolutionary emergence of language: Evidence and inference (pp. 62-77). Oxford: Oxford University Press.
  • Seuren, P. A. M. (1983). Auxiliary system in Sranan. In F. Heny, & B. Richards (Eds.), Linguistic categories: Auxiliaries and related puzzles / Vol. two, The scope, order, and distribution of English auxiliary verbs (pp. 219-251). Dordrecht: Reidel.
  • Seuren, P. A. M. (2012). Does a leaking O-corner save the square? In J.-Y. Béziau, & D. Jacquette (Eds.), Around and beyond the square of opposition (pp. 129-138). Basel: Springer.

    Abstract

    It has been known at least since Abelard (12th century) that the classic Square of Opposition suffers from so-called undue existential import (UEI) in that this system of predicate logic collapses when the class denoted by the restrictor predicate is empty. It is usually thought that this mistake was made by Aristotle himself, but it has now become clear that this is not so: Aristotle did not have the Conversions but only one-way entailments, which ‘saves’ the Square. The error of UEI was introduced by his later commentators, especially Apuleius and Boethius. Abelard restored Aristotle’s original logic. After Abelard, some 14th- and 15th-century philosophers (mainly Buridan and Ockham) meant to save the Square by declaring the O-corner true when the restrictor class is empty. This ‘leaking O-corner analysis’, or LOCA, was taken up again around 1950 by some American philosopher-logicians, who now have a fairly large following. LOCA does indeed save the Square from logical disaster, but modern analysis shows that this makes it impossible to give a uniform semantic definition of the quantifiers, which thus become ambiguous—an intolerable state of affairs in logic. Klima (Ars Artium, Essays in Philosophical Semantics, Medieval and Modern, Institute of Philosophy, Hungarian Academy of Sciences, Budapest, 1988) and Parsons (in Zalta (ed.), The Stanford Encyclopedia of Philosophy, http://plato.standford.edu/entries/square/, 2006; Logica Univers. 2:3–11, 2008) have tried to circumvent this problem by introducing a ‘zero’ element into the ontology, standing for non-existing entities and yielding falsity when used for variable substitution. LOCA, both without and with the zero element, is critically discussed and rejected on internal logical and external ontological grounds.
  • Seuren, P. A. M. (2010). Donkey sentences. In A. Barber, & R. J. Stainton (Eds.), Concise encyclopedia of philosophy of language and linguistics (pp. 169-171). Amsterdam: Elsevier.
  • Seuren, P. A. M. (2010). Aristotle and linguistics. In A. Barber, & R. J. Stainton (Eds.), Concise encyclopedia of philosophy of language and linguistics (pp. 25-27). Amsterdam: Elsevier.

    Abstract

    Aristotle's importance in the professional study of language consists first of all in the fact that he demythologized language and made it an object of rational investigation. In the context of his theory of truth as correspondence, he also provided the first semantic analysis of propositions in that he distinguished two main constituents, the predicate, which expresses a property, and the remainder of the proposition, referring to a substance to which the property is assigned. That assignment is either true or false. Later, the ‘remainder’ was called subject term, and the Aristotelian predicate was identified with the verb in the sentence. The Aristotelian predicate, however, is more like what is now called the ‘comment,’ whereas his remainder corresponds to the topic. Aristotle, furthermore, defined nouns and verbs as word classes. In addition, he introduced the term ‘case’ for paradigmatic morphological variation.
  • Seuren, P. A. M. (2008). Apollonius Dyscolus en de semantische syntaxis. In J. van Driel, & T. Janssen (Eds.), Ontheven aan de tijd: Linguistisch-historische studies voor Jan Noordegraaf bij zijn zestigste verjaardag (pp. 15-24). Amsterdam: Stichting Neerlandistiek VU Amsterdam.

    Abstract

    This article places the debate between Chomskyan autonomous syntax and Generative Semantics in the context of the first beginnings of syntactic theory set out in Perì suntáxeõs ('On syntax') by Apollonius Dyscolus (second century CE). It shows that, theoretically speaking, the Apollonian concept of syntax implied an algorithmically organized system of composition rules with lexico-semantic, not a sound-based, input, unlike Apollonius's strictly sound-based postulated rule systems for the composition of phonemes into syllables and of syllables into words. This meaning-based notion of syntax persisted essentially unchanged (though refined by Sanctius during the sixteenth century) until the 1930s, when structuralism began to take the notion of algorithmically organized rule systems for the generation of sentences seriously. This meant a break with the Apollonian meaning-based approach to syntax. The Generative Semantics movement, which arose during the 1960s but was nipped in the bud, implied a return to the tradition, though with much improved formal underpinnings.
  • Seuren, P. A. M. (1991). Formalism and ecologism in linguistics. In E. Feldbusch, R. Pogarell, & C. Weiss (Eds.), Neue Fragen der Linguistik: Akten des 25. Linguistischen Kolloquiums, Paderborn 1990. Band 1: Bestand und Entwicklung (pp. 73-88). Tübingen: Max Niemeyer.
  • Seuren, P. A. M. (2010). Meaning: Cognitive dependency of lexical meaning. In A. Barber, & R. J. Stainton (Eds.), Concise encyclopedia of philosophy of language and linguistics (pp. 424-426). Amsterdam: Elsevier.
  • Seuren, P. A. M. (1991). Modale klokkenhuizen. In M. Klein (Ed.), Nieuwe eskapades in de neerlandistiek: Opstellen van vrienden voor M.C. van den Toorn bij zijn afscheid als hoogleraar Nederlandse taalkunde aan de Katholieke Universiteit te Nijmegen (pp. 202-236). Groningen: Wolters-Noordhoff.
  • Seuren, P. A. M. (2010). Presupposition. In A. Barber, & R. J. Stainton (Eds.), Concise encyclopedia of philosophy of language and linguistics (pp. 589-596). Amsterdam: Elsevier.
  • Seuren, P. A. M. (1991). The definition of serial verbs. In F. Byrne, & T. Huebner (Eds.), Development and structures of Creole languages: Essays in honor of Derek Bickerton (pp. 193-205). Amsterdam: Benjamins.
  • Seuren, P. A. M. (1991). Präsuppositionen. In A. Von Stechow, & D. Wunderlich (Eds.), Semantik: Ein internationales Handbuch der zeitgenössischen Forschung (pp. 286-318). Berlin: De Gruyter.
  • Seuren, P. A. M. (1999). The subject-predicate debate X-rayed. In D. Cram, A. Linn, & E. Nowak (Eds.), History of Linguistics 1996: Selected papers from the Seventh International Conference on the History of the Language Sciences (ICHOLS VII), Oxford, 12-17 September 1996. Volume 1: Traditions in Linguistics Worldwide (pp. 41-55). Amsterdam: Benjamins.
  • Seuren, P. A. M. (2013). The logico-philosophical tradition. In K. Allan (Ed.), The Oxford handbook of the history of linguistics (pp. 537-554). Oxford: Oxford University Press.
  • Seuren, P. A. M. (1999). Topic and comment. In C. F. Justus, & E. C. Polomé (Eds.), Language Change and Typological Variation: Papers in Honor of Winfred P. Lehmann on the Occasion of His 83rd Birthday. Vol. 2: Grammatical universals and typology (pp. 348-373). Washington, DC: Institute for the Study of Man.
  • Silva, S., Petersson, K. M., & Castro, S. (2016). Rhythm in the brain: Is music special? In D. Da Silva Marques, & J. Avila-Toscano (Eds.), Neuroscience to neuropsychology: The study of the human brain (pp. 29-54). Barranquilla, Colombia: Ediciones CUR.
  • Skiba, R. (1991). Eine Datenbank für Deutsch als Zweitsprache Materialien: Zum Einsatz von PC-Software bei Planung von Zweitsprachenunterricht. In H. Barkowski, & G. Hoff (Eds.), Berlin interkulturell: Ergebnisse einer Berliner Konferenz zu Migration und Pädagogik. (pp. 131-140). Berlin: Colloquium.
  • Skiba, R. (2008). Korpora in de Zweitspracherwerbsforschung: Internetzugang zu Daten des ungesteuerten Zweitspracherwerbs. In B. Ahrenholz, U. Bredel, W. Klein, M. Rost-Roth, & R. Skiba (Eds.), Empirische Forschung und Theoriebildung: Beiträge aus Soziolinguistik, Gesprochene-Sprache- und Zweitspracherwerbsforschung: Festschrift für Norbert Dittmar (pp. 21-30). Frankfurt am Main: Lang.
  • Skiba, R., Dittmar, N., & Bressem, J. (2008). Planning, collecting, exploring and archiving longitudinal L2 data: Experiences from the P-MoLL project. In L. Ortega, & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 73-88). New York/London: Routledge.
  • Skiba, R. (2010). Polnisch. In S. Colombo-Scheffold, P. Fenn, S. Jeuk, & J. Schäfer (Eds.), Ausländisch für Deutsche. Sprachen der Kinder - Sprachen im Klassenzimmer (2. korrigierte und erweiterte Auflage, pp. 165-176). Freiburg: Fillibach.
  • Sloetjes, H. (2013). The ELAN annotation tool. In H. Lausberg (Ed.), Understanding body movement: A guide to empirical research on nonverbal behaviour with an introduction to the NEUROGES coding system (pp. 193-198). Frankfurt a/M: Lang.
  • Sloetjes, H. (2013). Step by step introduction in NEUROGES coding with ELAN. In H. Lausberg (Ed.), Understanding body movement: A guide to empirical research on nonverbal behaviour with an introduction to the NEUROGES coding system (pp. 201-212). Frankfurt a/M: Lang.
  • De Smedt, K., & Kempen, G. (1991). Segment Grammar: A formalism for incremental sentence generation. In C. Paris, W. Swartout, & W. Mann (Eds.), Natural language generation and computational linguistics (pp. 329-349). Dordrecht: Kluwer Academic Publishers.

    Abstract

    Incremental sentence generation imposes special constraints on the representation of the grammar and the design of the formulator (the module which is responsible for constructing the syntactic and morphological structure). In the model of natural speech production presented here, a formalism called Segment Grammar is used for the representation of linguistic knowledge. We give a definition of this formalism and present a formulator design which relies on it. Next, we present an object- oriented implementation of Segment Grammar. Finally, we compare Segment Grammar with other formalisms.
  • Smith, A. C., Monaghan, P., & Huettig, F. (2016). Complex word recognition behaviour emerges from the richness of the word learning environment. In K. Twomey, A. C. Smith, G. Westermann, & P. Monaghan (Eds.), Neurocomputational Models of Cognitive Development and Processing: Proceedings of the 14th Neural Computation and Psychology Workshop (pp. 99-114). Singapore: World Scientific. doi:10.1142/9789814699341_0007.

    Abstract

    Computational models can reflect the complexity of human behaviour by implementing multiple constraints within their architecture, and/or by taking into account the variety and richness of the environment to which the human is responding. We explore the second alternative in a model of word recognition that learns to map spoken words to visual and semantic representations of the words’ concepts. Critically, we employ a phonological representation utilising coarse-coding of the auditory stream, to mimic early stages of language development that are not dependent on individual phonemes to be isolated in the input, which may be a consequence of literacy development. The model was tested at different stages during training, and was able to simulate key behavioural features of word recognition in children: a developing effect of semantic information as a consequence of language learning, and a small but earlier effect of phonological information on word processing. We additionally tested the role of visual information in word processing, generating predictions for behavioural studies, showing that visual information could have a larger effect than semantics on children’s performance, but that again this affects recognition later in word processing than phonological information. The model also provides further predictions for performance of a mature word recognition system in the absence of fine-coding of phonology, such as in adults who have low literacy skills. The model demonstrated that such phonological effects may be reduced but are still evident even when multiple distractors from various modalities are present in the listener’s environment. The model demonstrates that complexity in word recognition can emerge from a simple associative system responding to the interactions between multiple sources of information in the language learner’s environment.
  • Stivers, T., & Rossano, F. (2012). Mobilizing response in interaction: A compositional view of questions. In J. P. De Ruiter (Ed.), Questions: Formal, functional and interactional perspectives (pp. 58-80). New York: Cambridge University Press.
  • Stivers, T. (2012). Language socialization in children’s medical encounters. In A. Duranti, E. Ochs, & B. Schieffelin (Eds.), The handbook of language socialization (pp. 247-268). Malden, MA: Wiley-Blackwell.

    Abstract

    Research on child language socialization has its roots in understanding the ways that adults and other caregivers interact with children in mundane social life and how these practices might enculturate the child into local communicative norms and ways of thinking ( Brown 1998 ; Clancy 1999 ; Danziger 1971 ; de León 1998 ; Garrett and Baquedano-López 2002 ; Heath 1983 ; Ochs and Schieffelin 1983, 1984 ). A second primary area of interest has been the effect of different socialization practices on more formal educational settings ( Heath 1983 ; Howard 2004 ; Michaels 1981 ; Moore 2006 , this volume; Philips 1983 ; Rogoff et al. 2003 ). However, as discussed in other contributions to this volume, language socialization extends into many other facets of life. Just as being a member of a cultural group or being a student requires socialization into the associated rights and obligations, so too does the role of medical patient or client. For instance, patients must understand how to explain their problems ( Halkowski 2006 ; Heritage and Robinson 2006 ); what information they should know about their bodies, their treatment, their life, and their medical history; and where to look during examinations ( Heath 1986 ), to name but a few of the norm-governed aspects of medical interaction. Physicians play an important role in a child's socialization into the patient role by providing
  • Stivers, T., Enfield, N. J., & Levinson, S. C. (Eds.). (2010). Question-response sequences in conversation across ten languages [Special Issue]. Journal of Pragmatics, 42(10). doi:10.1016/j.pragma.2010.04.001.
  • Sumer, B., Zwitserlood, I., Perniss, P. M., & Ozyurek, A. (2013). Acquisition of locative expressions in children learning Turkish Sign Language (TİD) and Turkish. In E. Arik (Ed.), Current directions in Turkish Sign Language research (pp. 243-272). Newcastle upon Tyne: Cambridge Scholars Publishing.

    Abstract

    In sign languages, where space is often used to talk about space, expressions of spatial relations (e.g., ON, IN, UNDER, BEHIND) may rely on analogue mappings of real space onto signing space. In contrast, spoken languages express space in mostly categorical ways (e.g. adpositions). This raises interesting questions about the role of language modality in the acquisition of expressions of spatial relations. However, whether and to what extent modality influences the acquisition of spatial language is controversial – mostly due to the lack of direct comparisons of Deaf children to Deaf adults and to age-matched hearing children in similar tasks. Furthermore, the previous studies have taken English as the only model for spoken language development of spatial relations.
    Therefore, we present a balanced study in which spatial expressions by deaf and hearing children in two different age-matched groups (preschool children and school-age children) are systematically compared, as well as compared to the spatial expressions of adults. All participants performed the same tasks, describing angular (LEFT, RIGHT, FRONT, BEHIND) and non-angular spatial configurations (IN, ON, UNDER) of different objects (e.g. apple in box; car behind box).
    The analysis of the descriptions with non-angular spatial relations does not show an effect of modality on the development of
    locative expressions in TİD and Turkish. However, preliminary results of the analysis of expressions of angular spatial relations suggest that signers provide angular information in their spatial descriptions
    more frequently than Turkish speakers in all three age groups, and thus showing a potentially different developmental pattern in this domain. Implications of the findings with regard to the development of relations in spatial language and cognition will be discussed.
  • Sumer, B., & Ozyurek, A. (2016). İşitme Engelli Çocukların Dil Edinimi [Sign language acquisition by deaf children]. In C. Aydin, T. Goksun, A. Kuntay, & D. Tahiroglu (Eds.), Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları [Research on Cognitive Development] (pp. 365-388). Istanbul: Koc University Press.
  • Sumer, B. (2016). Scene-setting and reference introduction in sign and spoken languages: What does modality tell us? In B. Haznedar, & F. N. Ketrez (Eds.), The acquisition of Turkish in childhood (pp. 193-220). Amsterdam: Benjamins.

    Abstract

    Previous studies show that children do not become adult-like in learning to set the scene and introduce referents in their narrations until 9 years of age and even beyond. However, they investigated spoken languages, thus we do not know much about how these skills are acquired in sign languages, where events are expressed in visually similar ways to the real world events, unlike in spoken languages. The results of the current study demonstrate that deaf children (3;5–9;10 years) acquiring Turkish Sign Language, and hearing children (3;8–9;11 years) acquiring spoken Turkish both acquire scene-setting and referent introduction skills at similar ages. Thus the modality of the language being acquired does not have facilitating or hindering effects in the development of these skills.
  • Sumer, B., Zwitserlood, I., Perniss, P., & Ozyurek, A. (2016). Yer Bildiren İfadelerin Türkçe ve Türk İşaret Dili’nde (TİD) Çocuklar Tarafından Edinimi [The acqusition of spatial relations by children in Turkish and Turkish Sign Language (TID)]. In E. Arik (Ed.), Ellerle Konuşmak: Türk İşaret Dili Araştırmaları [Speaking with hands: Studies on Turkish Sign Language] (pp. 157-182). Istanbul: Koç University Press.
  • Svantesson, J.-O., Burenhult, N., Holmer, A., Karlsson, A., & Lundström, H. (Eds.). (2012). Humanities of the lesser-known: New directions in the description, documentation and typology of endangered languages and musics [Special Issue]. Language Documentation and Description, 10.
  • Terrill, A. (2010). Complex predicates and complex clauses in Lavukaleve. In J. Bowden, N. P. Himmelman, & M. Ross (Eds.), A journey through Austronesian and Papuan linguistic and cultural space: Papers in honour of Andrew K. Pawley (pp. 499-512). Canberra: Pacific Linguistics.
  • Thompson-Schill, S., Hagoort, P., Dominey, P. F., Honing, H., Koelsch, S., Ladd, D. R., Lerdahl, F., Levinson, S. C., & Steedman, M. (2013). Multiple levels of structure in language and music. In M. A. Arbib (Ed.), Language, music, and the brain: A mysterious relationship (pp. 289-303). Cambridge, MA: MIT Press.

    Abstract

    A forum devoted to the relationship between music and language begins with an implicit assumption: There is at least one common principle that is central to all human musical systems and all languages, but that is not characteristic of (most) other domains. Why else should these two categories be paired together for analysis? We propose that one candidate for a common principle is their structure. In this chapter, we explore the nature of that structure—and its consequences for psychological and neurological processing mechanisms—within and across these two domains.
  • Van Valin Jr., R. D. (1999). A typology of the interaction of focus structure and syntax. In E. V. Rachilina, & J. G. Testelec (Eds.), Typology and linguistic theory from description to explanation: For the 60th birthday of Aleksandr E. Kibrik (pp. 511-524). Moscow: Languages of Russian Culture.
  • Van Valin Jr., R. D., & Guerrero, L. (2012). De sujetos, pivotes y controladores: El argumento sintácticamente privilegiado. In R. Marial, L. Guerrero, & C. González Vergara (Eds.), El funcionalismo en la teoría lingüística: La gramática del papel y la referencia (pp. 247-267). Madrid: Akal.

    Abstract

    Translated and expanded version of 'Privileged syntactic arguments, pivots and controllers
  • Van Valin Jr., R. D. (2016). An overview of information structure in three Amazonian languages. In M. Fernandez-Vest, & R. D. Van Valin Jr. (Eds.), Information structure and spoken language from a cross-linguistic perspective (pp. 77-92). Berlin: Mouton de Gruyter.
  • Van Wijk, C., & Kempen, G. (1982). Kost zinsbouw echt tijd? In R. Stuip, & W. Zwanenberg (Eds.), Handelingen van het zevenendertigste Nederlands Filologencongres (pp. 223-231). Amsterdam: APA-Holland University Press.
  • Van Valin Jr., R. D. (2013). Head-marking languages and linguistic theory. In B. Bickel, L. A. Grenoble, D. A. Peterson, & A. Timberlake (Eds.), Language typology and historical contingency: In honor of Johanna Nichols (pp. 91-124). Amsterdam: Benjamins.

    Abstract

    In her path-breaking 1986 paper, Johanna Nichols proposed a typological contrast between head-marking and dependent-marking languages. Nichols argues that even though the syntactic relations between the head and its dependents are the same in both types of language, the syntactic “bond” between them is not the same; in dependent-marking languages it is one of government, whereas in head-marking languages it is one of apposition. This distinction raises an important question for linguistic theory: How can this contrast – government versus apposition – which can show up in all of the major phrasal types in a language, be captured? The purpose of this paper is to explore the various approaches that have been taken in an attempt to capture the difference between head-marked and dependent-marked syntax in different linguistic theories. The basic problem that head-marking languages pose for syntactic theory will be presented, and then generative approaches will be discussed. The analysis of head-marked structure in Role and Reference Grammar will be presented
  • Van Valin Jr., R. D. (2013). Lexical representation, co-composition, and linking syntax and semantics. In J. Pustejovsky, P. Bouillon, H. Isahara, K. Kanzaki, & C. Lee (Eds.), Advances in generative lexicon theory (pp. 67-107). Dordrecht: Springer.
  • Van Berkum, J. J. A. (2012). The electrophysiology of discourse and conversation. In M. J. Spivey, K. McRae, & M. F. Joanisse (Eds.), The Cambridge handbook of psycholinguistics (pp. 589-614). New York: Cambridge University Press.

    Abstract

    Introduction: What’s happening in the brains of two people having a conversation? One reasonable guess is that in the fMRI scanner we’d see most of their brains light up. Another is that their EEG will be a total mess, reflecting dozens of interacting neuronal systems. Conversation recruits all of the basic language systems reviewed in this book. It also heavily taxes cognitive systems more likely to be found in handbooks of memory, attention and control, or social cognition (Brownell & Friedman, 2001). With most conversations going beyond the single utterance, for instance, they place a heavy load on episodic memory, as well as on the systems that allow us to reallocate cognitive resources to meet the demands of a dynamically changing situation. Furthermore, conversation is a deeply social and collaborative enterprise (Clark, 1996; this volume), in which interlocutors have to keep track of each others state of mind and coordinate on such things as taking turns, establishing common ground, and the goals of the conversation.
  • Van Valin Jr., R. D. (2012). Some issues in the linking between syntax and semantics in relative clauses. In B. Comrie, & Z. Estrada-Fernández (Eds.), Relative Clauses in languages of the Americas: A typological overview (pp. 47-64). Amsterdam: Benjamins.

    Abstract

    Relative clauses present an interesting challenge for theories of the syntaxsemantics interface, because one element functions simultaneously in the matrix and relative clauses. The exact nature of the challenge depends on whether the relative clause is externally-headed or internallyheaded. Standard analyses of relative clauses are grounded in the analysis of Englishtype externally-headed constructions involving a relative pronoun, e.g. The horse which the man bought was a good horse, despite its typological rarity, and such accounts typically involve movement rules, both overt and covert, and phonologically null elements. The analysis of internally-headed relative clauses often involves the positing of an abstract structure including a null external head, with covert movement of the internal head to that position. The purpose of this paper is to show that the essential features of both types of relative clause can be captured in a syntactic theory that eschews movement rules and phonologically null elements, Role and Reference Grammar. It will be argued that a single set of linking principles can handle the syntax-to-semantics linking for both types. Keywords: Externally-headed relative clauses; internally-headed relative clauses; Role and Reference Grammar; linking syntax and semantics
  • Van Valin Jr., R. D. (2008). Some remarks on universal grammar. 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. 311-320). New York: Psychology Press.
  • Van Valin Jr., R. D. (2010). Role and reference grammar as a framework for linguistic analysis. In B. Heine, & H. Narrog (Eds.), The Oxford handbook of linguistic analysis (pp. 703-738). Oxford: Oxford University Press.
  • Van Valin Jr., R. D. (2008). RPs and the nature of lexical and syntactic categories in role and reference grammar. In R. D. Van Valin Jr. (Ed.), Investigations of the syntax-semantics-pragmatics interface (pp. 161-178). Amsterdam: Benjamins.
  • Verkerk, A., & Lestrade, S. (2008). The encoding of adjectives. In M. Van Koppen, & B. Botma (Eds.), Linguistics in the Netherlands 2008 (pp. 157-168). Amsterdam: Benjamins.

    Abstract

    In this paper, we will give a unified account of the cross-linguistic variation in the encoding of adjectives in predicative and attributive constructions. Languages may differ in the encoding strategy of adjectives in the predicative domain (Stassen 1997), and sometimes change this strategy in the attributive domain (Verkerk 2007). We will show that the interaction of two principles, that of faithfulness to the semantic class of a lexical root and that of faithfulness to discourse functions, can account for all attested variation in the encoding of adjectives.
  • Vernes, S. C., & Fisher, S. E. (2013). Genetic pathways implicated in speech and language. In S. Helekar (Ed.), Animal models of speech and language disorders (pp. 13-40). New York: Springer. doi:10.1007/978-1-4614-8400-4_2.

    Abstract

    Disorders of speech and language are highly heritable, providing strong
    support for a genetic basis. However, the underlying genetic architecture is complex,
    involving multiple risk factors. This chapter begins by discussing genetic loci associated
    with common multifactorial language-related impairments and goes on to
    detail the only gene (known as FOXP2) to be directly implicated in a rare monogenic
    speech and language disorder. Although FOXP2 was initially uncovered in
    humans, model systems have been invaluable in progressing our understanding of
    the function of this gene and its associated pathways in language-related areas of the
    brain. Research in species from mouse to songbird has revealed effects of this gene
    on relevant behaviours including acquisition of motor skills and learned vocalisations
    and demonstrated a role for Foxp2 in neuronal connectivity and signalling,
    particularly in the striatum. Animal models have also facilitated the identification of
    wider neurogenetic networks thought to be involved in language development and
    disorder and allowed the investigation of new candidate genes for disorders involving
    language, such as CNTNAP2 and FOXP1. Ongoing work in animal models promises
    to yield new insights into the genetic and neural mechanisms underlying human
    speech and language
  • von Stutterheim, C., & Flecken, M. (Eds.). (2013). Principles of information organization in L2 discourse [Special Issue]. International Review of Applied linguistics in Language Teaching (IRAL), 51(2).
  • De Vos, C., & Zeshan, U. (2012). Introduction: Demographic, sociocultural, and linguistic variation across rural signing communities. In U. Zeshan, & C. de Vos (Eds.), Sign languages in village communities: Anthropological and linguistic insights (pp. 2-23). Berlin: Mouton De Gruyter.
  • De Vos, C. (2012). Kata Kolok: An updated sociolinguistic profile. In U. Zeshan (Ed.), Sign languages in village communities: Anthropological and linguistic insights (pp. 381-386). Berlin: Mouton de Gruyter.
  • De Vos, C. (2012). The Kata Kolok perfective in child signing: Coordination of manual and non-manual components. In U. Zeshan, & C. De Vos (Eds.), Sign languages in village communities: Anthropological and linguistic insights (pp. 127-152). Berlin: Mouton de Gruyter.
  • Weber, A., Crocker, M., & Knoeferle, P. (2010). Conflicting constraints in resource-adaptive language comprehension. In M. W. Crocker, & J. Siekmann (Eds.), Resource-adaptive cognitive processes (pp. 119-141). New York: Springer.

    Abstract

    The primary goal of psycholinguistic research is to understand the architectures and mechanisms that underlie human language comprehension and production. This entails an understanding of how linguistic knowledge is represented and organized in the brain and a theory of how that knowledge is accessed when we use language. Research has traditionally emphasized purely linguistic aspects of on-line comprehension, such as the influence of lexical, syntactic, semantic and discourse constraints, and their tim -course. It has become increasingly clear, however, that nonlinguistic information, such as the visual environment, are also actively exploited by situated language comprehenders.
  • Weber, A., & Broersma, M. (2012). Spoken word recognition in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Bognor Regis: Wiley-Blackwell. doi:10.1002/9781405198431.wbeal1104.

    Abstract

    In order to decode the message of a speaker, listeners have to recognize individual words in the speaker's utterance.
  • Weber, A. (2008). What eye movements can tell us about spoken-language processing: A psycholinguistic survey. In C. M. Riehl (Ed.), Was ist linguistische Evidenz: Kolloquium des Zentrums Sprachenvielfalt und Mehrsprachigkeit, November 2006 (pp. 57-68). Aachen: Shaker.
  • Widlok, T., Rapold, C. J., & Hoymann, G. (2008). Multimedia analysis in documentation projects: Kinship, interrogatives and reciprocals in ǂAkhoe Haiǁom. In K. D. Harrison, D. S. Rood, & A. Dwyer (Eds.), Lessons from documented endangered languages (pp. 355-370). Amsterdam: Benjamins.

    Abstract

    This contribution emphasizes the role of multimedia data not only for archiving languages but also for creating opportunities for innovative analyses. In the case at hand, video material was collected as part of the documentation of Akhoe Haiom, a Khoisan language spoken in northern Namibia. The multimedia documentation project brought together linguistic and anthropological work to highlight connections between specialized domains, namely kinship terminology, interrogatives and reciprocals. These connections would have gone unnoticed or undocumented in more conventional modes of language description. It is suggested that such an approach may be particularly appropriate for the documentation of endangered languages since it directs the focus of attention away from isolated traits of languages towards more complex practices of communication that are also frequently threatened with extinction.

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