Publications

Displaying 1 - 100 of 189
  • Ameka, F. K. (2001). Ideophones and the nature of the adjective word class in Ewe. In F. K. E. Voeltz, & C. Kilian-Hatz (Eds.), Ideophones (pp. 25-48). Amsterdam: Benjamins.
  • Ameka, F. K. (2010). Information packaging constructions in Kwa: Micro-variation and typology. In E. O. Aboh, & J. Essegbey (Eds.), Topics in Kwa syntax (pp. 141-176). Dordrecht: Springer.

    Abstract

    Kwa languages such as Akye, Akan, Ewe, Ga, Likpe, Yoruba etc. are not prototypically “topic-prominent” like Chinese nor “focus-prominent” like Somali, yet they have dedicated structural positions in the clause, as well as morphological markers for signalling the information status of the component parts of information units. They could thus be seen as “discourse configurational languages” (Kiss 1995). In this chapter, I first argue for distinct positions in the left periphery of the clause in these languages for scene-setting topics, contrastive topics and focus. I then describe the morpho-syntactic properties of various information packaging constructions and the variations that we find across the languages in this domain.
  • Ameka, F. K. (2001). Ewe. In J. Garry, & C. Rubino (Eds.), Facts about the world’s languages: An encyclopedia of the world's major languages past and present (pp. 207-213). New York: H.W. Wilson Press.
  • Ameka, F. K. (2017). The Uselessness of the Useful: Language Standardisation and Variation in Multilingual Context. In I. Tieken-Boon van Ostade, & C. Percy (Eds.), Prescription and tradition in language: Establishing standards across the time and space (pp. 71-87). Bristol: Multilingual Matters.
  • Barbiers, S., & Van Dooren, A. (2017). Modal Auxiliaries. In M. Everaert, & H. C. Van Riemsdijk (Eds.), The Wiley Blackwell Companion to Syntax (2nd ed.). Hoboken, NJ, USA: Wiley.

    Abstract

    In many languages modal auxiliaries such as English can, must, may, need, will, ought, want are ambiguous between two types of interpretations: epistemic and root interpretations. In the epistemic interpretation the modal expresses how likely it is that a proposition is true (for example, necessarily, possibly, probably true) while in the root interpretations the modal expresses the obligatoriness, permissibility, desirability, or possibility of a state or event. A central question in much syntactic research on modal auxiliaries has been whether this systematic semantic ambiguity corresponds to a syntactic distinction. A commonly accepted answer has been that in epistemic interpretations the modal verb is a monadic predicate while in root interpretations it is a dyadic predicate, typically a relation between a subject and an infinitival verb. This distinction between monadic and dyadic modal predicates has been modeled syntactically in various ways: (i) in terms of lexical argument structure, that is, as the distinction between raising and control verbs; (ii) in terms of different base positions in the array of functional heads making up the clausal spine, with epistemic modals being higher than root modals; (iii) in terms of a higher syntactic position for epistemically interpreted modals after raising at the level of semantic interpretation (LF raising); (iv) in terms of the nature of the complement of the modal. This chapter evaluates these proposals, drawing on data from, among others, English, Dutch, Icelandic, German, and Catalan and taking into account cross-linguistic differences in the modal systems. One important conclusion is that the alleged correspondence between the epistemic/root distinction and the raising/control distinction is too simple, as there are sentences with root interpretations but a raising syntax. The chapter ends with a list of questions for future research.
  • Bauer, B. L. M. (2010). Fore-runners of Romance -mente adverbs in Latin prose and poetry. In E. Dickey, & A. Chahoud (Eds.), Colloquial and literary Latin (pp. 339-353). Cambridge: Cambridge University Press.
  • Blythe, J. (2010). From ethical datives to number markers in Murriny Patha. In R. Hendery, & J. Hendriks (Eds.), Grammatical change: Theory and description (pp. 157-187). Canberra: Pacific Linguistics.
  • Blythe, J. (2010). Self-association in Murriny Patha talk-in-interaction. In I. Mushin, & R. Gardner (Eds.), Studies in Australian Indigenous Conversation [Special issue] (pp. 447-469). Australian Journal of Linguistics. doi:10.1080/07268602.2010.518555.

    Abstract

    When referring to persons in talk-in-interaction, interlocutors recruit the particular referential expressions that best satisfy both cultural and interactional contingencies, as well as the speaker’s own personal objectives. Regular referring practices reveal cultural preferences for choosing particular classes of reference forms for engaging in particular types of activities. When speakers of the northern Australian language Murriny Patha refer to each other, they display a clear preference for associating the referent to the current conversation’s participants. This preference for Association is normally achieved through the use of triangular reference forms such as kinterms. Triangulations are reference forms that link the person being spoken about to another specified person (e.g. Bill’s doctor). Triangulations are frequently used to associate the referent to the current speaker (e.g.my father), to an addressed recipient (your uncle) or co-present other (this bloke’s cousin). Murriny Patha speakers regularly associate key persons to themselves when making authoritative claims about items of business and important events. They frequently draw on kinship links when attempting to bolster their epistemic position. When speakers demonstrate their relatedness to the event’s protagonists, they ground their contribution to the discussion as being informed by appropriate genealogical connections (effectively, ‘I happen to know something about that. He was after all my own uncle’).
  • Bohnemeyer, J. (2001). Motionland films version 2: Referential communication task with motionland stimulus. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 97-99). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874623.

    Abstract

    How do languages express ideas of movement, and how do they package different components of moving, such as manner and path? This task supports detailed investigation of motion descriptions. The specific study goals are: (a) the coding of “via” grounds (i.e., ground objects which the figure moves along, over, around, through, past, etc.); (b) the coding of direction changes; (c) the spontaneous segmentation of complex motion scenarios; and (d) the gestural representation of motion paths. The stimulus set is 5 simple 3D animations (7-17 seconds long) that show a ball rolling through a landscape. The task is a director-matcher task for two participants. The director describes the path of the ball in each clip to the matcher, who is asked to trace the path with a pen in a 2D picture.

    Additional information

    2001_Motionland_films_v2.zip
  • Bohnemeyer, J., Eisenbeiss, S., & Narasimhan, B. (2001). Event triads. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 100-114). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874630.

    Abstract

    Judgments we make about how similar or different events are to each other can reveal the features we find useful in classifying the world. This task is designed to investigate how speakers of different languages classify events, and to examine how linguistic and gestural encoding relates to non-linguistic classification. Specifically, the task investigates whether speakers judge two events to be similar on the basis of (a) the path versus manner of motion, (b) sub-events versus larger complex events, (c) participant identity versus event identity, and (d) different participant roles. In the task, participants are asked to make similarity judgments concerning sets of 2D animation clips.
  • Bohnemeyer, J. (2001). A questionnaire on event integration. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 177-184). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Bohnemeyer, J., Bowerman, M., & Brown, P. (2001). Cut and break clips. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 90-96). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874626.

    Abstract

    How do different languages treat a particular semantic domain? It has already been established that languages have widely varied words for talking about “cutting” and “breaking” things: for example, English has a very general verb break, but K’iche’ Maya has many different ‘break’ verbs that are used for different kinds of objects (e.g., brittle, flexible, long). The aim of this task is to map out cross-linguistic lexicalisation patterns in the cutting/breaking domain. The stimuli comprise 61 short video clips that show one or two actors breaking various objects (sticks, carrots, pieces of cloth or string, etc.) using various instruments (a knife, a hammer, an axe, their hands, etc.), or situations in which various kinds of objects break spontaneously. The clips are used to elicit descriptions of actors’ actions and the state changes that the objects undergo.

    Additional information

    2001_Cut_and_break_clips.zip
  • 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.
  • Bohnemeyer, J. (2001). Toponym questionnaire. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 55-61). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874620.

    Abstract

    Place-names (toponyms) are at the intersection of spatial language, culture, and cognition. This questionnaire prepares the researcher to answer three overarching questions: how to formally identify place-names in the research language (i.e. according to morphological and syntactic criteria); what places place-names are employed to refer to (e.g. human settlements, landscape sites); and how places are semantically construed for this purpose. The questionnaire can in principle be answered using an existing database. However, additional elicitation with language consultants is recommended.
  • Bosker, H. R., Briaire, J., Heeren, W., van Heuven, V. J., & Jongman, S. R. (2010). Whispered speech as input for cochlear implants. In J. Van Kampen, & R. Nouwen (Eds.), Linguistics in the Netherlands 2010 (pp. 1-14).
  • Bottini, R., & Casasanto, D. (2010). Implicit spatial length modulates time estimates, but not vice versa. In C. Hölscher, T. F. Shipley, M. Olivetti Belardinelli, J. A. Bateman, & N. Newcombe (Eds.), Spatial Cognition VII. International Conference, Spatial Cognition 2010, Mt. Hood/Portland, OR, USA, August 15-19, 2010. Proceedings (pp. 152-162). Berlin Heidelberg: Springer.

    Abstract

    How are space and time represented in the human mind? Here we evaluate two theoretical proposals, one suggesting a symmetric relationship between space and time (ATOM theory) and the other an asymmetric relationship (metaphor theory). In Experiment 1, Dutch-speakers saw 7-letter nouns that named concrete objects of various spatial lengths (tr. pencil, bench, footpath) and estimated how much time they remained on the screen. In Experiment 2, participants saw nouns naming temporal events of various durations (tr. blink, party, season) and estimated the words’ spatial length. Nouns that named short objects were judged to remain on the screen for a shorter time, and nouns that named longer objects to remain for a longer time. By contrast, variations in the duration of the event nouns’ referents had no effect on judgments of the words’ spatial length. This asymmetric pattern of cross-dimensional interference supports metaphor theory and challenges ATOM.
  • Bowerman, M., & Choi, S. (2001). Shaping meanings for language: Universal and language-specific in the acquisition of semantic categories. In M. Bowerman, & S. C. Levinson (Eds.), Language acquisition and conceptual development (pp. 475-511). Cambridge: Cambridge University Press.
  • Braun, B., & Tagliapietra, L. (2010). The role of contrastive intonation contours in the retrieval of contextual alternatives. In D. G. Watson, M. Wagner, & E. Gibson (Eds.), Experimental and theoretical advances in prosody (pp. 1024-1043). Hove: Psychology Press.

    Abstract

    Sentences with a contrastive intonation contour are usually produced when the speaker entertains alternatives to the accented words. However, such contrastive sentences are frequently produced without making the alternatives explicit for the listener. In two cross-modal associative priming experiments we tested in Dutch whether such contextual alternatives become available to listeners upon hearing a sentence with a contrastive intonation contour compared with a sentence with a non-contrastive one. The first experiment tested the recognition of contrastive associates (contextual alternatives to the sentence-final primes), the second one the recognition of non-contrastive associates (generic associates which are not alternatives). Results showed that contrastive associates were facilitated when the primes occurred in sentences with a contrastive intonation contour but not in sentences with a non-contrastive intonation. Non-contrastive associates were weakly facilitated independent of intonation. Possibly, contrastive contours trigger an accommodation mechanism by which listeners retrieve the contrast available for the speaker.
  • 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. (2010). Cognitive anthropology. In L. Cummings (Ed.), The pragmatics encyclopedia (pp. 43-46). London: Routledge.

    Abstract

    This is an encyclopedia entry surveying anthropological approaches to cognition and culture.
  • Brown, P. (2001). Learning to talk about motion UP and DOWN in Tzeltal: Is there a language-specific bias for verb learning? In M. Bowerman, & S. C. Levinson (Eds.), Language acquisition and conceptual development (pp. 512-543). Cambridge: Cambridge University Press.

    Abstract

    The spatial vocabulary of the Mayan language Tzeltal is dominated by an Absolute system of spatial reckoning, whereby an "uphill/downhill" coordinate abstracted from the lay of the land is used to reckon spatial relationships on the horizontal in both small-scale and long distance space. This system is used in lieu of a Front/Back/Left/Right system which does not exist in this language. The spatial vocabulary dedicated to this system (which I refer to in general as the UP/DOWN vocabulary) includes intransitive motion verbs (roughly translatable as "ascend"/"descend"), their transitivized counterparts ("make it ascend/descend"), directional adverbs ("uphillwards"/"downhillwards"), and possessed relational nouns ("uphill/downhill in relation to it"). This same vocabulary applies to spatial relations on the vertical axis. Two seemingly contradictory observations about children's early meanings for the spatial verbs dedicated to this system motivate the proposal put forward in this paper. On the one hand, Tzeltal children's UP/DOWN vocabulary shows very early sensitivity to the semantic structure of the language they are learning: the meanings for these verbs are from the first usages attached to the slope of the land, and to particular places; there is no evidence of an initial preference for the vertical meaning. On the other hand, children's meanings remain for a long time too specific, and errors of interpretation/production (using the verbs to mean 'local slope of land' rather than 'overall N/S slope of land direction) are evident in verbal productions of some children as late as age 7 or 8. The proposal is made that the highly specific nature of Tzeltal verbs at the basic level influences the children's hypotheses about what kinds of meanings verbs can have.
  • 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. (2001). Repetition. In K. Duranti (Ed.), Key terms in language and culture (pp. 219-222). Oxford: Blackwell.

    Abstract

    This is a reprint of the Brown 1999 article.
  • Brown, P. (2017). Politeness and impoliteness. In Y. Huang (Ed.), Oxford handbook of pragmatics (pp. 383-399). Oxford: Oxford University Press. doi:10.1093/oxfordhb/9780199697960.013.16.

    Abstract

    This article selectively reviews the literature on politeness across different disciplines—linguistics, anthropology, communications, conversation analysis, social psychology, and sociology—and critically assesses how both theoretical approaches to politeness and research on linguistic politeness phenomena have evolved over the past forty years. Major new developments include a shift from predominantly linguistic approaches to those examining politeness and impoliteness as processes that are embedded and negotiated in interactional and cultural contexts, as well as a greater focus on how both politeness and interactional confrontation and conflict fit into our developing understanding of human cooperation and universal aspects of human social interaction.

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  • Brown, P. (2001). Politeness and language. In N. Smelser, & P. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 11620-11624). Oxford: Elsevier Sciences.

    Abstract

    This is an encyclopedia entry surveying research and theoretical approaches to politeness phenomena in language usage.
  • 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. (2010). Todo el mundo tiene que mentir en Tzeltal: Amenazas y mentiras en la socialización de los niños tzeltales de Tenejapa, Chiapas. In L. de León Pasquel (Ed.), Socialización, lenguajes y culturas infantiles: Estudios interdisciplinarios (pp. 231-271). Mexico: Centro de Investigaciones y Estudios Superiores en Antropología Social (CIESAS).

    Abstract

    This is a Spanish translation of Brown 2002, 'Everyone has to lie in Tzeltal'. Translated by B. E. Alvaraz Klein
  • Burenhult, N., & Levinson, S. C. (2010). Semplates: A guide to identification and elicitation. In E. Norcliffe, & N. J. Enfield (Eds.), Field manual volume 13 (pp. 17-23). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Carota, F., Desmurget, M., & Sirigu, A. (2010). Forward Modeling Mediates Motor Awareness. In W. Sinnott-Armstrong, & L. Nadel (Eds.), Conscious Will and Responsibility - A Tribute to Benjamin Libet (pp. 97-108). Oxford: Oxford University Press.

    Abstract

    This chapter focuses on the issue of motor awareness. It addresses three main questions: What exactly are we aware of when making a movement? What is the contribution of afferent and efferent signals to motor awareness? What are the neural bases of motor awareness? It reviews evidence that the motor system is mainly aware of its intention. As long as the goal is achieved, nothing reaches awareness about the kinematic details of the ongoing movements, even when substantial corrections have to be implemented to attain the intended state. The chapter also shows that motor awareness relies mainly on the central predictive computations carried out within the posterior parietal cortex. The outcome of these computations is contrasted with the peripheral reafferent input to build a veridical motor awareness. Some evidence exists that this process involves the premotor areas.
  • Casasanto, D., & Bottini, R. (2010). Can mirror-reading reverse the flow of time? In C. Hölscher, T. F. Shipley, M. Olivetti Belardinelli, J. A. Bateman, & N. S. Newcombe (Eds.), Spatial Cognition VII. International Conference, Spatial Cognition 2010, Mt. Hood/Portland, OR, USA, August 15-19, 2010. Proceedings (pp. 335-345). Berlin Heidelberg: Springer.

    Abstract

    Across cultures, people conceptualize time as if it flows along a horizontal timeline, but the direction of this implicit timeline is culture-specific: in cultures with left-to-right orthography (e.g., English-speaking cultures) time appears to flow rightward, but in cultures with right-to-left orthography (e.g., Arabic-speaking cultures) time flows leftward. Can orthography influence implicit time representations independent of other cultural and linguistic factors? Native Dutch speakers performed a space-time congruity task with the instructions and stimuli written in either standard Dutch or mirror-reversed Dutch. Participants in the Standard Dutch condition were fastest to judge past-oriented phrases by pressing the left button and future-oriented phrases by pressing the right button. Participants in the Mirror-Reversed Dutch condition showed the opposite pattern of reaction times, consistent with results found previously in native Arabic and Hebrew speakers. These results demonstrate a causal role for writing direction in shaping implicit mental representations of time.
  • Casasanto, D. (2010). En qué casos una metáfora lingüística constituye una metáfora conceptual? In D. Pérez, S. Español, L. Skidelsky, & R. Minervino (Eds.), Conceptos: Debates contemporáneos en filosofía y psicología. Buenos Airos: Catálogos.
  • Casasanto, D. (2010). Wie der Körper Sprache und Vorstellungsvermögen im Gehirn formt. In Max-Planck-Gesellschaft. Jahrbuch 2010. München: Max-Planck-Gesellschaft. Retrieved from http://www.mpg.de/jahrbuch/forschungsbericht?obj=454607.

    Abstract

    Wenn unsere geistigen Fähigkeiten zum Teil von der Struktur unserer Körper abhängen, dann sollten Menschen mit unterschiedlichen Körpertypen unterschiedlich denken. Um dies zu überprüfen, haben Wissenschaftler des MPI für Psycholinguistik neurale Korrelate von Sprachverstehen und motorischen Vorstellungen untersucht, die durch Aktionsverben hervorgerufen werden. Diese Verben bezeichnen Handlungen, die Menschen zumeist mit ihrer dominanten Hand ausführen (z. B. schreiben, werfen). Das Verstehen dieser Verben sowie die Vorstellung entsprechender motorischer Handlungen wurde in Gehirnen von Rechts- und Linkshändern unterschiedlich lateralisiert. Bilden Menschen mit unterschiedlichen Körpertypen verschiedene Konzepte und Wortbedeutungen? Gemäß der Körperspezifitätshypothese sollten sie das tun [1]. Weil geistige Fähigkeiten vom Körper abhängen, sollten Menschen mit unterschiedlichen Körpertypen auch unterschiedlich denken. Diese Annahme stellt die klassische Auffassung in Frage, dass Konzepte universal und Wortbedeutungen identisch sind für alle Sprecher einer Sprache. Untersuchungen im Projekt „Sprache in Aktion“ am MPI für Psycholinguistik zeigen, dass die Art und Weise, wie Sprecher ihre Körper nutzen, die Art und Weise beeinflusst, wie sie sich im Gehirn Handlungen vorstellen und wie sie Sprache, die solche Handlungen thematisiert, im Gehirn verarbeiten.
  • Chen, A. (2010). Ab wann nutzen Kinder die Intonation zum Ausdruck neuer Information? In Max-Planck-Gesellschaft. Jahrbuch 2010. München: Max-Planck-Gesellschaft. Retrieved from http://www.mpg.de/jahrbuch/forschungsbericht?obj=447900.

    Abstract

    In einer Studie am Max-Planck-Institut in Nijmegen wurde untersucht, wie und wann Kinder die Regeln der Intonation in der niederländischen Sprache beherrschen. Die Ergebnisse zeigten, dass sie mehrere Entwicklungsstufen durchlaufen, bevor sie im Alter von sieben oder acht Jahren so intonieren wie die Erwachsenen, die einen Fokus (sprich: neue Information) mit einem fallenden Akzent markieren.
  • Collins, J. (2017). Real and spurious correlations involving tonal languages. In N. J. Enfield (Ed.), Dependencies in language: On the causal ontology of linguistics systems (pp. 129-139). Berlin: Language Science Press.
  • Crago, M. B., & Allen, S. E. M. (1998). Acquiring Inuktitut. In O. L. Taylor, & L. Leonard (Eds.), Language Acquisition Across North America: Cross-Cultural And Cross-Linguistic Perspectives (pp. 245-279). San Diego, CA, USA: Singular Publishing Group, Inc.
  • Cutler, A. (2001). Entries on: Acquisition of language by non-human primates; bilingualism; compound (linguistic); development of language-specific phonology; gender (linguistic); grammar; infant speech perception; language; lexicon; morphology; motor theory of speech perception; perception of second languages; phoneme; phonological store; phonology; prosody; sign language; slips of the tongue; speech perception; speech production; stress (linguistic); syntax; word recognition; words. In P. Winn (Ed.), Dictionary of biological psychology. London: Routledge.
  • Cutler, A., Eisner, F., McQueen, J. M., & Norris, D. (2010). How abstract phonemic categories are necessary for coping with speaker-related variation. In C. Fougeron, B. Kühnert, M. D'Imperio, & N. Vallée (Eds.), Laboratory phonology 10 (pp. 91-111). Berlin: de Gruyter.
  • 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., McQueen, J. M., Norris, D., & Somejuan, A. (2001). The roll of the silly ball. In E. Dupoux (Ed.), Language, brain and cognitive development: Essays in honor of Jacques Mehler (pp. 181-194). Cambridge, MA: MIT Press.
  • Dediu, D. (2017). From biology to language change and diversity. In N. J. Enfield (Ed.), Dependencies in language: On the causal ontology of linguistics systems (pp. 39-52). Berlin: Language Science Press.
  • Dediu, D. (2010). Linguistic and genetic diversity - how and why are they related? In M. Brüne, F. Salter, & W. McGrew (Eds.), Building bridges between anthropology, medicine and human ethology: Tributes to Wulf Schiefenhövel (pp. 169-178). Bochum: Europäischer Universitätsverlag.

    Abstract

    There are some 6000 languages spoken today, classfied in approximately 90 linguistic families and many isolates, and also differing across structural, typological, dimensions. Genetically, the human species is remarkably homogeneous, with the existant genetic diversity mostly explain by intra-population differences between individuals, but the remaining inter-population differences have a non-trivial structure. Populations splits and contacts influence both languages and genes, in principle allowing them to evolve in parallel ways. The farming/language co-dispersal hypothesis is a well-known such theory, whereby farmers spreading agriculture from its places of origin also spread their genes and languages. A different type of relationship was recently proposed, involving a genetic bias which influences the structural properties of language as it is transmitted across generations. Such a bias was proposed to explain the correlations between the distribution of tone languages and two brain development-related human genes and, if confirmed by experimental studies, it could represent a new factor explaining the distrbution of diversity. The present chapter overviews these related topics in the hope that a truly interdisciplinary approach could allow a better understanding of our complex (recent as well as evolutionary) history.
  • Dimroth, C. (2010). The acquisition of negation. In L. R. Horn (Ed.), The expression of negation (pp. 39-73). Berlin/New York: Mouton de Gruyter.
  • Dingemanse, M. (2017). Brain-to-brain interfaces and the role of language in distributing agency. In N. J. Enfield, & P. Kockelman (Eds.), Distributed Agency (pp. 59-66). Oxford: Oxford University Press. doi:10.1093/acprof:oso/9780190457204.003.0007.

    Abstract

    Brain-to-brain interfaces, in which brains are physically connected without the intervention of language, promise new ways of collaboration and communication between humans. I examine the narrow view of language implicit in current conceptions of brain-to-brain interfaces and put forward a constructive alternative, stressing the role of language in organising joint agency. Two features of language stand out as crucial: its selectivity, which provides people with much-needed filters between public words and private worlds; and its negotiability, which provides people with systematic opportunities for calibrating understanding and expressing consent and dissent. Without these checks and balances, brain-to-brain interfaces run the risk of reducing people to the level of amoeba in a slime mold; with them, they may mature to become useful extensions of human agency
  • Dingemanse, M. (2010). Folk definitions of ideophones. In E. Norcliffe, & N. J. Enfield (Eds.), Field manual volume 13 (pp. 24-29). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.529151.

    Abstract

    Ideophones are marked words that depict sensory events, for example English hippety-hoppety ‘in a limping and hobbling manner’ or Siwu mukumuku ‘mouth movements of a toothless person eating’. They typically have special sound patterns and distinct grammatical properties. Ideophones are found in many languages of the world, suggesting a common fascination with detailed sensory depiction, but reliable data on their meaning and use is still very scarce. This task involves video-recording spontaneous, informal explanations (“folk definitions”) of individual ideophones by native speakers, in their own language. The approach facilitates collection of rich primary data in a planned context while ensuring a large amount of spontaneity and freedom.
  • Dingemanse, M. (2017). On the margins of language: Ideophones, interjections and dependencies in linguistic theory. In N. J. Enfield (Ed.), Dependencies in language (pp. 195-202). Berlin: Language Science Press. doi:10.5281/zenodo.573781.

    Abstract

    Linguistic discovery is viewpoint-dependent, just like our ideas about what is marginal and what is central in language. In this essay I consider two supposed marginalia —ideophones and interjections— which provide some useful pointers for widening our field of view. Ideophones challenge us to take a fresh look at language and consider how it is that our communication system combines multiple modes of representation. Interjections challenge us to extend linguistic inquiry beyond sentence level, and remind us that language is social-interactive at core. Marginalia, then, are not the obscure, exotic phenomena that can be safely ignored: they represent opportunities for innovation and invite us to keep pushing the edges of linguistic inquiry.
  • Dugoujon, J.-M., Larrouy, G., Mazières, S., Brucato, N., Sevin, A., Cassar, O., & Gessain, A. (2010). Histoire et dynamique du peuplement humain en Amazonie: L’exemple de la Guyane. In A. Pavé, & G. Fornet (Eds.), Amazonie: Une aventure scientifique et humaine du CNRS (pp. 128-132). Paris: Galaade Éditions.
  • 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.
  • Enfield, N. J., Levinson, S. C., & Meira, S. (2001). Recognitional deixis. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 78-81). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874641.

    Abstract

    “Recognitional” words and constructions enshrine our systematic reliance on shared knowledge in dedicated morphological forms and usage patterns. For example, English has a large range of terms for use when a speaker cannot locate the word or name for something or someone (e.g., whatsit, what’s-his-name), but thinks that the interlocutor knows, or can easily work out, what the speaker is talking about. This task aims to identify and investigate these kinds of expressions in the research language, including their grammaticalised status, meaning, distribution, and productivity. The task consists of a questionnaire with examples of relevant hypothetical scenarios that can be used in eliciting the relevant terms. The researcher is then encouraged to pursue further questions in regard to these items.
  • Enfield, N. J. (2001). Body. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 62-77). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874633.

    Abstract

    This task investigates the extensional meaning of body part terms, in particular the terms for the upper and lower limbs. Two questions are addressed, namely (i) are the boundaries of these body parts universal, guided by proposed universals of object recognition? (ii) How can we compare the extensional meanings of body part terms within and across different systems of nomenclature? Consultants receive booklets with line drawings of a body and are asked to colour in specific parts of the body.
  • Enfield, N. J., Levinson, S. C., De Ruiter, J. P., & Stivers, T. (2010). Building a corpus of multimodal interaction in your field site. In E. Norcliffe, & N. J. Enfield (Eds.), Field manual volume 13 (pp. 30-33). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Enfield, N. J., & Levinson, S. C. (2010). Metalanguage for speech acts. In Field manual volume 13 (pp. 34-36). Nijmegen: Max Planck Institute for Psycholinguistics.

    Abstract

    People of all cultures have some degree of concern with categorizing types of communicative social action. All languages have words with meanings like speak, say, talk, complain, curse, promise, accuse, nod, wink, point and chant. But the exact distinctions they make will differ in both quantity and quality. How is communicative social action categorised across languages and cultures? The goal of this task is to establish a basis for cross-linguistic comparison of native metalanguages for social action.
  • Enfield, N. J. (2017). Language in the Mainland Southeast Asia Area. In R. Hickey (Ed.), The Cambridge Handbook of Areal Linguistics (pp. 677-702). Cambridge: Cambridge University Press. doi:10.1017/9781107279872.026.
  • Enfield, N. J., & Bohnemeyer, J. (2001). Hidden colour-chips task: Demonstratives, attention, and interaction. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 21-28). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874636.

    Abstract

    Demonstratives are typically described as encoding degrees of physical distance between the object referred to, and the speaker or addressee. For example, this in English is used to talk about things that are physically near the speaker, and that for things that are not. But is this how speakers really choose between these words in actual talk? This task aims to generate spontaneous language data concerning deixis, gesture, and demonstratives, and to investigate the significance of different factors (e.g., physical distance, attention) in demonstrative selection. In the presence of one consultant (the “memoriser”), sixteen colour chips are hidden under objects in a specified array. Another consultant enters the area and asks the memoriser to recount the locations of the chips. The task is designed to create a situation where the speaker genuinely attempts to manipulate the addressee’s attention on objects in the immediate physical space.
  • Enfield, N. J. (2001). Linguistic evidence for a Lao perspective on facial expression of emotion. In J. Harkins, & A. Wierzbicka (Eds.), Emotions in crosslinguistic perspective (pp. 149-166). Berlin: Mouton de Gruyter.
  • Enfield, N. J. (2001). On genetic and areal linguistics in Mainland South-East Asia: Parallel polyfunctionality of ‘acquire’. In A. Y. Aikhenvald, & R. M. Dixon (Eds.), Areal diffusion and genetic inheritance: Problems in comparative linguistics (pp. 255-290). Oxford University Press.
  • Enfield, N. J., & Dunn, M. (2001). Supplements to the Wilkins 1999 demonstrative questionnaire. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 82-84). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874638.
  • Fernald, A., McRoberts, G. W., & Swingley, D. (2001). Infants' developing competence in recognizing and understanding words in fluent speech. In J. Weissenborn, & B. Höhle (Eds.), Approaches to Bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition. Volume 1 (pp. 97-123). Amsterdam: Benjamins.
  • Fisher, S. E., & Smith, S. (2001). Progress towards the identification of genes influencing developmental dyslexia. In A. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 39-64). London: Whurr.
  • Fisher, V. J. (2017). Dance as Embodied Analogy: Designing an Empirical Research Study. In M. Van Delft, J. Voets, Z. Gündüz, H. Koolen, & L. Wijers (Eds.), Danswetenschap in Nederland. Utrecht: Vereniging voor Dansonderzoek (VDO).
  • Floyd, S. (2017). Requesting as a means for negotiating distributed agency. In N. J. Enfield, & P. Kockelman (Eds.), Distributed Agency (pp. 67-78). Oxford: Oxford University Press.
  • Folia, V., Uddén, J., De Vries, M., Forkstam, C., & Petersson, K. M. (2010). Artificial language learning in adults and children. In M. Gullberg, & P. Indefrey (Eds.), The earliest stages of language learning (pp. 188-220). Malden, MA: Wiley-Blackwell.
  • Goudbeek, M., Smits, R., Cutler, A., & Swingley, D. (2017). Auditory and phonetic category formation. In H. Cohen, & C. Lefebvre (Eds.), Handbook of categorization in cognitive science (2nd revised ed.) (pp. 687-708). Amsterdam: Elsevier.
  • Gullberg, M., Roberts, L., Dimroth, C., Veroude, K., & Indefrey, P. (2010). Adult language learning after minimal exposure to an unknown natural language. In M. Gullberg, & P. Indefrey (Eds.), The earliest stages of language learning (pp. 5-24). Malden, MA: Wiley-Blackwell.
  • Gullberg, M., & Holmqvist, K. (2001). Eye tracking and the perception of gestures in face-to-face interaction vs on screen. In C. Cavé, I. Guaïtella, & S. Santi (Eds.), Oralité et gestualité (2001) (pp. 381-384). Paris, France: Editions Harmattan.
  • Gullberg, M., De Bot, K., & Volterra, V. (2010). Gestures and some key issues in the study of language development. In M. Gullberg, & K. De Bot (Eds.), Gestures in language development (pp. 3-33). Amsterdam: Benjamins.
  • Hagoort, P. (2017). It is the facts, stupid. In J. Brockman, F. Van der Wa, & H. Corver (Eds.), Wetenschappelijke parels: het belangrijkste wetenschappelijke nieuws volgens 193 'briljante geesten'. Amsterdam: Maven Press.
  • Hagoort, P., & Ramsey, N. (2001). De gereedschapskist van de cognitieve neurowetenschap. In F. Wijnen, & F. Verstraten (Eds.), Het brein te kijk (pp. 39-67). Lisse: Swets & Zeitlinger.
  • Hagoort, P. (2001). De verbeelding aan de macht: Hoe het menselijk taalvermogen zichtbaar wordt in de (beeld) analyse van hersenactiviteit. In J. Joosse (Ed.), Biologie en psychologie: Naar vruchtbare kruisbestuivingen (pp. 41-60). Amsterdam: Koninklijke Nederlandse Akademie van Wetenschappen.
  • 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.
  • Hagoort, P. (2017). The neural basis for primary and acquired language skills. In E. Segers, & P. Van den Broek (Eds.), Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven (pp. 17-28). Amsterdam: Benjamins. doi:10.1075/z.206.02hag.

    Abstract

    Reading is a cultural invention that needs to recruit cortical infrastructure that was not designed for it (cultural recycling of cortical maps). In the case of reading both visual cortex and networks for speech processing are recruited. Here I discuss current views on the neurobiological underpinnings of spoken language that deviate in a number of ways from the classical Wernicke-Lichtheim-Geschwind model. More areas than Broca’s and Wernicke’s region are involved in language. Moreover, a division along the axis of language production and language comprehension does not seem to be warranted. Instead, for central aspects of language processing neural infrastructure is shared between production and comprehension. Arguments are presented in favor of a dynamic network view, in which the functionality of a region is co-determined by the network of regions in which it is embedded at particular moments in time. Finally, core regions of language processing need to interact with other networks (e.g. the attentional networks and the ToM network) to establish full functionality of language and communication. The consequences of this architecture for reading are discussed.
  • Hamans, C., & Seuren, P. A. M. (2010). Chomsky in search of a pedigree. In D. A. Kibbee (Ed.), Chomskyan (R)evolutions (pp. 377-394). Amsterdam/Philadelphia: Benjamins.

    Abstract

    This paper follows the changing fortunes of Chomsky’s search for a pedigree in the history of Western thought during the late 1960s. Having achieved a unique position of supremacy in the theory of syntax and having exploited that position far beyond the narrow circles of professional syntacticians, he felt the need to shore up his theory with the authority of history. It is shown that this attempt, resulting mainly in his Cartesian Linguistics of 1966, was widely, and rightly, judged to be a radical failure, even though it led to a sudden revival of interest in the history of linguistics. Ironically, the very upswing in historical studies caused by Cartesian Linguistics ended up showing that the real pedigree belongs to Generative Semantics, developed by the same ‘angry young men’ Chomsky was so bent on destroying.
  • Hammarström, H. (2010). Rarities in numeral systems. In J. Wohlgemuth, & M. Cysouw (Eds.), Rethinking universals. How rarities affect linguistic theory (pp. 11-60). Berlin: De Gruyter.
  • Hellwig, F. M., & Lüpke, F. (2001). Caused positions. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 126-128). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874644.

    Abstract

    What kinds of resources to languages have for describing location and position? For some languages, verbs have an important role to play in describing different kinds of situations (e.g., whether a bottle is standing or lying on the table). This task is designed to examine the use of positional verbs in locative constructions, with respect to the presence or absence of a human “positioner”. Participants are asked to describe video clips showing locative states that occur spontaneously, or because of active interference from a person. The task follows on from two earlier tools for the elicitation of static locative descriptions (BowPed and the Ameka picture book task). A number of additional variables (e.g. canonical v. non-canonical orientation of the figure) are also targeted in the stimuli set.

    Additional information

    2001_Caused_positions.zip
  • Hill, C. (2010). Emergency language documentation teams: The Cape York Peninsula experience. In J. Hobson, K. Lowe, S. Poetsch, & M. Walsh (Eds.), Re-awakening languages: Theory and practice in the revitalisation of Australia’s Indigenous languages (pp. 418-432). Sydney: Sydney University Press.
  • Holler, J., & Bavelas, J. (2017). Multi-modal communication of common ground: A review of social functions. In R. B. Church, M. W. Alibali, & S. D. Kelly (Eds.), Why gesture? How the hands function in speaking, thinking and communicating (pp. 213-240). Amsterdam: Benjamins.

    Abstract

    Until recently, the literature on common ground depicted its influence as a purely verbal phenomenon. We review current research on how common ground influences gesture. With informative exceptions, most experiments found that speakers used fewer gestures as well as fewer words in common ground contexts; i.e., the gesture/word ratio did not change. Common ground often led to more poorly articulated gestures, which parallels its effect on words. These findings support the principle of recipient design as well as more specific social functions such as grounding, the given-new contract, and Grice’s maxims. However, conceptual pacts or linking old with new information may maintain the original form. All together, these findings implicate gesture-speech ensembles rather than isolated effects on gestures alone.
  • Holler, J. (2010). Speakers’ use of interactive gestures to mark common ground. In S. Kopp, & I. Wachsmuth (Eds.), Gesture in embodied communication and human-computer interaction. 8th International Gesture Workshop, Bielefeld, Germany, 2009; Selected Revised Papers (pp. 11-22). Heidelberg: Springer Verlag.
  • Hulten, A. (2010). Sanan tuottaminen [Word production]. In Kieli ja aivot [Language and the Brain - Textbook series] (pp. 106-116).
  • Indefrey, P., & Gullberg, M. (2010). The earliest stages of language learning: Introduction. In M. Gullberg, & P. Indefrey (Eds.), The earliest stages of language learning (pp. 1-4). Malden, MA: Wiley-Blackwell.
  • Järvikivi, J., & Pyykkönen, P. (2010). Lauseiden ymmärtäminen [Engl. Sentence comprehension]. In P. Korpilahti, O. Aaltonen, & M. Laine (Eds.), Kieli ja aivot: Kommunikaation perusteet, häiriöt ja kuntoutus (pp. 117-125). Turku: Turku yliopisto.

    Abstract

    Kun kuuntelemme puhetta tai luemme tekstiä, alamme välittömästi rakentaa koherenttia tulkintaa. Toisin kuin lukemisessa, puheen havaitsemisessa kuulija voi harvoin kontrolloida nopeutta, jolla hänelle puhutaan. Huolimatta hyvin nopeasta syötteestä - noin 4-7 tavua sekunnissa - ihmiset kykenevät tulkitsemaan puhetta hyvin vaivattomasti. Lauseen ymmärtämisen tutkimuksessa selvitetäänkin, miten tällainen nopea ja useimmiten vaivaton tulkintaprosessi tapahtuu, mitkä kognitiiviset prosessit osallistuvat reaaliaikaiseen tulkintaan ja millaista informaatiota missäkin vaiheessa prosessointia ihminen käyttää hyväkseen johdonmukaisen tulkinnan muodostamiseksi. Tämä kappale on katsaus lauseen ymmärtämisen prosesseihin ja niiden tutkimukseen. Käsittelemme lyhyesti prosessointimalleja, aikuisten ja lasten kielen suhdetta, lauseen sisäisten ja välisten viittaussuhteiden tulkintaa ja sensorisen ympäristön sekä motorisen toiminnan roolia lauseiden tulkintaprosessissa.
  • 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., & Harbusch, K. (2017). Frequential test of (S)OV as unmarked word order in Dutch and German clauses: A serendipitous corpus-linguistic experiment. In H. Reckman, L. L. S. Cheng, M. Hijzelendoorn, & R. Sybesma (Eds.), Crossroads semantics: Computation, experiment and grammar (pp. 107-123). Amsterdam: Benjamins.

    Abstract

    In a paper entitled “Against markedness (and what to replace it with)”, Haspelmath argues “that the term ‘markedness’ is superfluous”, and that frequency asymmetries often explain structural (un)markedness asymmetries (Haspelmath 2006). We investigate whether this argument applies to Object and Verb orders in main (VO, marked) and subordinate (OV, unmarked) clauses of spoken and written German and Dutch, using English (without VO/OV alternation) as control. Frequency counts from six treebanks (three languages, two output modalities) do not support Haspelmath’s proposal. However, they reveal an unexpected phenomenon, most prominently in spoken Dutch and German: a small set of extremely high-frequent finite verbs with unspecific meanings populates main clauses much more densely than subordinate clauses. We suggest these verbs accelerate the start-up of grammatical encoding, thus facilitating sentence-initial output fluency
  • Kempen, G. (1998). Sentence parsing. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer.
  • Kita, S., Danziger, E., & Stolz, C. (2001). Cultural specificity of spatial schemas, as manifested in spontaneous gestures. In M. Gattis (Ed.), Spatial Schemas and Abstract Thought (pp. 115-146). Cambridge, MA, USA: MIT Press.
  • Kita, S. (2001). Locally-anchored spatial gestures, version 2: Historical description of the local environment as a gesture elicitation task. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 132-135). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874647.

    Abstract

    Gesture is an integral part of face-to-face communication, and provides a rich area for cross-cultural comparison. “Locally-anchored spatial gestures” are gestures that are roughly oriented to the actual geographical direction of referents. For example, such gestures may point to a location or a thing, trace the shape of a path, or indicate the direction of a particular area. The goal of this task is to elicit locally-anchored spatial gestures across different cultures. The task follows an interview format, where one participant prompts another to talk in detail about a specific area that the main speaker knows well. The data can be used for additional purposes such as the investigation of demonstratives.
  • Kita, S. (2001). Recording recommendations for gesture studies. In S. C. Levinson, & N. J. Enfield (Eds.), Manual for the field season 2001 (pp. 130-131). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Klamer, M., Trilsbeek, P., Hoogervorst, T., & Haskett, C. (2017). Creating a Language Archive of Insular South East Asia and West New Guinea. In J. Odijk, & A. Van Hessen (Eds.), CLARIN in the Low Countries (pp. 113-121). London: Ubiquity Press. doi:10.5334/bbi.10.

    Abstract

    The geographical region of Insular South East Asia and New Guinea is well-known as an
    area of mega-biodiversity. Less well-known is the extreme linguistic diversity in this area:
    over a quarter of the world’s 6,000 languages are spoken here. As small minority languages,
    most of them will cease to be spoken in the coming few generations. The project described
    here ensures the preservation of unique records of languages and the cultures encapsulated
    by them in the region. The language resources were gathered by twenty linguists at,
    or in collaboration with, Dutch universities over the last 40 years, and were compiled and
    archived in collaboration with The Language Archive (TLA) at the Max Planck Institute in
    Nijmegen. The resulting archive constitutes a collection ofmultimediamaterials and written
    documents from 48 languages in Insular South East Asia and West New Guinea. At TLA,
    the data was archived according to state-of-the-art standards (TLA holds the Data Seal of
    Approval): the component metadata infrastructure CMDI was used; all metadata categories
    as well as relevant units of annotation were linked to the ISO data category registry ISOcat.
    This guaranteed proper integration of the language resources into the CLARIN framework.
    Through the archive, future speaker communities and researchers will be able to extensively
    search thematerials for answers to their own questions, even if they do not themselves know the language, and even if the language dies.
  • Klein, W., & Geyken, A. (2010). Das Digitale Wörterbuch der Deutschen Sprache (DWDS). In U. Heid, S. Schierholz, W. Schweickard, H. E. Wiegand, R. H. Gouws, & W. Wolski (Eds.), Lexicographica: International annual for lexicography (pp. 79-96). Berlin, New York: De Gruyter.

    Abstract

    No area in the study of human languages has a longer history and a higher practical signifi cance than lexicography. The advent of the computer has dramaticually changed this discipline in ways which go far beyond the digitisation of materials in combination with effi cient search tools, or the transfer of an existing dictionary onto the computer. They allow the stepwise elaboration of what is called here Digital Lexical Systems, i.e., computerized systems in which the underlying data - in form of an extendable corpus - and description of lexical properties on various levels can be effi ciently combined. This paper discusses the range of these possibilities and describes the present form of the German „Digital Lexical System of the Academy“, a project of the Berlin-Brandenburg Academy of Sciences (www.dwds.de).
  • Klein, W. (2001). Das Ende vor Augen: Deutsch als Wissenschaftssprache. In F. Debus, F. Kollmann, & U. Pörken (Eds.), Deutsch als Wissenschaftssprache im 20. Jahrhundert (pp. 289-293). Mainz: Akademie der Wissenschaften und der Literatur.
  • Klein, W. (2001). Deiktische Orientierung. In M. Haspelmath, E. König, W. Oesterreicher, & W. Raible (Eds.), Sprachtypologie und sprachliche Universalien: Vol. 1/1 (pp. 575-590). Berlin: de Gruyter.
  • Klein, W. (2010). Der mühselige Weg zur Erforschung des Schönen. In S. Walther, G. Staupe, & T. Macho (Eds.), Was ist schön? Begleitbuch zur Ausstellung (pp. 124-131). Göttingen: Wallstein.
  • 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. (2001). Elementary forms of linguistic organisation. In S. Ward, & J. Trabant (Eds.), The origins of language (pp. 81-102). Berlin: Mouton de Gruyter.
  • Klein, W. (2001). Die Linguistik ist anders geworden. In S. Anschütz, S. Kanngießer, & G. Rickheit (Eds.), A Festschrift for Manfred Briegel: Spektren der Linguistik (pp. 51-72). Wiesbaden: Deutscher Universitätsverlag.
  • 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. (2001). Lexicology and lexicography. In N. Smelser, & P. Baltes (Eds.), International encyclopedia of the social & behavioral sciences: Vol. 13 (pp. 8764-8768). Amsterdam: Elsevier Science.
  • Klein, W. (2001). Second language acquisition. In N. Smelser, & P. Baltes (Eds.), International encyclopedia of the social & behavioral sciences: Vol. 20 (pp. 13768-13771). Amsterdam: Elsevier science.
  • Klein, W., & Vater, H. (1998). The perfect in English and German. In L. Kulikov, & H. Vater (Eds.), Typology of verbal categories: Papers presented to Vladimir Nedjalkov on the occasion of his 70th birthday (pp. 215-235). Tübingen: Niemeyer.
  • Klein, W. (2001). Time and again. In C. Féry, & W. Sternefeld (Eds.), Audiatur vox sapientiae: A festschrift for Arnim von Stechow (pp. 267-286). Berlin: Akademie Verlag.
  • Klein, W. (2001). Typen und Konzepte des Spracherwerbs. In L. Götze, G. Helbig, G. Henrici, & H. Krumm (Eds.), Deutsch als Fremdsprache (pp. 604-616). Berlin: de Gruyter.

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