Publications

Displaying 1 - 100 of 283
  • Adam, R., Orfanidou, E., McQueen, J. M., & Morgan, G. (2011). Sign language comprehension: Insights from misperceptions of different phonological parameters. In R. Channon, & H. Van der Hulst (Eds.), Formational units in sign languages (pp. 87-106). Berlin: Mouton de Gruyter and Ishara Press.
  • Allen, S., Ozyurek, A., Kita, S., Brown, A., Turanli, R., & Ishizuka, T. (2003). Early speech about manner and path in Turkish and English: Universal or language-specific? In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th annual Boston University Conference on Language Development (pp. 63-72). Somerville (MA): Cascadilla Press.
  • Ameka, F. K. (2003). Prepositions and postpositions in Ewe: Empirical and theoretical considerations. In A. Zibri-Hetz, & P. Sauzet (Eds.), Typologie des langues d'Afrique et universaux de la grammaire (pp. 43-66). Paris: L'Harmattan.
  • Ameka, F. K. (2003). 'Today is far: Situational anaphors in overlapping clause constructions in Ewe. In M. E. K. Dakubu, & E. K. Osam (Eds.), In Studies in the Languages of the Volta Baisin 1. Proceedings of the Legon-Trondheim Linguistics Project, December 4-6, 2002 (pp. 9-22). Legon: Department of Linguistics University of Ghana.
  • Baayen, R. H. (2003). Probabilistic approaches to morphology. In R. Bod, J. Hay, & S. Jannedy (Eds.), Probabilistic linguistics (pp. 229-287). Cambridge: MIT Press.
  • Baayen, R. H., Moscoso del Prado Martín, F., Wurm, L., & Schreuder, R. (2003). When word frequencies do not regress towards the mean. In R. Baayen, & R. Schreuder (Eds.), Morphological structure in language processing (pp. 463-484). Berlin: Mouton de Gruyter.
  • Baayen, R. H., McQueen, J. M., Dijkstra, T., & Schreuder, R. (2003). Frequency effects in regular inflectional morphology: Revisiting Dutch plurals. In R. H. Baayen, & R. Schreuder (Eds.), Morphological structure in language processing (pp. 355-390). Berlin: Mouton de Gruyter.
  • Baayen, R. H., McQueen, J. M., Dijkstra, T., & Schreuder, R. (2003). Frequency effects in regular inflectional morphology: Revisiting Dutch plurals. In R. H. Baayen, & R. Schreuder (Eds.), Morphological Structure in Language Processing (pp. 355-390). Berlin, Germany: Mouton De Gruyter.
  • Bauer, B. L. M., & Pinault, G.-J. (2003). Introduction: Werner Winter, ad multos annos. In B. L. M. Bauer, & G.-J. Pinault (Eds.), Language in time and space: A festschrift for Werner Winter on the occasion of his 80th birthday (pp. xxiii-xxv). Berlin: Mouton de Gruyter.
  • Bauer, B. L. M. (2011). Word formation. In M. Maiden, J. C. Smith, & A. Ledgeway (Eds.), The Cambridge history of the Romance languages. Vol. I. structures (pp. 532-563). Cambridge: Cambridge University Press.
  • Blumstein, S., & Cutler, A. (2003). Speech perception: Phonetic aspects. In W. Frawley (Ed.), International encyclopaedia of linguistics (pp. 151-154). Oxford: Oxford University Press.
  • Blythe, J. (2018). Genesis of the trinity: The convergent evolution of trirelational kinterms. In P. McConvell, & P. Kelly (Eds.), Skin, kin and clan: The dynamics of social categories in Indigenous Australia (pp. 431-471). Canberra: ANU EPress.
  • Blythe, J. (2011). Laughter is the best medicine: Roles for prosody in a Murriny Patha conversational narrative. In B. Baker, I. Mushin, M. Harvey, & R. Gardner (Eds.), Indigenous Language and Social Identity: Papers in Honour of Michael Walsh (pp. 223-236). Canberra: Pacific Linguistics.
  • Bohnemeyer, J. (2003). The unique vector constraint: The impact of direction changes on the linguistic segmentation of motion events. In E. v. d. Zee, & J. Slack (Eds.), Axes and vectors in language and space (pp. 86-110). Oxford: Oxford University Press.
  • Bohnemeyer, J., Enfield, N. J., Essegbey, J., Majid, A., & van Staden, M. (2011). Configuraciones temáticas atípicas y el uso de predicados complejos en perspectiva tipológica [Atypical thematic configurations and the use of complex predicates in typological perspective]. In A. L. Munguía (Ed.), Colección Estudios Lingüísticos. Vol. I: Fonología, morfología, y tipología semántico-sintáctica [Collection Linguistic Studies. Vol 1: Phonology, morphology, and semantico-syntactic typology] (pp. 173-194). Hermosillo, Mexico: Universidad de Sonora.
  • Bohnemeyer, J. (2003). Fictive motion questionnaire. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 81-85). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877601.

    Abstract

    Fictive Motion is the metaphoric use of path relators in the expression of spatial relations or configurations that are static, or at any rate do not in any obvious way involve physical entities moving in real space. The goal is to study the expression of such relations or configurations in the target language, with an eye particularly on whether these expressions exclusively/preferably/possibly involve motion verbs and/or path relators, i.e., Fictive Motion. Section 2 gives Talmy’s (2000: ch. 2) phenomenology of Fictive Motion construals. The researcher’s task is to “distill” the intended spatial relations/configurations from Talmy’s description of the particular Fictive Motion metaphors and elicit as many different examples of the relations/configurations as (s)he deems necessary to obtain a basic sense of whether and how much Fictive Motion the target language offers or prescribes for the encoding of the particular type of relation/configuration. As a first stab, the researcher may try to elicit natural translations of culturally appropriate adaptations of the examples Talmy provides with each type of Fictive Motion metaphor.
  • Bohnemeyer, J., Burenhult, N., Enfield, N. J., & Levinson, S. C. (2011). Landscape terms and place names questionnaire. In K. Kendrick, & A. Majid (Eds.), Field manual volume 14 (pp. 19-23). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.1005606.
  • Bohnemeyer, J., Burenhult, N., Levinson, S. C., & Enfield, N. J. (2003). Landscape terms and place names questionnaire. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 60-63). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877604.

    Abstract

    Landscape terms reflect the relationship between geographic reality and human cognition. Are ‘mountains’, ‘rivers, ‘lakes’ and the like universally recognised in languages as naturally salient objects to be named? The landscape subproject is concerned with the interrelation between language, cognition and geography. Specifically, it investigates issues relating to how landforms are categorised cross-linguistically as well as the characteristics of place naming.
  • 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., Enfield, N. J., Essegbey, J., & Kita, S. (2011). The macro-event property: The segmentation of causal chains. In J. Bohnemeyer, & E. Pederson (Eds.), Event representation in language and cognition (pp. 43-67). New York: Cambridge University Press.
  • Bowerman, M. (2003). Rola predyspozycji kognitywnych w przyswajaniu systemu semantycznego [Reprint]. In E. Dabrowska, & W. Kubiński (Eds.), Akwizycja języka w świetle językoznawstwa kognitywnego [Language acquisition from a cognitive linguistic perspective]. Kraków: Uniwersitas.

    Abstract

    Reprinted from; Bowerman, M. (1989). Learning a semantic system: What role do cognitive predispositions play? In M.L. Rice & R.L Schiefelbusch (Ed.), The teachability of language (pp. 133-169). Baltimore: Paul H. Brookes.
  • Bowerman, M., & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In D. Gentner, & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 387-427). Cambridge: MIT Press.
  • Bowerman, M. (1985). Beyond communicative adequacy: From piecemeal knowledge to an integrated system in the child's acquisition of language. In K. Nelson (Ed.), Children's language (pp. 369-398). Hillsdale, N.J.: Lawrence Erlbaum.

    Abstract

    (From the chapter) the first section considers very briefly the kinds of processes that can be inferred to underlie errors that do not set in until after a period of correct usage acquisition often seems to be a more extended process than we have envisioned summarize a currently influential model of how linguistic forms, meaning, and communication are interrelated in the acquisition of language, point out some challenging problems for this model, and suggest that the notion of "meaning" in language must be reconceptualized before we can hope to solve these problems evidence from several types of late errors is marshalled in support of these arguments (From the preface) provides many examples of new errors that children introduce at relatively advanced stages of mastery of semantics and syntax Bowerman views these seemingly backwards steps as indications of definite steps forward by the child achieving reflective, flexible and integrated systems of semantics and syntax (
  • Bowerman, M. (1975). Cross linguistic similarities at two stages of syntactic development. In E. Lenneberg, & E. Lenneberg (Eds.), Foundations of language development: A multidisciplinary approach (pp. 267-282). New York: Academic Press.
  • Bowerman, M., & Majid, A. (2003). Kids’ cut & break. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 70-71). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877607.

    Abstract

    Kids’ Cut & Break is a task inspired by the original Cut & Break task (see MPI L&C Group Field Manual 2001), but designed for use with children as well as adults. There are fewer videoclips to be described (34 as opposed to 61), and they are “friendlier” and more interesting: the actors wear colorful clothes, smile, and act cheerfully. The first 2 items are warm-ups and 4 more items are fillers (interspersed with test items), so only 28 of the items are actually “test items”. In the original Cut & Break, each clip is in a separate file. In Kids’ Cut & Break, all 34 clips are edited into a single file, which plays the clips successively with 5 seconds of black screen between each clip.

    Additional information

    2003_1_Kids_cut_and_break_films.zip
  • Bowerman, M. (2011). Linguistic typology and first language acquisition. In J. J. Song (Ed.), The Oxford handbook of linguistic typology (pp. 591-617). Oxford: Oxford University Press.
  • 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. (1985). What shapes children's grammars? In D. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 1257-1319). Hillsdale, N.J.: Lawrence Erlbaum.
  • Brehm, L., & Goldrick, M. (2018). Connectionist principles in theories of speech production. In S.-A. Rueschemeyer, & M. G. Gaskell (Eds.), The Oxford Handbook of Psycholinguistics (2nd ed., pp. 372-397). Oxford: Oxford University Press.

    Abstract

    This chapter focuses on connectionist modeling in language production, highlighting how
    core principles of connectionism provide coverage for empirical observations about
    representation and selection at the phonological, lexical, and sentence levels. The first
    section focuses on the connectionist principles of localist representations and spreading
    activation. It discusses how these two principles have motivated classic models of speech
    production and shows how they cover results of the picture-word interference paradigm,
    the mixed error effect, and aphasic naming errors. The second section focuses on how
    newer connectionist models incorporate the principles of learning and distributed
    representations through discussion of syntactic priming, cumulative semantic
    interference, sequencing errors, phonological blends, and code-switching
  • Broeder, D., Sloetjes, H., Trilsbeek, P., Van Uytvanck, D., Windhouwer, M., & Wittenburg, P. (2011). Evolving challenges in archiving and data infrastructures. In G. L. J. Haig, N. Nau, S. Schnell, & C. Wegener (Eds.), Documenting endangered languages: Achievements and perspectives (pp. 33-54). Berlin: De Gruyter.

    Abstract

    Introduction Increasingly often research in the humanities is based on data. This change in attitude and research practice is driven to a large extent by the availability of small and cheap yet high-quality recording equipment (video cameras, audio recorders) as well as advances in information technology (faster networks, larger data storage, larger computation power, suitable software). In some institutes such as the Max Planck Institute for Psycholinguistics, already in the 90s a clear trend towards an all-digital domain could be identified, making use of state-of-the-art technology for research purposes. This change of habits was one of the reasons for the Volkswagen Foundation to establish the DoBeS program in 2000 with a clear focus on language documentation based on recordings as primary material.
  • Broersma, M. (2011). Triggered code-switching: Evidence from picture naming experiments. In M. S. Schmid, & W. Lowie (Eds.), Modeling bilingualism: From structure to chaos. In honor of Kees de Bot (pp. 37-58). Amsterdam: Benjamins.

    Abstract

    This paper presents experimental evidence that cognates can trigger codeswitching. In two picture naming experiments, Dutch-English bilinguals switched between Dutch and English. Crucial words followed either a cognate or a non-cognate. In Experiment 1, response language was indicated by a color cue, and crucial trials always required a switch. Crucial trials had shorter reaction times after a cognate than after a non-cognate. In Experiment 2, response language was not cued and participants switched freely between the languages. Words after cognates were switched more often than words after non-cognates, for switching from L1 to L2 only. Both experiments thus showed that cognates facilitated language switching of the following word. The results extend evidence for triggered codeswitching from natural speech analyses.
  • 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. (2003). Multimodal multiperson interaction with infants aged 9 to 15 months. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 22-24). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877610.

    Abstract

    Interaction, for all that it has an ethological base, is culturally constituted, and how new social members are enculturated into the interactional practices of the society is of critical interest to our understanding of interaction – how much is learned, how variable is it across cultures – as well as to our understanding of the role of culture in children’s social-cognitive development. The goal of this task is to document the nature of caregiver infant interaction in different cultures, especially during the critical age of 9-15 months when children come to have an understanding of others’ intentions. This is of interest to all students of interaction; it does not require specialist knowledge of children.
  • 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. (2011). Everyone has to lie in Tzeltal [Reprint]. In B. B. Schieffelin, & P. B. Garrett (Eds.), Anthropological linguistics: Critical concepts in language studies. Volume III Talking about language (pp. 59-87). London: Routledge.

    Abstract

    Reprint of Brown, P. (2002). Everyone has to lie in Tzeltal. In S. Blum-Kulka, & C. E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition (pp. 241-275). Mahwah, NJ: Erlbaum. In a famous paper Harvey Sacks (1974) argued that the sequential properties of greeting conventions, as well as those governing the flow of information, mean that 'everyone has to lie'. In this paper I show this dictum to be equally true in the Tzeltal Mayan community of Tenejapa, in southern Mexico, but for somewhat different reasons. The phenomenon of interest is the practice of routine fearsome threats to small children. Based on a longitudinal corpus of videotaped and tape-recorded naturally-occurring interaction between caregivers and children in five Tzeltal families, the study examines sequences of Tzeltal caregivers' speech aimed at controlling the children's behaviour and analyzes the children's developing pragmatic skills in handling such controlling utterances, from prelinguistic infants to age five and over. Infants in this society are considered to be vulnerable, easily scared or shocked into losing their 'souls', and therefore at all costs to be protected and hidden from outsiders and other dangers. Nonetheless, the chief form of control (aside from physically removing a child from danger) is to threaten, saying things like "Don't do that, or I'll take you to the clinic for an injection," These overt scare-threats - rarely actually realized - lead Tzeltal children by the age of 2;6 to 3;0 to the understanding that speech does not necessarily convey true propositions, and to a sensitivity to the underlying motivations for utterances distinct from their literal meaning. By age 4;0 children perform the same role to their younger siblings;they also begin to use more subtle non-true (e.g. ironic) utterances. The caretaker practice described here is related to adult norms of social lying, to the sociocultural context of constraints on information flow, social control through gossip, and the different notion of 'truth' that arises in the context of non-verifiability characteristic of a small-scale nonliterate society.
  • Brown, P. (2011). The cultural organization of attention. In A. Duranti, E. Ochs, & B. B. Schieffelin (Eds.), The handbook of language socialization (pp. 29-55). Malden, MA: Wiley-Blackwell.

    Abstract

    How new social members are enculturated into the interactional practices of the society they grow up in is crucial to an understanding of social interaction, as well as to an understanding of the role of culture in children's social-cognitive development. Modern theories of infant development (e.g., Bruner 1982, Elman et al 1996, Tomasello 1999, Masataka 2003) emphasize the influence of particular interactional practices in the child's developing communicative skills. But interactional practices with infants - behaviors like prompting, pointing, turn-taking routines, and interacting over objects - are culturally shaped by beliefs about what infants need and what they can understand; these practices therefore vary across cultures in both quantity and quality. What effect does this variation have on children's communicative development? This article focuses on one aspect of cultural practice, the interactional organization of attention and how it is socialized in prelinguistic infants. It surveys the literature on the precursors to attention coordination in infancy, leading up to the crucial development of 'joint attention' and pointing behavior around the age of 12 months, and it reports what is known about cultural differences in related interactional practices of adults. It then considers the implications of such differences for infant-caregiver interaction prior to the period when infants begin to speak. I report on my own work on the integration of gaze and pointing in infant/caregiver interaction in two different cultures. One is a Mayan society in Mexico, where interaction with infants during their first year is relatively minimal; the other is on Rossel Island (Papua New Guinea), where interaction with infants is characterized by intensive face-to-face communicative behaviors from shortly after the child's birth. Examination of videotaped naturally-occurring interactions in both societies for episodes of index finger point following and production, and the integration of gaze and vocalization with pointing, reveals that despite the differences in interactional style with infants, pointing for joint attention emerges in infants in both cultures in the 9 -15 month period. However, a comparative perspective on cultural practices in caregiver-infant interactions allows us to refine our understanding of joint attention and its role in the process of learning to become a communicative partner.
  • Brown, P. (2011). Politeness. In P. C. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 635-636). New York: Cambridge University Press.

    Abstract

    This is an encyclopedia entry surveying 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., & Levinson, S. C. (2011). Politeness: Some universals in language use [Reprint]. In D. Archer, & P. Grundy (Eds.), The pragmatics reader (pp. 283-304). London: Routledge.

    Abstract

    Reprinted with permission of Cambridge University Press from: Brown, P. and Levinson, S. E. (1987) Politeness, (©) 1978, 1987, CUP.
  • Brown, P., & Levinson, S. C. (2018). Tzeltal: The demonstrative system. In S. C. Levinson, S. Cutfield, M. Dunn, N. J. Enfield, & S. Meira (Eds.), Demonstratives in cross-linguistic perspective (pp. 150-177). Cambridge: Cambridge University Press.
  • Burenhult, N., Kruspe, N., & Dunn, M. (2011). Language history and culture groups among Austroasiatic-speaking foragers of the Malay Peninsula. In N. J. Enfield (Ed.), Dynamics of human diversity: The case of mainland Southeast Asia (pp. 257-277). Canberra: Pacific Linguistics.
  • Burenhult, N. (2011). The coding of reciprocal events in Jahai. In N. Evans, A. Gaby, S. C. Levinson, & A. Majid (Eds.), Reciprocals and semantic typology (pp. 163-176). Amsterdam: Benjamins.

    Abstract

    This work explores the linguistic encoding of reciprocal events in Jahai (Aslian, Mon-Khmer, Malay Peninsula) on the basis of linguistic descriptions of the video stimuli of the ‘Reciprocal constructions and situation type’ task (Evans et al. 2004). Reciprocal situation types find expression in three different constructions: distributive verb forms, reciprocal verb forms, and adjunct phrases containing a body part noun. Distributives represent the dominant strategy, reciprocal forms and body part adjuncts being highly restricted across event types and consultants. The distributive and reciprocal morphemes manifest intricate morphological processes typical of Aslian languages. The paper also addresses some analytical problems raised by the data, such as structural ambiguity and restrictions on derivation, as well as individual variation.
  • Caramazza, A., Miozzo, M., Costa, A., Schiller, N. O., & Alario, F.-X. (2003). Etude comparee de la production des determinants dans differentes langues. In E. Dupoux (Ed.), Les Langages du cerveau: Textes en l'honneur de Jacques Mehler (pp. 213-229). Paris: Odile Jacob.
  • Chen, A., & Lai, V. T. (2011). Comb or coat: The role of intonation in online reference resolution in a second language. In W. Zonneveld, & H. Quené (Eds.), Sound and Sounds. Studies presented to M.E.H. (Bert) Schouten on the occasion of his 65th birthday (pp. 57-68). Utrecht: UiL OTS.

    Abstract

    1 Introduction In spoken sentence processing, listeners do not wait till the end of a sentence to decipher what message is conveyed. Rather, they make predictions on the most plausible interpretation at every possible point in the auditory signal on the basis of all kinds of linguistic information (e.g., Eberhard et al. 1995; Alman and Kamide 1999, 2007). Intonation is one such kind of linguistic information that is efficiently used in spoken sentence processing. The evidence comes primarily from recent work on online reference resolution conducted in the visual-world eyetracking paradigm (e.g., Tanenhaus et al. 1995). In this paradigm, listeners are shown a visual scene containing a number of objects and listen to one or two short sentences about the scene. They are asked to either inspect the visual scene while listening or to carry out the action depicted in the sentence(s) (e.g., 'Touch the blue square'). Listeners' eye movements directed to each object in the scene are monitored and time-locked to pre-defined time points in the auditory stimulus. Their predictions on the upcoming referent and sources for the predictions in the auditory signal are examined by analysing fixations to the relevant objects in the visual scene before the acoustic information on the referent is available
  • Chen, A. (2011). The developmental path to phonological focus-marking in Dutch. In S. Frota, E. Gorka, & P. Prieto (Eds.), Prosodic categories: Production, perception and comprehension (pp. 93-109). Dordrecht: Springer.

    Abstract

    This paper gives an overview of recent studies on the use of phonological cues (accent placement and choice of accent type) to mark focus in Dutch-speaking children aged between 1;9 and 8;10. It is argued that learning to use phonological cues to mark focus is a gradual process. In the light of the findings in these studies, a first proposal is put forward on the developmental path to adult-like phonological focus-marking in Dutch.
  • Chu, M., & Kita, S. (2011). Microgenesis of gestures during mental rotation tasks recapitulates ontogenesis. In G. Stam, & M. Ishino (Eds.), Integrating gestures: The interdisciplinary nature of gesture (pp. 267-276). Amsterdam: John Benjamins.

    Abstract

    People spontaneously produce gestures when they solve problems or explain their solutions to a problem. In this chapter, we will review and discuss evidence on the role of representational gestures in problem solving. The focus will be on our recent experiments (Chu & Kita, 2008), in which we used Shepard-Metzler type of mental rotation tasks to investigate how spontaneous gestures revealed the development of problem solving strategy over the course of the experiment and what role gesture played in the development process. We found that when solving novel problems regarding the physical world, adults go through similar symbolic distancing (Werner & Kaplan, 1963) and internalization (Piaget, 1968) processes as those that occur during young children’s cognitive development and gesture facilitates such processes.
  • Cohen, E. (2011). “Out with ‘Religion’: A novel framing of the religion debate”. In W. Williams (Ed.), Religion and rights: The Oxford Amnesty Lectures 2008. Manchester: Manchester University Press.
  • Cohen, E., & Barrett, J. L. (2011). In search of "Folk anthropology": The cognitive anthropology of the person. In J. W. Van Huysteen, & E. Wiebe (Eds.), In search of self: Interdisciplinary perspectives on personhood (pp. 104-124). Grand Rapids, CA: Wm. B. Eerdmans Publishing Company.
  • Collins, L. J., Schönfeld, B., & Chen, X. S. (2011). The epigenetics of non-coding RNA. In T. Tollefsbol (Ed.), Handbook of epigenetics: the new molecular and medical genetics (pp. 49-61). London: Academic.

    Abstract

    Summary Non-coding RNAs (ncRNAs) have been implicated in the epigenetic marking of many genes. Short regulatory ncRNAs, including miRNAs, siRNAs, piRNAs and snoRNAs as well as long ncRNAs such as Xist and Air are discussed in light of recent research of mechanisms regulating chromatin marking and RNA editing. The topic is expanding rapidly so we will concentrate on examples to highlight the main mechanisms, including simple mechanisms where complementary binding affect methylation or RNA sites. However, other examples especially with the long ncRNAs highlight very complex regulatory systems with multiple layers of ncRNA control.
  • 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.
  • Cristia, A., Seidl, A., & Francis, A. L. (2011). Phonological features in infancy. In G. N. Clements, & R. Ridouane (Eds.), Where do phonological contrasts come from? Cognitive, physical and developmental bases of phonological features (pp. 303-326). Amsterdam: Benjamins.

    Abstract

    Features serve two main functions in the phonology of languages: they encode the distinction between pairs of contrastive phonemes (distinctive function); and they delimit sets of sounds that participate in phonological processes and patterns (classificatory function). We summarize evidence from a variety of experimental paradigms bearing on the functional relevance of phonological features. This research shows that while young infants may use abstract phonological features to learn sound patterns, this ability becomes more constrained with development and experience. Furthermore, given the lack of overlap between the ability to learn a pair of words differing in a single feature and the ability to learn sound patterns based on features, we argue for the separation of the distinctive and the classificatory function.
  • Cristia, A., & Seidl, A. (2011). Sensitivity to prosody at 6 months predicts vocabulary at 24 months. In N. Danis, K. Mesh, & H. Sung (Eds.), BUCLD 35: Proceedings of the 35th annual Boston University Conference on Language Development (pp. 145-156). Somerville, Mass: Cascadilla Press.
  • Cutler, A., & Butterfield, S. (2003). Rhythmic cues to speech segmentation: Evidence from juncture misperception. In J. Field (Ed.), Psycholinguistics: A resource book for students. (pp. 185-189). London: Routledge.
  • Cutler, A. (2003). The perception of speech: Psycholinguistic aspects. In W. Frawley (Ed.), International encyclopaedia of linguistics (pp. 154-157). Oxford: Oxford University Press.
  • Cutler, A., & Farrell, J. (2018). Listening in first and second language. In J. I. Liontas (Ed.), The TESOL encyclopedia of language teaching. New York: Wiley. doi:10.1002/9781118784235.eelt0583.

    Abstract

    Listeners' recognition of spoken language involves complex decoding processes: The continuous speech stream must be segmented into its component words, and words must be recognized despite great variability in their pronunciation (due to talker differences, or to influence of phonetic context, or to speech register) and despite competition from many spuriously present forms supported by the speech signal. L1 listeners deal more readily with all levels of this complexity than L2 listeners. Fortunately, the decoding processes necessary for competent L2 listening can be taught in the classroom. Evidence-based methodologies targeted at the development of efficient speech decoding include teaching of minimal pairs, of phonotactic constraints, and of reduction processes, as well as the use of dictation and L2 video captions.
  • Cutler, A., & Pearson, M. (1985). On the analysis of prosodic turn-taking cues. In C. Johns-Lewis (Ed.), Intonation in discourse (pp. 139-155). London: Croom Helm.
  • Cutler, A. (1985). Performance measures of lexical complexity. In G. Hoppenbrouwers, P. A. Seuren, & A. Weijters (Eds.), Meaning and the lexicon (pp. 75). Dordrecht: Foris.
  • Cutler, A. (1998). Prosodic structure and word recognition. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 41-70). Heidelberg: Springer.
  • Daly, T., Chen, X. S., & Penny, D. (2011). How old are RNA networks? In L. J. Collins (Ed.), RNA infrastructure and networks (pp. 255-273). New York: Springer Science + Business Media and Landes Bioscience.

    Abstract

    Some major classes of RNAs (such as mRNA, rRNA, tRNA and RNase P) are ubiquitous in all living systems so are inferred to have arisen early during the origin of life. However, the situation is not so clear for the system of RNA regulatory networks that continue to be uncovered, especially in eukaryotes. It is increasingly being recognised that networks of small RNAs are important for regulation in all cells, but it is not certain whether the origin of these networks are as old as rRNAs and tRNA. Another group of ncRNAs, including snoRNAs, occurs mainly in archaea and eukaryotes and their ultimate origin is less certain, although perhaps the simplest hypothesis is that they were present in earlier stages of life and were lost from bacteria. Some RNA networks may trace back to an early stage when there was just RNA and proteins, the RNP‑world; before DNA.
  • Danielsen, S., Dunn, M., & Muysken, P. (2011). The spread of the Arawakan languages: A view from structural phylogenetics. In A. Hornborg, & J. D. Hill (Eds.), Ethnicity in ancient Amazonia: Reconstructing past identities from archaeology, linguistics, and ethnohistory (pp. 173-196). Boulder: University Press of Colorado.
  • Dimroth, C., Gretsch, P., Jordens, P., Perdue, C., & Starren, M. (2003). Finiteness in Germanic languages: A stage-model for first and second language development. In C. Dimroth, & M. Starren (Eds.), Information structure and the dynamics of language acquisition (pp. 65-94). Amsterdam: Benjamins.
  • Dimroth, C., & Starren, M. (2003). Introduction. In C. Dimroth, & M. Starren (Eds.), Information structure and the dynamics of language acquisition (pp. 1-14). Amsterdam: John Benjamins.
  • Dingemanse, M., Van Leeuwen, T., & Majid, A. (2011). Mapping across senses: Two cross-modal association tasks. In K. Kendrick, & A. Majid (Eds.), Field manual volume 14 (pp. 11-15). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.1005579.
  • Dingemanse, M. (2011). Ezra Pound among the Mawu: Ideophones and iconicity in Siwu. In P. Michelucci, O. Fischer, & C. Ljungberg (Eds.), Semblance and Signification (pp. 39-54). Amsterdam: John Benjamins.

    Abstract

    The Mawu people of eastern Ghana make common use of ideophones: marked words that depict sensory imagery. Ideophones have been described as “poetry in ordinary language,” yet the shadow of Lévy-Bruhl, who assigned such words to the realm of primitivity, has loomed large over linguistics and literary theory alike. The poet Ezra Pound is a case in point: while his fascination with Chinese characters spawned the ideogrammic method, the mimicry and gestures of the “primitive languages in Africa” were never more than a mere curiosity to him. This paper imagines Pound transposed into the linguaculture of the Mawu. What would have struck him about their ways of ‘charging language’ with imagery? I juxtapose Pound’s views of the poetic image with an analysis of how different layers of iconicity in ideophones combine to depict sensory imagery. This exercise illuminates aspects of what one might call ‘the ideophonic
  • Dingemanse, M., Blythe, J., & Dirksmeyer, T. (2018). Formats for other-initiation of repair across languages: An exercise in pragmatic typology. In I. Nikolaeva (Ed.), Linguistic Typology: Critical Concepts in Linguistics. Vol. 4 (pp. 322-357). London: Routledge.

    Abstract

    In conversation, people regularly deal with problems of speaking, hearing, and understanding. We report on a cross-linguistic investigation of the conversational structure of other-initiated repair (also known as collaborative repair, feedback, requests for clarification, or grounding sequences). We take stock of formats for initiating repair across languages (comparable to English huh?, who?, y’mean X?, etc.) and find that different languages make available a wide but remarkably similar range of linguistic resources for this function. We exploit the patterned variation as evidence for several underlying concerns addressed by repair initiation: characterising trouble, managing responsibility, and handling knowledge. The concerns do not always point in the same direction and thus provide participants in interaction with alternative principles for selecting one format over possible others. By comparing conversational structures across languages, this paper contributes to pragmatic typology: the typology of systems of language use and the principles that shape them.
  • Dittmar, N., & Klein, W. (1975). Untersuchungen zum Pidgin-Deutsch spanischer und italienischer Arbeiter in der Bundesrepublik: Ein Arbeitsbericht. In A. Wierlacher (Ed.), Jahrbuch Deutsch als Fremdsprache (pp. 170-194). Heidelberg: Groos.
  • Drude, S. (2011). Awetí in relation with Kamayurá: The two Tupian languages of the Upper Xingu. In B. Franchetto (Ed.), Alto Xingu. Uma sociedade multilíngüe (pp. 155-192). Rio de Janeiro: Museu do Indio - FUNAI.

    Abstract

    The article analyzes the relation between Aweti and Kamayurá on different levels. Both languages belong to different branches of the subfamily “Maweti-Guarani” within the large Tupi ‘stock’. Both peoples have arrived rather late to the complex Upper Xinguan society, but probably independently and from different directions. Both resulted from mergers of different groups and suffered a dramatic demographic decline in the first half of last century. There is no concrete evidence that these groups spoke varieties of more than 2 different languages (Pre-Aweti and Pre-Kamayurá). Today, many Aweti are at least passive bilinguals with Kamayurá, their most important allies, but the opposite does not hold. The article also discusses the relations between the languages on the main structural levels. In phonology, the phoneme inventories are compared and the sound changes are listed that occurred from the hypothetical proto-language “Proto-Maweti-Guarani” to Aweti, on the one hand, and to Proto-Tupi-Guarani and further to Kamayurá, on the other. In morpho-syntax, the article offers a comparison of the person systems and of affixes in general, treating in particular the so-called ‘relational prefixes’, which do not exist in Aweti. The most important syntactic shared properties are also listed. There seem to be very little mutual lexical borrowing. In the appendix, a list of more than 60 cognates with reconstructed proto-forms is given. Key-words: Aweti; Kamayurá; Sociolinguistics; History; Phonology.
  • Drude, S. (2011). Comparando línguas alto‐xinguanas: Metodologia e bases de dados comparativos. In B. Franchetto (Ed.), Alto Xingu. Uma sociedade multilíngüe (pp. 39-56). Rio de Janeiro: Museu do Indio - FUNAI.

    Abstract

    A key for understanding the Upper Xingu system is the comparison of the different languages which are part of that multilingual society. This article discusses the notion ‘comparing languages’ and delineates a research program in accordance to which a fruitful comparison can be done on four levels: 1) structural (phonological and morphosyntactic), 2) lexical (semantic structure of the lexica and individual lexical items), 3) discourse (figures of speech and thought), 4) content (in particular, narratives). The language data of the project gathered so far (focusing on level 2 and 4) is described in detail: 10 comparative word lists from different semantic domains, and a core of 5 analogous texts of different genera. Finally, some general considerations are offered about how to analyze both similarities and divergence found among the compared material.
  • Drude, S. (2011). 'Derivational verbs' and other multi-verb constructions in Aweti and Tupi-Guarani. In A. Y. Aikhenvald, & P. C. Muysken (Eds.), Multi-verb constructions: A view from the Americas (pp. 213-254). Leiden: Brill.
  • 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.
  • Eisner, F., & McQueen, J. M. (2018). Speech perception. In S. Thompson-Schill (Ed.), Stevens’ handbook of experimental psychology and cognitive neuroscience (4th ed.). Volume 3: Language & thought (pp. 1-46). Hoboken: Wiley. doi:10.1002/9781119170174.epcn301.

    Abstract

    This chapter reviews the computational processes that are responsible for recognizing word forms in the speech stream. We outline the different stages in a processing hierarchy from the extraction of general acoustic features, through speech‐specific prelexical processes, to the retrieval and selection of lexical representations. We argue that two recurring properties of the system as a whole are abstraction and adaptability. We also present evidence for parallel processing of information on different timescales, more specifically that segmental material in the speech stream (its consonants and vowels) is processed in parallel with suprasegmental material (the prosodic structures of spoken words). We consider evidence from both psycholinguistics and neurobiology wherever possible, and discuss how the two fields are beginning to address common computational problems. The challenge for future research in speech perception will be to build an account that links these computational problems, through functional mechanisms that address them, to neurobiological implementation.
  • Ellert, M., Roberts, L., & Järvikivi, J. (2011). Verarbeitung und Disambiguierung pronominaler Referenz in der Fremdsprache Deutsch: Eine psycholinguistische Studie. In A. Krafft, & C. Spiegel (Eds.), Sprachliche Förderung und Weiterbildung-Transdisziplinär (pp. 51-68). Frankfurt am Main: Peter Lang.
  • Enfield, N. J., Kendrick, K. H., De Ruiter, J. P., Stivers, T., & Levinson, S. C. (2011). Building a corpus of spontaneous interaction. In Field manual volume 14 (pp. 29-32). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.1005610.

    Abstract

    This revised version supersedes all previous versions (e.g., Field Manual 2010).
  • Enfield, N. J. (2011). Description of reciprocal situations in Lao. In N. Evans, A. Gaby, S. C. Levinson, & A. Majid (Eds.), Reciprocals and semantic typology (pp. 129-149). Amsterdam: Benjamins.

    Abstract

    This article describes the grammatical resources available to speakers of Lao for describing situations that can be described broadly as ‘reciprocal’. The analysis is based on complementary methods: elicitation by means of non-linguistic stimuli, exploratory consultation with native speakers, and investigation of corpora of spontaneous language use. Typically, reciprocal situations are described using a semantically general ‘collaborative’ marker on an action verb. The resultant meaning is that some set of people participate in a situation ‘together’, broadly construed. The collaborative marker is found in two distinct syntactic constructions, which differ in terms of their information structural contexts of use. The paper first explores in detail the semantic range of the collaborative marker as it occurs in the more common ‘Type 1’ construction, and then discusses a special pragmatic context for the ‘Type 2’ construction. There is some methodological discussion concerning the results of elicitation via video stimuli. The chapter also discusses two specialised constructions dedicated to the expression of strict reciprocity.
  • Enfield, N. J. (2011). Dynamics of human diversity in mainland Southeast Asia: Introduction. In N. J. Enfield (Ed.), Dynamics of human diversity: The case of mainland Southeast Asia (pp. 1-8). Canberra: Pacific Linguistics.
  • Enfield, N. J. (2011). Elements of formulation. In J. Streeck, C. Goodwin, & C. LeBaron (Eds.), Embodied interaction: Language and body in the material world (pp. 59-66). Cambridge: Cambridge University Press.

    Abstract

    (from the chapter) Recognizing others' goals in the flow of interaction is complex, not only for analysts but for participants too. This chapter explores a semiotic approach, with the utterance-in-context as a basic-level unit, and where the interpreter, not the producer, is the driving force in how utterances come to have meaning. We first want to know how people extract meaning from others' communicative behavior. We then ask what are the elements of producers' formulation of communicative actions in anticipation of how others will interpret that behavior.
  • Enfield, N. J. (2003). “Fish traps” task. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 31). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877616.

    Abstract

    This task is designed to elicit virtual 3D ‘models’ created in gesture space using iconic and other representational gestures. This task has been piloted with Lao speakers, where two speakers were asked to explain the meaning of terms referring to different kinds of fish trap mechanisms. The task elicited complex performances involving a range of iconic gestures, and with especially interesting use of (a) the ‘model/diagram’ in gesture space as a virtual object, (b) the non-dominant hand as a prosodic/semiotic anchor, (c) a range of different techniques (indexical and iconic) for evoking meaning with the hand, and (d) the use of nearby objects and parts of the body as semiotic ‘props’.
  • Enfield, N. J., & Levinson, S. C. (2011). Metalanguage for speech acts. In K. Kendrick, & A. Majid (Eds.), Field manual volume 14 (pp. 33-35). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.1005611.

    Abstract

    This version is reprinted from the 2010 Field Manual
  • Enfield, N. J., De Ruiter, J. P., Levinson, S. C., & Stivers, T. (2003). Multimodal interaction in your field site: A preliminary investigation. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 10-16). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877638.

    Abstract

    Research on video- and audio-recordings of spontaneous naturally-occurring conversation in English has shown that conversation is a rule-guided, practice-oriented domain that can be investigated for its underlying mechanics or structure. Systematic study could yield something like a grammar for conversation. The goal of this task is to acquire a corpus of video-data, for investigating the underlying structure(s) of interaction cross-linguistically and cross-culturally
  • Enfield, N. J. (2011). Linguistic diversity in mainland Southeast Asia. In N. J. Enfield (Ed.), Dynamics of human diversity: The case of mainland Southeast Asia (pp. 63-80). Canberra: Pacific Linguistics.
  • Enfield, N. J., & Levinson, S. C. (2003). Interview on kinship. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 64-65). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877629.

    Abstract

    We want to know how people think about their field of kin, on the supposition that it is quasi-spatial. To get some insights here, we need to video a discussion about kinship reckoning, the kinship system, marriage rules and so on, with a view to looking at both the linguistic expressions involved, and the gestures people use to indicate kinship groups and relations. Unlike the task in the 2001 manual, this task is a direct interview method.
  • Enfield, N. J. (2003). Introduction. In N. J. Enfield, Linguistic epidemiology: Semantics and grammar of language contact in mainland Southeast Asia (pp. 2-44). London: Routledge Curzon.
  • Enfield, N. J., & De Ruiter, J. P. (2003). The diff-task: A symmetrical dyadic multimodal interaction task. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 17-21). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877635.

    Abstract

    This task is a complement to the questionnaire ‘Multimodal interaction in your field site: a preliminary investigation’. The objective of the task is to obtain high quality video data on structured and symmetrical dyadic multimodal interaction. The features of interaction we are interested in include turn organization in speech and nonverbal behavior, eye-gaze behavior, use of composite signals (i.e. communicative units of speech-combined-with-gesture), and linguistic and other resources for ‘navigating’ interaction (e.g. words like okay, now, well, and um).

    Additional information

    2003_1_The_diff_task_stimuli.zip
  • Enfield, N. J. (2011). Sources of asymmetry in human interaction: Enchrony, status, knowledge and agency. In T. Stivers, L. Mondada, & J. Steensig (Eds.), The morality of knowledge in conversation (pp. 285-312). Cambridge: Cambridge University Press.
  • Enfield, N. J. (2003). Preface and priorities. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 3). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Ernestus, M. (2003). The role of phonology and phonetics in Dutch voice assimilation. In J. v. d. Weijer, V. J. v. Heuven, & H. v. d. Hulst (Eds.), The phonological spectrum Volume 1: Segmental structure (pp. 119-144). Amsterdam: John Benjamins.
  • Ernestus, M., & Baayen, R. H. (2011). Corpora and exemplars in phonology. In J. A. Goldsmith, J. Riggle, & A. C. Yu (Eds.), The handbook of phonological theory (2nd ed.) (pp. 374-400). Oxford: Wiley-Blackwell.
  • Ernestus, M. (2011). Gradience and categoricality in phonological theory. In M. Van Oostendorp, C. J. Ewen, E. Hume, & K. Rice (Eds.), The Blackwell companion to phonology (pp. 2115-2136). Wiley-Blackwell.
  • Ernestus, M., & Smith, R. (2018). Qualitative and quantitative aspects of phonetic variation in Dutch eigenlijk. In F. Cangemi, M. Clayards, O. Niebuhr, B. Schuppler, & M. Zellers (Eds.), Rethinking reduction: Interdisciplinary perspectives on conditions, mechanisms, and domains for phonetic variation (pp. 129-163). Berlin/Boston: De Gruyter Mouton.
  • Ernestus, M., & Warner, N. (Eds.). (2011). Speech reduction [Special Issue]. Journal of Phonetics, 39(SI).
  • Evans, N., Levinson, S. C., Gaby, A., & Majid, A. (2011). Introduction: Reciprocals and semantic typology. In N. Evans, A. Gaby, S. C. Levinson, & A. Majid (Eds.), Reciprocals and semantic typology (pp. 1-28). Amsterdam: Benjamins.

    Abstract

    Reciprocity lies at the heart of social cognition, and with it so does the encoding of reciprocity in language via reciprocal constructions. Despite the prominence of strong universal claims about the semantics of reciprocal constructions, there is considerable descriptive literature on the semantics of reciprocals that seems to indicate variable coding and subtle cross-linguistic differences in meaning of reciprocals, both of which would make it impossible to formulate a single, essentialising definition of reciprocal semantics. These problems make it vital for studies in the semantic typology of reciprocals to employ methodologies that allow the relevant categories to emerge objectively from cross-linguistic comparison of standardised stimulus materials. We situate the rationale for the 20-language study that forms the basis for this book within this empirical approach to semantic typology, and summarise some of the findings.

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  • Fisher, S. E. (2003). The genetic basis of a severe speech and language disorder. In J. Mallet, & Y. Christen (Eds.), Neurosciences at the postgenomic era (pp. 125-134). Heidelberg: Springer.
  • Fitz, H., Chang, F., & Christansen, M. H. (2011). A connectionist account of the acquisition and processing of relative clauses. In E. Kidd (Ed.), The acquisition of relative clauses. Processing, typology and function (pp. 39-60). Amsterdam: Benjamins.

    Abstract

    Relative clause processing depends on the grammatical role of the head noun in the subordinate clause. This has traditionally been explained in terms of cognitive limitations. We suggest that structure-related processing differences arise from differences in experience with these structures. We present a connectionist model which learns to produce utterances with relative clauses from exposure to message-sentence pairs. The model shows how various factors such as frequent subsequences, structural variations, and meaning conspire to create differences in the processing of these structures. The predictions of this learning-based account have been confirmed in behavioral studies with adults. This work shows that structural regularities that govern relative clause processing can be explained within a usage-based approach to recursion.
  • Flecken, M., & Von Stutterheim, C. (2018). Sprache und Kognition: Sprachvergleichende und lernersprachliche Untersuchungen zur Ereigniskonzeptualisierung. In S. Schimke, & H. Hopp (Eds.), Sprachverarbeitung im Zweitspracherwerb (pp. 325-356). Berlin: De Gruyter. doi:10.1515/9783110456356-014.
  • Floyd, S. (2018). Egophoricity and argument structure in Cha'palaa. In S. Floyd, E. Norcliffe, & L. San Roque (Eds.), Egophoricity (pp. 269-304). Amsterdam: Benjamins.

    Abstract

    The Cha’palaa language of Ecuador (Barbacoan) features verbal morphology for marking knowledge-based categories that, in usage, show a variant of the cross-linguistically recurrent pattern of ‘egophoric distribution': specific forms associate with speakers in contrast to others in statements and with addressees in contrast to others in questions. These are not person markers, but rather are used by speakers to portray their involvement in states of affairs as active, agentive participants (ego) versus other types of involvement (non-ego). They interact with person and argument structure, but through pragmatic ‘person sensitivities’ rather than through grammatical agreement. Not only does this pattern appear in verbal morphology, it also can be observed in alternations of predicate construction types and case alignment, helping to show how egophoric marking is a pervasive element of Cha'palaa's linguistic system. This chapter gives a first account of egophoricity in Cha’palaa, beginning with a discussion of person sensitivity, egophoric distribution, and issues of flexibility of marking with respect to degree of volition or control. It then focuses on a set of intransitive experiencer (or ‘endopathic') predicates that refer to internal states which mark egophoric values for the undergoer role, not the actor role, showing ‘quirky’ accusative marking instead of nominative case. It concludes with a summary of how egophoricity in Cha'palaa interacts with issues of argument structure in comparison to a language with person agreement, here represented by examples from Cha’palaa’s neighbor Ecuadorian Highland Quechua.
  • Forkel, S. J., & Catani, M. (2018). Structural Neuroimaging. In A. De Groot, & P. Hagoort (Eds.), Research Methods in Psycholinguistics and the Neurobiology of Language: A Practical Guide (pp. 288-308). Hoboken: Wiley. doi:10.1002/9781394259762.ch15.

    Abstract

    Structural imaging based on computerized tomography (CT) and magnetic resonance imaging (MRI) has progressively replaced traditional post‐mortem studies in the process of identifying the neuroanatomical basis of language. In the clinical setting, the information provided by structural imaging has been used to confirm the exact diagnosis and formulate an individualized treatment plan. In the research arena, neuroimaging has permitted to understand neuroanatomy at the individual and group level. The possibility to obtain quantitative measures of lesions has improved correlation analyses between severity of symptoms, lesion load, and lesion location. More recently, the development of structural imaging based on diffusion MRI has provided valid solutions to two major limitations of more conventional imaging. In stroke patients, diffusion can visualize early changes due to a stroke that are otherwise not detectable with more conventional structural imaging, with important implications for the clinical management of acute stroke patients. Beyond the sensitivity to early changes, diffusion imaging tractography presents the possibility of visualizing the trajectories of individual white matter pathways connecting distant regions. A pathway analysis based on tractography is offering a new perspective in neurolinguistics. First, it permits to formulate new anatomical models of language function in the healthy brain and allows to directly test these models in the human population without any reliance on animal models. Second, by defining the exact location of the damage to specific white matter connections we can understand the contribution of different mechanisms to the emergence of language deficits (e.g., cortical versus disconnection mechanisms). Finally, a better understanding of the anatomical variability of different language networks is helping to identify new anatomical predictors of language recovery. In this chapter we will focus on the principles of structural MRI and, in particular, diffusion imaging and tractography and present examples of how these methods have informed our understanding of variance in language performances in the healthy brain and language deficits in patient populations.
  • Frank, S. L., Koppen, M., Noordman, L. G. M., & Vonk, W. (2003). A model for knowledge-based pronoun resolution. In F. Detje, D. Dörner, & H. Schaub (Eds.), The logic of cognitive systems (pp. 245-246). Bamberg: Otto-Friedrich Universität.

    Abstract

    Several sources of information are used in choosing the intended referent of an ambiguous pronoun. The two sources considered in this paper are foregrounding and context. The first refers to the accessibility of discourse entities. An entity that is foregrounded is more likely to become the pronoun’s referent than an entity that is not. Context information affects pronoun resolution when world knowledge is needed to find the referent. The model presented here simulates how world knowledge invoked by context, together with foregrounding, influences pronoun resolution. It was developed as an extension to the Distributed Situation Space (DSS) model of knowledge-based inferencing in story comprehension (Frank, Koppen, Noordman, & Vonk, 2003), which shall be introduced first.
  • Gaby, A., & Faller, M. (2003). Reciprocity questionnaire. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 77-80). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.877641.

    Abstract

    This project is part of a collaborative project with the research group “Reciprocals across languages” led by Nick Evans. One goal of this project is to develop a typology of reciprocals. This questionnaire is designed to help field workers get an overview over the type of markers used in the expression of reciprocity in the language studied.
  • Gillespie, K., & San Roque, L. (2011). Music and language in Duna pikono. In A. Rumsey, & D. Niles (Eds.), Sung tales from the Papua New Guinea Highlands: Studies in form, meaning and sociocultural context (pp. 49-63). Canberra: ANU E Press.

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