Displaying 1 - 100 of 221
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Allen, S. E. M. (1998). Categories within the verb category: Learning the causative in Inuktitut. Linguistics, 36(4), 633-677.
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Allen, S. E. M. (1998). A discourse-pragmatic explanation for the subject-object asymmetry in early null arguments. In A. Sorace, C. Heycock, & R. Shillcock (
Eds. ), Proceedings of the GALA '97 Conference on Language Acquisition (pp. 10-15). Edinburgh, UK: Edinburgh University Press.Abstract
The present paper assesses discourse-pragmatic factors as a potential explanation for the subject-object assymetry in early child language. It identifies a set of factors which characterize typical situations of informativeness (Greenfield & Smith, 1976), and uses these factors to identify informative arguments in data from four children aged 2;0 through 3;6 learning Inuktitut as a first language. In addition, it assesses the extent of the links between features of informativeness on one hand and lexical vs. null and subject vs. object arguments on the other. Results suggest that a pragmatics account of the subject-object asymmetry can be upheld to a greater extent than previous research indicates, and that several of the factors characterizing informativeness are good indicators of those arguments which tend to be omitted in early child language. -
Ameka, F. K. (1998). Particules énonciatives en Ewe. Faits de langues, 6(11/12), 179-204.
Abstract
Particles are little words that speakers use to signal the illocutionary force of utterances and/or express their attitude towards elements of the communicative situation, e.g. the addresses. This paper presents an overview of the classification, meaning and use of utterance particles in Ewe. It argues that they constitute a grammatical word class on functional and distributional grounds. The paper calls for a cross-cultural investigation of particles, especially in Africa, where they have been neglected for far too long. -
Bailey, A., Hervas, A., Matthews, N., Palferman, S., Wallace, S., Aubin, A., Michelotti, J., Wainhouse, C., Papanikolaou, K., Rutter, M., Maestrini, E., Marlow, A., Weeks, D. E., Lamb, J., Francks, C., Kearsley, G., Scudder, P., Monaco, A. P., Baird, G., Cox, A. and 46 moreBailey, A., Hervas, A., Matthews, N., Palferman, S., Wallace, S., Aubin, A., Michelotti, J., Wainhouse, C., Papanikolaou, K., Rutter, M., Maestrini, E., Marlow, A., Weeks, D. E., Lamb, J., Francks, C., Kearsley, G., Scudder, P., Monaco, A. P., Baird, G., Cox, A., Cockerill, H., Nuffield, F., Le Couteur, A., Berney, T., Cooper, H., Kelly, T., Green, J., Whittaker, J., Gilchrist, A., Bolton, P., Schönewald, A., Daker, M., Ogilvie, C., Docherty, Z., Deans, Z., Bolton, B., Packer, R., Poustka, F., Rühl, D., Schmötzer, G., Bölte, S., Klauck, S. M., Spieler, A., Poustka., A., Van Engeland, H., Kemner, C., De Jonge, M., Den Hartog, I., Lord, C., Cook, E., Leventhal, B., Volkmar, F., Pauls, D., Klin, A., Smalley, S., Fombonne, E., Rogé, B., Tauber, M., Arti-Vartayan, E., Fremolle-Kruck., J., Pederson, L., Haracopos, D., Brondum-Nielsen, K., & Cotterill, R. (1998). A full genome screen for autism with evidence for linkage to a region on chromosome 7q. International Molecular Genetic Study of Autism Consortium. Human Molecular Genetics, 7(3), 571-578. doi:10.1093/hmg/7.3.571.
Abstract
Autism is characterized by impairments in reciprocal social interaction and communication, and restricted and sterotyped patterns of interests and activities. Developmental difficulties are apparent before 3 years of age and there is evidence for strong genetic influences most likely involving more than one susceptibility gene. A two-stage genome search for susceptibility loci in autism was performed on 87 affected sib pairs plus 12 non-sib affected relative-pairs, from a total of 99 families identified by an international consortium. Regions on six chromosomes (4, 7, 10, 16, 19 and 22) were identified which generated a multipoint maximum lod score (MLS) > 1. A region on chromosome 7q was the most significant with an MLS of 3.55 near markers D7S530 and D7S684 in the subset of 56 UK affected sib-pair families, and an MLS of 2.53 in all 87 affected sib-pair families. An area on chromosome 16p near the telomere was the next most significant, with an MLS of 1.97 in the UK families, and 1.51 in all families. These results are an important step towards identifying genes predisposing to autism; establishing their general applicability requires further study. -
Bauer, B. L. M. (1998). Impersonal verbs in Italic. Their development from an Indo-European perspective. Journal of Indo-European Studies, 26, 91-120.
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Bauer, B. L. M. (1998). Language loss in Gaul: Socio-historical and linguistic factors in language conflict. Southwest Journal of Linguistics, 15, 23-44.
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Becker, A., Dittmar, N., Gutmann, M., Klein, W., Rieck, B.-O., Senft, G., Senft, I., Steckner, W., & Thielecke, E. (1977). Heidelberger Forschungsprojekt 'Pidgin-Deutsch spanischer und italienischer Arbeiter in der Bundesrepublik': Die ungesteuerte Erlernung des Deutschen durch spanische und italienische Arbeiter; eine soziolinguistische Untersuchung. Osnabrücker Beiträge zur Sprachtheorie, Beihefte 2. Osnabrück: Universität Osnabrück.
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Behnke, K. (1998). The acquisition of phonetic categories in young infants: A self-organising artificial neural network approach. PhD Thesis, University of Twente, Enschede. doi:10.17617/2.2057688.
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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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Böttner, M. (1998). A collective extension of relational grammar. Logic Journal of the IGPL, 6(2), 175-793. doi:10.1093/jigpal/6.2.175.
Abstract
Relational grammar was proposed in Suppes (1976) as a semantical grammar for natural language. Fragments considered so far are restricted to distributive notions. In this article, relational grammar is extended to collective notions. -
Bowerman, M. (1974). Early development of concepts underlying language. In R. Schiefelbusch, & L. Lloyd (
Eds. ), Language perspectives: Acquisition, retardation, and intervention (pp. 191-209). Baltimore: University Park Press. -
Bowerman, M. (1976). Commentary on M.D.S. Braine, “Children's first word combinations”. Monographs of the Society for Research in Child Development, 41(1), 98-104. Retrieved from http://www.jstor.org/stable/1165959.
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Bowerman, M. (1971). [Review of A. Bar Adon & W.F. Leopold (Eds.), Child language: A book of readings (Prentice Hall, 1971)]. Contemporary Psychology: APA Review of Books, 16, 808-809.
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Bowerman, M. (1976). Le relazioni strutturali nel linguaggio infantile: sintattiche o semantiche? [Reprint]. In F. Antinucci, & C. Castelfranchi (
Eds. ), Psicolinguistica: Percezione, memoria e apprendimento del linguaggio (pp. 303-321). Bologna: Il Mulino.Abstract
Reprinted from Bowerman, M. (1973). Structural relationships in children's utterances: Semantic or syntactic? In T. Moore (Ed.), Cognitive development and the acquisition of language (pp. 197 213). New York: Academic Press -
Bowerman, M. (1974). Learning the structure of causative verbs: A study in the relationship of cognitive, semantic, and syntactic development. Papers and Reports on Child Language Development, 8, 142-178.
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Li, P., & Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language, 18, 311-350. doi:10.1177/014272379801805404.
Abstract
This study reports three experiments on how children learning Mandarin Chinese comprehend and use aspect markers. These experiments examine the role of lexical aspect in children's acquisition of grammatical aspect. Results provide converging evidence for children's early sensitivity to (1) the association between atelic verbs and the imperfective aspect markers zai, -zhe, and -ne, and (2) the association between telic verbs and the perfective aspect marker -le. Children did not show a sensitivity in their use or understanding of aspect markers to the difference between stative and activity verbs or between semelfactive and activity verbs. These results are consistent with Slobin's (1985) basic child grammar hypothesis that the contrast between process and result is important in children's early acquisition of temporal morphology. In contrast, they are inconsistent with Bickerton's (1981, 1984) language bioprogram hypothesis that the distinctions between state and process and between punctual and nonpunctual are preprogrammed into language learners. We suggest new ways of looking at the results in the light of recent probabilistic hypotheses that emphasize the role of input, prototypes and connectionist representations. -
Bowerman, M. (1977). The acquisition of rules governing ‘possible lexical items’: Evidence from spontaneous speech errors. Papers and Reports on Child Language Development, 13, 148-156.
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Bowerman, M. (1977). The acquisition of word meaning: An investigation of some current concepts. In P. Johnson Laird, & P. Wason (
Eds. ), Thinking: Readings in cognitive science (pp. 239-253). Cambridge: Cambridge University Press. -
Bowerman, M. (1976). Semantic factors in the acquisition of rules for word use and sentence construction. In D. Morehead, & A. Morehead (
Eds. ), Directions in normal and deficient language development (pp. 99-179). Baltimore: University Park Press. -
Brown, P. (1998). Children's first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36(4), 713-753.
Abstract
A major finding in studies of early vocabulary acquisition has been that children tend to learn a lot of nouns early but make do with relatively few verbs, among which semantically general-purpose verbs like do, make, get, have, give, come, go, and be play a prominent role. The preponderance of nouns is explained in terms of nouns labelling concrete objects beings “easier” to learn than verbs, which label relational categories. Nouns label “natural categories” observable in the world, verbs label more linguistically and culturally specific categories of events linking objects belonging to such natural categories (Gentner 1978, 1982; Clark 1993). This view has been challenged recently by data from children learning certain non-Indo-European languges like Korean, where children have an early verb explosion and verbs dominate in early child utterances. Children learning the Mayan language Tzeltal also acquire verbs early, prior to any noun explosion as measured by production. Verb types are roughly equivalent to noun types in children’s beginning production vocabulary and soon outnumber them. At the one-word stage children’s verbs mostly have the form of a root stripped of affixes, correctly segmented despite structural difficulties. Quite early (before the MLU 2.0 point) there is evidence of productivity of some grammatical markers (although they are not always present): the person-marking affixes cross-referencing core arguments, and the completive/incompletive aspectual distinctions. The Tzeltal facts argue against a natural-categories explanation for childre’s early vocabulary, in favor of a view emphasizing the early effects of language-specific properties of the input. They suggest that when and how a child acquires a “verb” category is centrally influenced by the structural properties of the input, and that the semantic structure of the language - where the referential load is concentrated - plays a fundamental role in addition to distributional facts. -
Brown, P. (1998). Conversational structure and language acquisition: The role of repetition in Tzeltal adult and child speech. Journal of Linguistic Anthropology, 8(2), 197-221. doi:10.1525/jlin.1998.8.2.197.
Abstract
When Tzeltal children in the Mayan community of Tenejapa, in southern Mexico, begin speaking, their production vocabulary consists predominantly of verb roots, in contrast to the dominance of nouns in the initial vocabulary of first‐language learners of Indo‐European languages. This article proposes that a particular Tzeltal conversational feature—known in the Mayanist literature as "dialogic repetition"—provides a context that facilitates the early analysis and use of verbs. Although Tzeltal babies are not treated by adults as genuine interlocutors worthy of sustained interaction, dialogic repetition in the speech the children are exposed to may have an important role in revealing to them the structural properties of the language, as well as in socializing the collaborative style of verbal interaction adults favor in this community. -
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. (1998). [Review of the book by A.J. Wootton, Interaction and the development of mind]. Journal of the Royal Anthropological Institute, 4(4), 816-817.
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Brown, P. (1998). La identificación de las raíces verbales en Tzeltal (Maya): Cómo lo hacen los niños? Función, 17-18, 121-146.
Abstract
This is a Spanish translation of Brown 1997. -
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., & 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. (1976). Women and politeness: A new perspective on language and society. Reviews in Anthropology, 3, 240-249.
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Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S., & Ingvar, M. (1998). The illiterate brain: Learning to read and write during childhood influences the functional organization of the adult brain. Brain, 121, 1053-1063. doi:10.1093/brain/121.6.1053.
Abstract
Learning a specific skill during childhood may partly determine the functional organization of the adult brain. This hypothesis led us to study oral language processing in illiterate subjects who, for social reasons, had never entered school and had no knowledge of reading or writing. In a brain activation study using PET and statistical parametric mapping, we compared word and pseudoword repetition in literate and illiterate subjects. Our study confirms behavioural evidence of different phonological processing in illiterate subjects. During repetition of real words, the two groups performed similarly and activated similar areas of the brain. In contrast, illiterate subjects had more difficulty repeating pseudowords correctly and did not activate the same neural structures as literates. These results are consistent with the hypothesis that learning the written form of language (orthography) interacts with the function of oral language. Our results indicate that learning to read and write during childhood influences the functional organization of the adult human brain. -
Chwilla, D., Hagoort, P., & Brown, C. M. (1998). The mechanism underlying backward priming in a lexical decision task: Spreading activation versus semantic matching. Quarterly Journal of Experimental Psychology, 51A(3), 531-560. doi:10.1080/713755773.
Abstract
Koriat (1981) demonstrated that an association from the target to a preceding prime, in the absence of an association from the prime to the target, facilitates lexical decision and referred to this effect as "backward priming". Backward priming is of relevance, because it can provide information about the mechanism underlying semantic priming effects. Following Neely (1991), we distinguish three mechanisms of priming: spreading activation, expectancy, and semantic matching/integration. The goal was to determine which of these mechanisms causes backward priming, by assessing effects of backward priming on a language-relevant ERP component, the N400, and reaction time (RT). Based on previous work, we propose that the N400 priming effect reflects expectancy and semantic matching/integration, but in contrast with RT does not reflect spreading activation. Experiment 1 shows a backward priming effect that is qualitatively similar for the N400 and RT in a lexical decision task. This effect was not modulated by an ISI manipulation. Experiment 2 clarifies that the N400 backward priming effect reflects genuine changes in N400 amplitude and cannot be ascribed to other factors. We will argue that these backward priming effects cannot be due to expectancy but are best accounted for in terms of semantic matching/integration. -
Costa, A., Cutler, A., & Sebastian-Galles, N. (1998). Effects of phoneme repertoire on phoneme decision. Perception and Psychophysics, 60, 1022-1031.
Abstract
In three experiments, listeners detected vowel or consonant targets in lists of CV syllables constructed from five vowels and five consonants. Responses were faster in a predictable context (e.g., listening for a vowel target in a list of syllables all beginning with the same consonant) than in an unpredictable context (e.g., listening for a vowel target in a list of syllables beginning with different consonants). In Experiment 1, the listeners’ native language was Dutch, in which vowel and consonant repertoires are similar in size. The difference between predictable and unpredictable contexts was comparable for vowel and consonant targets. In Experiments 2 and 3, the listeners’ native language was Spanish, which has four times as many consonants as vowels; here effects of an unpredictable consonant context on vowel detection were significantly greater than effects of an unpredictable vowel context on consonant detection. This finding suggests that listeners’ processing of phonemes takes into account the constitution of their language’s phonemic repertoire and the implications that this has for contextual variability. -
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. -
Crago, M. B., Allen, S. E. M., & Pesco, D. (1998). Issues of Complexity in Inuktitut and English Child Directed Speech. In Proceedings of the twenty-ninth Annual Stanford Child Language Research Forum (pp. 37-46).
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Crago, M. B., Chen, C., Genesee, F., & Allen, S. E. M. (1998). Power and deference. Journal for a Just and Caring Education, 4(1), 78-95.
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Cutler, A., & Otake, T. (1998). Assimilation of place in Japanese and Dutch. In R. Mannell, & J. Robert-Ribes (
Eds. ), Proceedings of the Fifth International Conference on Spoken Language Processing: vol. 5 (pp. 1751-1754). Sydney: ICLSP.Abstract
Assimilation of place of articulation across a nasal and a following stop consonant is obligatory in Japanese, but not in Dutch. In four experiments the processing of assimilated forms by speakers of Japanese and Dutch was compared, using a task in which listeners blended pseudo-word pairs such as ranga-serupa. An assimilated blend of this pair would be rampa, an unassimilated blend rangpa. Japanese listeners produced significantly more assimilated than unassimilated forms, both with pseudo-Japanese and pseudo-Dutch materials, while Dutch listeners produced significantly more unassimilated than assimilated forms in each materials set. This suggests that Japanese listeners, whose native-language phonology involves obligatory assimilation constraints, represent the assimilated nasals in nasal-stop sequences as unmarked for place of articulation, while Dutch listeners, who are accustomed to hearing unassimilated forms, represent the same nasal segments as marked for place of articulation. -
Cutler, A. (1971). [Review of the book Probleme der Aufgabenanalyse bei der Erstellung von Sprachprogrammen by K. Bung]. Babel, 7, 29-31.
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Cutler, A. (1998). How listeners find the right words. In Proceedings of the Sixteenth International Congress on Acoustics: Vol. 2 (pp. 1377-1380). Melville, NY: Acoustical Society of America.
Abstract
Languages contain tens of thousands of words, but these are constructed from a tiny handful of phonetic elements. Consequently, words resemble one another, or can be embedded within one another, a coup stick snot with standing. me process of spoken-word recognition by human listeners involves activation of multiple word candidates consistent with the input, and direct competition between activated candidate words. Further, human listeners are sensitive, at an early, prelexical, stage of speeeh processing, to constraints on what could potentially be a word of the language. -
Cutler, A. (1976). High-stress words are easier to perceive than low-stress words, even when they are equally stressed. Texas Linguistic Forum, 2, 53-57.
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Cutler, A. (1974). On saying what you mean without meaning what you say. In M. Galy, R. Fox, & A. Bruck (
Eds. ), Papers from the Tenth Regional Meeting, Chicago Linguistic Society (pp. 117-127). Chicago, Ill.: CLS. -
Cutler, A., & Foss, D. (1977). On the role of sentence stress in sentence processing. Language and Speech, 20, 1-10.
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Cutler, A., Treiman, R., & Van Ooijen, B. (1998). Orthografik inkoncistensy ephekts in foneme detektion? In R. Mannell, & J. Robert-Ribes (
Eds. ), Proceedings of the Fifth International Conference on Spoken Language Processing: Vol. 6 (pp. 2783-2786). Sydney: ICSLP.Abstract
The phoneme detection task is widely used in spoken word recognition research. Alphabetically literate participants, however, are more used to explicit representations of letters than of phonemes. The present study explored whether phoneme detection is sensitive to how target phonemes are, or may be, orthographically realised. Listeners detected the target sounds [b,m,t,f,s,k] in word-initial position in sequences of isolated English words. Response times were faster to the targets [b,m,t], which have consistent word-initial spelling, than to the targets [f,s,k], which are inconsistently spelled, but only when listeners’ attention was drawn to spelling by the presence in the experiment of many irregularly spelled fillers. Within the inconsistent targets [f,s,k], there was no significant difference between responses to targets in words with majority and minority spellings. We conclude that performance in the phoneme detection task is not necessarily sensitive to orthographic effects, but that salient orthographic manipulation can induce such sensitivity. -
Cutler, A. (1976). Phoneme-monitoring reaction time as a function of preceding intonation contour. Perception and Psychophysics, 20, 55-60. Retrieved from http://www.psychonomic.org/search/view.cgi?id=18194.
Abstract
An acoustically invariant one-word segment occurred in two versions of one syntactic context. In one version, the preceding intonation contour indicated that a stress would fall at the point where this word occurred. In the other version, the preceding contour predicted reduced stress at that point. Reaction time to the initial phoneme of the word was faster in the former case, despite the fact that no acoustic correlates of stress were present. It is concluded that a part of the sentence comprehension process is the prediction of upcoming sentence accents. -
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. (1977). The context-dependence of "intonational meanings". In W. Beach, S. Fox, & S. Philosoph (
Eds. ), Papers from the Thirteenth Regional Meeting, Chicago Linguistic Society (pp. 104-115). Chicago, Ill.: CLS. -
Cutler, A. (1977). The psychological reality of word formation and lexical stress rules. In E. Fischer-Jørgensen, J. Rischel, & N. Thorsen (
Eds. ), Proceedings of the Ninth International Congress of Phonetic Sciences: Vol. 2 (pp. 79-85). Copenhagen: Institute of Phonetics, University of Copenhagen. -
Cutler, A. (1998). The recognition of spoken words with variable representations. In D. Duez (
Ed. ), Proceedings of the ESCA Workshop on Sound Patterns of Spontaneous Speech (pp. 83-92). Aix-en-Provence: Université de Aix-en-Provence. -
Dietrich, R., & Klein, W. (1974). Einführung in die Computerlinguistik. Stuttgart: Kohlhammer.
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Dimroth, C. (1998). Indiquer la portée en allemand L2: Une étude longitudinale de l'acquisition des particules de portée. AILE (Acquisition et Interaction en Langue étrangère), 11, 11-34.
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Drozd, K. F. (1998). No as a determiner in child English: A summary of categorical evidence. In A. Sorace, C. Heycock, & R. Shillcock (
Eds. ), Proceedings of the Gala '97 Conference on Language Acquisition (pp. 34-39). Edinburgh, UK: Edinburgh University Press,.Abstract
This paper summarizes the results of a descriptive syntactic category analysis of child English no which reveals that young children use and represent no as a determiner and negatives like no pen as NPs, contra standard analyses. -
Eggers, H., Klein, W., Rath, R., Rothkegel, A., Weber, H.-J., & Zimmermann, H. (1969). Die automatische Behandlung diskontinuierlicher Konstituenten im Deutschen. Muttersprache, 9/10, 260-266.
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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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Fay, D., & Cutler, A. (1977). Malapropisms and the structure of the mental lexicon. Linguistic Inquiry, 8, 505-520. Retrieved from http://www.jstor.org/stable/4177997.
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Fisher, S. E., Vargha-Khadem, F., Watkins, K. E., Monaco, A. P., & Pembrey, M. E. (1998). Localisation of a gene implicated in a severe speech and language disorder. Nature Genetics, 18, 168 -170. doi:10.1038/ng0298-168.
Abstract
Between 2 and 5% of children who are otherwise unimpaired have significant difficulties in acquiring expressive and/or receptive language, despite adequate intelligence and opportunity. While twin studies indicate a significant role for genetic factors in developmental disorders of speech and language, the majority of families segregating such disorders show complex patterns of inheritance, and are thus not amenable for conventional linkage analysis. A rare exception is the KE family, a large three-generation pedigree in which approximately half of the members are affected with a severe speech and language disorder which appears to be transmitted as an autosomal dominant monogenic trait. This family has been widely publicised as suffering primarily from a defect in the use of grammatical suffixation rules, thus supposedly supporting the existence of genes specific to grammar. The phenotype, however, is broader in nature, with virtually every aspect of grammar and of language affected. In addition, affected members have a severe orofacial dyspraxia, and their speech is largely incomprehensible to the naive listener. We initiated a genome-wide search for linkage in the KE family and have identified a region on chromosome 7 which co-segregates with the speech and language disorder (maximum lod score = 6.62 at theta = 0.0), confirming autosomal dominant inheritance with full penetrance. Further analysis of microsatellites from within the region enabled us to fine map the locus responsible (designated SPCH1) to a 5.6-cM interval in 7q31, thus providing an important step towards its identification. Isolation of SPCH1 may offer the first insight into the molecular genetics of the developmental process that culminates in speech and language. -
Ghatan, P. H., Hsieh, J. C., Petersson, K. M., Stone-Elander, S., & Ingvar, M. (1998). Coexistence of attention-based facilitation and inhibition in the human cortex. NeuroImage, 7, 23-29.
Abstract
A key function of attention is to select an appropriate subset of available information by facilitation of attended processes and/or inhibition of irrelevant processing. Functional imaging studies, using positron emission tomography, have during different experimental tasks revealed decreased neuronal activity in areas that process input from unattended sensory modalities. It has been hypothesized that these decreases reflect a selective inhibitory modulation of nonrelevant cortical processing. In this study we addressed this question using a continuous arithmetical task with and without concomitant disturbing auditory input (task-irrelevant speech). During the arithmetical task, irrelevant speech did not affect task-performance but yielded decreased activity in the auditory and midcingulate cortices and increased activity in the left posterior parietal cortex. This pattern of modulation is consistent with a top down inhibitory modulation of a nonattended input to the auditory cortex and a coexisting, attention-based facilitation of taskrelevant processing in higher order cortices. These findings suggest that task-related decreases in cortical activity may be of functional importance in the understanding of both attentional mechanisms and taskrelated information processing. -
Grabe, E. (1998). Comparative intonational phonology: English and German. PhD Thesis, Radboud University Nijmegen, Nijmegen. doi:10.17617/2.2057683.
Additional information
full text via Radboud Repository -
Gullberg, M. (1998). Gesture as a communication strategy in second language discourse: A study of learners of French and Swedish. Lund: Lund University Press.
Abstract
Gestures are often regarded as the most typical compensatory device used by language learners in communicative trouble. Yet gestural solutions to communicative problems have rarely been studied within any theory of second language use. The work presented in this volume aims to account for second language learners’ strategic use of speech-associated gestures by combining a process-oriented framework for communication strategies with a cognitive theory of gesture. Two empirical studies are presented. The production study investigates Swedish learners of French and French learners of Swedish and their use of strategic gestures. The results, which are based on analyses of both individual and group behaviour, contradict popular opinion as well as theoretical assumptions from both fields. Gestures are not primarily used to replace speech, nor are they chiefly mimetic. Instead, learners use gestures with speech, and although they do exploit mimetic gestures to solve lexical problems, they also use more abstract gestures to handle discourse-related difficulties and metalinguistic commentary. The influence of factors such as proficiency, task, culture, and strategic competence on gesture use is discussed, and the oral and gestural strategic modes are compared. In the evaluation study, native speakers’ assessments of learners’ gestures, and the potential effect of gestures on evaluations of proficiency are analysed and discussed in terms of individual communicative style. Compensatory gestures function at multiple communicative levels. This has implications for theories of communication strategies, and an expansion of the existing frameworks is discussed taking both cognitive and interactive aspects into account. -
Hagoort, P. (1998). De electrofysiologie van taal: Wat hersenpotentialen vertellen over het menselijk taalvermogen. Neuropraxis, 2, 223-229.
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Hagoort, P. (1998). De spreker als sprinter. Psychologie, 17, 48-49.
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Hagoort, P. (1998). Hersenen en taal in onderzoek en praktijk. Neuropraxis, 6, 204-205.
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Hagoort, P. (1998). The shadows of lexical meaning in patients with semantic impairments. In B. Stemmer, & H. Whitaker (
Eds. ), Handbook of neurolinguistics (pp. 235-248). New York: Academic Press. -
Indefrey, P. (1998). De neurale architectuur van taal: Welke hersengebieden zijn betrokken bij het spreken. Neuropraxis, 2(6), 230-237.
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Indefrey, P., Gruber, O., Brown, C. M., Hagoort, P., Posse, S., & Kleinschmidt, A. (1998). Lexicality and not syllable frequency determine lateralized premotor activation during the pronunciation of word-like stimuli: An fMRI study. NeuroImage, 7, S4.
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Jordens, P. (1998). Defaultformen des Präteritums. Zum Erwerb der Vergangenheitsmorphologie im Niederlänidischen. In H. Wegener (
Ed. ), Eine zweite Sprache lernen (pp. 61-88). Tübingen, Germany: Verlag Gunter Narr. -
Kempen, G. (1977). Building a psychologically plausible sentence generator. In P. A. M. Seuren (
Ed. ), Symposium on semantic theory: held at Nijmegen, March 14-18, 1977 / Volume 9 (pp. 107-117 ). Nijmegen: Katholieke Universiteit Nijmegen.Abstract
The psychological process of translating semantic into syntactic structures has dynamic properties such as the following. (1) The speaker is able to start pronouncing an utterance before having worked out the semantic content he wishes to express. Selection of semantic content and construction of syntactic form proceed partially in parallel. (2) The human sentence generator takes as input not only a specification of semantic content but also some indication of desired syntactic shape. Such indications, if present, do not complicate the generation process but make it easier. (3) Certain regularities of speech errors suggest a two-stage generation process. Stage I constructs the “syntactic skeleton” of an utterance; stage II provides the skeleton with morpho- honological information. An outline is given of the type of grammar which is used by a sentence generation system embodying these characteristics. The system is being implemented on a computer. -
Kempen, G. (1977). Conceptualizing and formulating in sentence production. In S. Rosenberg (
Ed. ), Sentence production: Developments in research and theory (pp. 259-274). Hillsdale, NJ: Erlbaum. -
Kempen, G. (1976). De taalgebruiker in de mens: Een uitzicht over de taalpsychologie. Groningen: H.D. Tjeenk Willink.
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Kempen, G., & Boon van Ostade, A. (1969). Een typologie van ideaalbeelden van Europese jeugdigen door middel van de iteratieve clusteranalyse. Nederlands Tijdschrift voor de Psychologie, 24, 46-60.
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Kempen, G. (1998). Comparing and explaining the trajectories of first and second language acquisition: In search of the right mix of psychological and linguistic factors [Commentory]. Bilingualism: Language and Cognition, 1, 29-30. doi:10.1017/S1366728998000066.
Abstract
When you compare the behavior of two different age groups which are trying to master the same sensori-motor or cognitive skill, you are likely to discover varying learning routes: different stages, different intervals between stages, or even different orderings of stages. Such heterogeneous learning trajectories may be caused by at least six different types of factors: (1) Initial state: the kinds and levels of skills the learners have available at the onset of the learning episode. (2) Learning mechanisms: rule-based, inductive, connectionist, parameter setting, and so on. (3) Input and feedback characteristics: learning stimuli, information about success and failure. (4) Information processing mechanisms: capacity limitations, attentional biases, response preferences. (5) Energetic variables: motivation, emotional reactions. (6) Final state: the fine-structure of kinds and levels of subskills at the end of the learning episode. This applies to language acquisition as well. First and second language learners probably differ on all six factors. Nevertheless, the debate between advocates and opponents of the Fundamental Difference Hypothesis concerning L1 and L2 acquisition have looked almost exclusively at the first two factors. Those who believe that L1 learners have access to Universal Grammar whereas L2 learners rely on language processing strategies, postulate different learning mechanisms (UG parameter setting in L1, more general inductive strategies in L2 learning). Pienemann opposes this view and, based on his Processability Theory, argues that L1 and L2 learners start out from different initial states: they come to the grammar learning task with different structural hypotheses (SOV versus SVO as basic word order of German). -
Kempen, G. (1977). [Review of the book Explorations in cognition by D. Norman, D. Rumelhart and the LNR Research Group]. Journal of Psycholinguistic Research, 6(2), 184-186. doi:10.1007/BF01074377.
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Kempen, G. (1971). [Review of the book General Psychology by N. Dember and J.J. Jenkins]. Nijmeegs Tijdschrift voor Psychologie, 19, 132-133.
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Kempen, G., & Harbusch, K. (1998). A 'tree adjoining' grammar without adjoining: The case of scrambling in German. In Fourth International Workshop on Tree Adjoining Grammars and Related Frameworks (TAG+4).
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Kempen, G. (1977). Man's sentence generator: Aspects of its control structure. In M. De Mey, R. Pinxten, M. Poriau, & E. Vandamme (
Eds. ), International workshop on the cognitive viewpoint. Ghent: University of Ghent, Communication & Cognition. -
Kempen, G. (1971). Het onthouden van eenvoudige zinnen met zijn en hebben als werkwoorden: Een experiment met steekwoordreaktietijden. Nijmeegs Tijdschrift voor Psychologie, 19, 262-274.
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Kempen, G. (1977). Onder woorden brengen: Psychologische aspecten van expressief taalgebruik [Inaugural lecture]. Groningen: Wolters-Noordhoff.
Abstract
Rede, uitgesproken bij de aanvaarding van het ambt van lector in de taalpsychologie aan de Katholieke Universiteit te Nijmegen op Vrijdag 10 juni 1977 -
Kempen, G. (1971). Opslag van woordbetekenissen in het semantisch geheugen. Nijmeegs Tijdschrift voor Psychologie, 19, 36-50.
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Kempen, G. (1998). Sentence parsing. In A. D. Friederici (
Ed. ), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer. -
Kempen, G. (1976). Syntactic constructions as retrieval plans. British Journal of Psychology, 67(2), 149-160. doi:10.1111/j.2044-8295.1976.tb01505.x.
Abstract
Four probe latency experiments show that the ‘constituent boundary effect’ (transitions between constituents are more difficult than within constituents) is a retrieval and not a storage phenomenon. The experimental logic used is called paraphrastic reproduction: after verbatim memorization of some sentences, subjects were instructed to reproduce them both in their original wording and in the form of sentences that, whilst preserving the original meaning, embodied different syntactic constructions. Syntactic constructions are defined as pairs which consist of a pattern of conceptual information and a syntactic scheme, i.e. a sequence of syntactic word categories and function words. For example, the sequence noun + finite intransitive main verb (‘John runs’) expresses a conceptual actor-action relationship. It is proposed that for each overlearned and simple syntactic construction there exists a retrieval plan which does the following. It searches through the long-term memory information that has been designated as the conceptual content of the utterance(s) to be produced, looking for a token of its conceptual pattern. The retrieved information is then cast into the format of its syntactic scheme. The organization of such plans is held responsible for the constituent boundary effect. -
Kempen, G. (1977). Wat is psycholinguistiek? In B. T. M. Tervoort (
Ed. ), Wetenschap en taal: Het verschijnsel taal van verschillende zijden benaderd (pp. 86-99 ). Muiderberg: Coutinho. -
Kempen, G., & Maassen, B. (1977). The time course of conceptualizing and formulating processes during the production of simple sentences. In Proceedings of The Third Prague Conference on the Psychology of Human Learning and Development. Prague: Institute of Psychology.
Abstract
The psychological process of producing sentences includes conceptualization (selecting to-beexpressed conceptual content) and formulation (translating conceptual content into syntactic structures of a language). There is ample evidence, both intuitive and experimental, that the conceptualizing and formulating processes often proceed concurrently, not strictly serially. James Lindsley (Cognitive Psych.,1975, 7, 1-19; J.Psycholinguistic Res., 1976, 5, 331-354) has developed a concurrent model which proved succesful in an experimental situation where simple English Subject-Verb (SV) sentences such as “The boy is greeting”,”The girl is kicking” were produced as descriptions of pictures which showed actor and action. The measurements were reaction times defined as the interval between the moment a picture appeared on a screen and the onset of the vocal utterance by the speaker. Lindsley could show, among other things, that the formulation process for an SV sentence doesn’t start immediately after the actor of a picture (that is, the conceptual content underlying the surface Subject phrase) has been identified, but is somewhat delayed. The delay was needed, according to Lindsley, in order to prevent dysfluencies (hesitations) between surface Subject and verb. We replicated Lindsley’s data for Dutch. However, his model proved inadequate when we added Dutch Verb-Subject (VS) constructions which are obligatory in certain syntactic contexts but synonymous with their SV counterparts. A sentence production theory which is being developed by the first author is able to provide an accurate account of the data. The abovementioned delay is attributed to certain precautions the sentence generator has to take in case of SV but not of VS sentences. These precautions are related to the goal of attaining syntactic coherence of the utterance as a whole, not to the prevention of dysfluencies. -
Kempen, G., Hermans, B., Klinkum, A., Brand, M., & Verhaaren, F. (1969). The word-frequency effect and incongruity perception: Methodological artifacts? Perception and Psychophysics, 5(3), 161-162. doi:10.3758/BF03209549.
Abstract
Two experimental results often reported in support of perceptual interpretations concerning the influence of set on perception are critically examined: (a) the relation between word frequency and recognition threshold, and (b) the so-called compromise reactions between set and stimulus, Alter elimination of certain methodological artifacts (e.g., introduction of a temporal forced-choice method instead of the ascending-limits method), both phenomena disappear; the influence of set on perception appears to be wholly a matter of response bias. -
Kita, S., van Gijn, I., & van der Hulst, H. (1998). Movement phases in signs and co-speech gestures, and their transcription by human coders. In Gesture and Sign-Language in Human-Computer Interaction (Lecture Notes in Artificial Intelligence - LNCS Subseries, Vol. 1371) (pp. 23-35). Berlin, Germany: Springer-Verlag.
Abstract
The previous literature has suggested that the hand movement in co-speech gestures and signs consists of a series of phases with qualitatively different dynamic characteristics. In this paper, we propose a syntagmatic rule system for movement phases that applies to both co-speech gestures and signs. Descriptive criteria for the rule system were developed for the analysis video-recorded continuous production of signs and gesture. It involves segmenting a stream of body movement into phases and identifying different phase types. Two human coders used the criteria to analyze signs and cospeech gestures that are produced in natural discourse. It was found that the criteria yielded good inter-coder reliability. These criteria can be used for the technology of automatic recognition of signs and co-speech gestures in order to segment continuous production and identify the potentially meaningbearing phase. -
Klein, W. (1969). Bibliographie zur maschinellen syntaktischen Analyse. In H. Eggers, & R. Dietrich (
Eds. ), Elektronische Syntaxanalyse der deutschen Gegenwartssprache (pp. 165-177). Tübingen: Niemeyer. -
Klein, W. (1974). Critical remarks on generative metrics. Poetics, 12, 29-48.
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Klein, W. (1976). Der Prozeß des Zweitspracherwerbs und seine Beschreibung. In R. Dietrich (
Ed. ), Aspekte des Fremdsprachenerwerbs (pp. 100-118). Kronberg/Ts.: Athenäum. -
Klein, W. (1998). Ein Blick zurück auf die Varietätengrammatik. In U. Ammon, K. Mattheier, & P. Nelde (
Eds. ), Sociolinguistica: Internationales Jahrbuch für europäische Soziolinguistik (pp. 22-38). Tübingen: Niemeyer. -
Klein, W. (1976). Einige wesentliche Eigenschaften natürlicher Sprachen und ihre Bedeutung für die linguistische Theorie. Zeitschrift für Literaturwissenschaft und Linguistik, 23/24, 11-31.
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Klein, W. (1976). Einleitung. Zeitschrift für Literaturwissenschaft und Linguistik; Metzler, Stuttgart, 6(23/24), 7-10.
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Klein, W. (1977). Die Wissenschaft der Interpretation. In W. Klein (
Ed. ), Methoden der Textanalyse (pp. 1-23). Heidelberg: Quelle und Meyer. -
Klein, W. (1998). Assertion and finiteness. In N. Dittmar, & Z. Penner (
Eds. ), Issues in the theory of language acquisition: Essays in honor of Jürgen Weissenborn (pp. 225-245). Bern: Peter Lang. -
Klein, W. (1971). Eine kommentierte Bibliographie zur Computerlinguistik. Linguistische Berichte, (11), 101-134.
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Klein, W. (1967). Einführende Bibliographie zu "Mathematik und Dichtung". In H. Kreuzer, & R. Gunzenhäuser (
Eds. ), Mathematik und Dichtung (pp. 347-359). München: Nymphenburger. -
Klein, W., & Klein, W. (1971). Formale Poetik und Linguistik. In Beiträge zu den Sommerkursen des Goethe-Instituts München (pp. 190-195).
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Klein, W., & Von Stechow, A. (
Eds. ). (1974). Functional generative grammar in Prague. Kronberg/Ts: Scriptor. -
Klein, W. (1976). Maschinelle Analyse des Sprachwandels. In P. Eisenberg (
Ed. ), Maschinelle Sprachanalyse (pp. 137-166). Berlin: de Gruyter. -
Klein, W. (
Ed. ). (1977). Methoden der Textanalyse. Heidelberg: Quelle & Meyer. -
Klein, W., & Zimmermann, H. (1971). Lemmatisierter Index zu Georg Trakl, Dichtungen. Frankfurt am Main: Athenäum.
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Klein, W., & Kreuzer, H. (
Eds. ). (1969). Literarische und naturwissenschaftliche Intelligenz. Stuttgart: Kohlhammer. -
Klein, W. (
Ed. ). (1998). Kaleidoskop [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (112). -
Klein, W. (1977). Organisation des Wissens durch Sprache: Konsequenzen für die maschinelle Sprachanalyse. IBM Nachrichten, 27(234), 11-17.
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Klein, W. (1971). Parsing: Studien zur maschinellen Satzanalyse mit Abhängigkeitsgrammatiken und Transformationsgrammatiken. Frankfurt am Main: Athenäum.
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