Publications

Displaying 1 - 100 of 244
  • Abbot-Smith, K., & Kidd, E. (2012). Exemplar learning and schematization in language development. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (2nd. ed., pp. 1200-1202). Berlin: Springer.
  • 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.
  • Ambridge, B., Rowland, C. F., Theakston, A. L., & Twomey, K. E. (2020). Introduction. In C. F. Rowland, A. L. Theakston, B. Ambridge, & K. E. Twomey (Eds.), Current Perspectives on Child Language Acquisition: How children use their environment to learn (pp. 1-7). Amsterdam: John Benjamins. doi:10.1075/tilar.27.int.
  • 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.
  • Amora, K. K., Garcia, R., & Gagarina, N. (2020). Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results. In N. Gagarina, & J. Lindgren (Eds.), New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised (pp. 221-233).

    Abstract

    This paper briefly presents the current situation of bilingualism in the Philippines,
    specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Tagalog, the basis of Filipino, which is the country’s national language.
    Finally, the results of a pilot study conducted on Tagalog-English bilingual children and
    adults (N=27) are presented. The results showed that Story Structure is similar across the
    two languages and that it develops significantly with age.
  • Andics, A. (2012). The semantic role of agentive control in Hungarian placement events. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 183-200). Amsterdam: Benjamins.

    Abstract

    This paper explores the role of various types of location control in descriptions of placement events in Hungarian. It will be shown that general verb choices cannot be explained in terms of spatial relations (such as containment and support) or spatial relational changes (such as joining and separation). On the contrary, all main verb distinctions within the placement domain can be described in terms of agentive control settings between the Figure and agentive entities (e.g., the Agent, other persons). In Hungarian, only events with continuous agentive control along the motion trajectory are described as either ‘putting’ or ‘taking’, and only events where the Figure is furthermore controlled by a non-agentive entity at the Goal are described as ‘putting’.
  • 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.
  • Baggio, G., Van Lambalgen, M., & Hagoort, P. (2012). Language, linguistics and cognition. In R. Kempson, T. Fernando, & N. Asher (Eds.), Philosophy of linguistics (pp. 325-356). Amsterdam: North Holland.

    Abstract

    This chapter provides a partial overview of some currently debated issues in the cognitive science of language. We distinguish two families of problems, which we refer to as ‘language and cognition’ and ‘linguistics and cognition’. Under the first heading we present and discuss the hypothesis that language, in particular the semantics of tense and aspect, is grounded in the planning system. We emphasize the role of non-monotonic inference during language comprehension. We look at the converse issue of the role of linguistic interpretation in reasoning tasks. Under the second heading we investigate the two foremost assumptions of current linguistic methodology, namely intuitions as the only adequate empirical basis of theories of meaning and grammar and the competence-performance distinction, arguing that these are among the heaviest burdens for a truly comprehensive approach to language. Marr’s three-level scheme is proposed as an alternative methodological framework, which we apply in a review of two ERP studies on semantic processing, to the ‘binding problem’ for language, and in a conclusive set of remarks on relating theories in the cognitive science of language.
  • Baggio, G., Van Lambalgen, M., & Hagoort, P. (2012). The processing consequences of compositionality. In M. Werning, W. Hinzen, & E. Machery (Eds.), The Oxford handbook of compositionality (pp. 655-672). New York: Oxford University Press.
  • Bastiaansen, M. C. M., Mazaheri, A., & Jensen, O. (2012). Beyond ERPs: Oscillatory neuronal dynamics. In S. J. Luck, & E. S. Kappenman (Eds.), The Oxford handbook of event-related potential components (pp. 31-50). New York, NY: Oxford University Press.
  • Bauer, B. L. M. (2020). Appositive compounds in dialectal and sociolinguistic varieties of French. In M. Maiden, & S. Wolfe (Eds.), Variation and change in Gallo-Romance (pp. 326-346). Oxford: Oxford University Press.
  • Bauer, B. L. M. (2012). Chronologie et rythme du changement linguistique: Syntaxe vs. morphologie. In O. Spevak, & A. Christol (Eds.), Les évolutions du latin (pp. 45-65). Paris: L’Harmattan.
  • 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.
  • Becker, A., & Klein, W. (1984). Notes on the internal organization of a learner variety. In P. Auer, & A. Di Luzio (Eds.), Interpretive sociolinguistics (pp. 215-231). Tübingen: Narr.
  • Berthele, R. (2012). On the use of PUT Verbs by multilingual speakers of Romansh. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 145-166). Amsterdam: Benjamins.

    Abstract

    In this chapter, the multilingual systems of bilingual speakers of Sursilvan Romansh and German are analyzed. The Romansh and the German systems show important differences in the domain of placement. Romansh has a fairly general verb metter ‘to put’ whereas German uses different verbs (e.g., setzen ‘to set’, legen ‘to lay’, stellen ‘to stand’). Whereas there are almost no traces of German in the Romansh data elicited from the German-Romansh bilinguals, it appears that their production of German yields uses of the verbs which differ from the typical German system. Although the forms of the German verbs have been acquired by the bilingual speakers, their distribution in the data arguably reflects traces of the Romansh category of metter ‘to put’.
  • Blumstein, S., & Cutler, A. (2003). Speech perception: Phonetic aspects. In W. Frawley (Ed.), International encyclopaedia of linguistics (pp. 151-154). Oxford: Oxford University Press.
  • 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. (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., 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.
  • 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. (1974). Early development of concepts underlying language. In R. Schiefelbusch, & L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention (pp. 191-209). Baltimore: University Park Press.
  • Bowerman, M., & 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. (1982). Reorganizational processes in lexical and syntactic development. In E. Wanner, & L. Gleitman (Eds.), Language acquisition: The state of the art (pp. 319-346). New York: Academic Press.
  • Bowerman, M. (1982). Starting to talk worse: Clues to language acquisition from children's late speech errors. In S. Strauss (Ed.), U shaped behavioral growth (pp. 101-145). New York: Academic Press.
  • Bramão, I., Faísca, L., Petersson, K. M., & Reis, A. (2012). The contribution of color to object recognition. In I. Kypraios (Ed.), Advances in object recognition systems (pp. 73-88). Rijeka, Croatia: InTech. Retrieved from http://www.intechopen.com/books/advances-in-object-recognition-systems/the-contribution-of-color-in-object-recognition.

    Abstract

    The cognitive processes involved in object recognition remain a mystery to the cognitive
    sciences. We know that the visual system recognizes objects via multiple features, including
    shape, color, texture, and motion characteristics. However, the way these features are
    combined to recognize objects is still an open question. The purpose of this contribution is to
    review the research about the specific role of color information in object recognition. Given
    that the human brain incorporates specialized mechanisms to handle color perception in the
    visual environment, it is a fair question to ask what functional role color might play in
    everyday vision.
  • Braun, B., & Chen, A. (2012). Now for something completely different: Anticipatory effects of intonation. In O. Niebuhr (Ed.), Understanding prosody: The role of context, function and communication (pp. 289-311). Berlin: de Gruyter.

    Abstract

    INTRODUCTION It is nowadays well established that spoken sentence processing is achieved in an incremental manner. As a sentence unfolds over time, listeners rapidly process incoming information to eliminate local ambiguity and make predictions on the most plausible interpretation of the sentence. Previous research has shown that these predictions are based on all kinds of linguistic information, explicitly or implicitly in combination with world knowledge.1 A substantial amount of evidence comes from studies on online referential processing conducted in the visual-world paradigm (Cooper 1974; Eberhard, Spivey-Knowlton, Sedivy, and Tanenhaus 1995; Tanenhaus, Sedivy- Knowlton, Eberhard, and Sedivy 1995; Sedivy, Tanenhaus, Chambers, Carlson 1999).
  • 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., & 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. (2012). To ‘put’ or to ‘take’? Verb semantics in Tzeltal placement and removal expressions. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 55-78). Amsterdam: Benjamins.

    Abstract

    This paper examines the verbs and other spatial vocabulary used for describing events of ‘putting’ and ‘taking’ in Tzeltal (Mayan). I discuss the semantics of different ‘put’ and ‘take’ verbs, the constructions they occur in, and the extensional patterns of verbs used in ‘put’ (Goal-oriented) vs. ‘take’ (Source-oriented) descriptions. A relatively limited role for semantically general verbs was found. Instead, Tzeltal is a ‘multiverb language’ with many different verbs usable to predicate ‘put’ and ‘take’ events, with verb choice largely determined by the shape, orientation, and resulting disposition of the Figure and Ground objects. The asymmetry that has been observed in other languages, with Goal-oriented ‘put’ verbs more finely distinguished lexically than Source-oriented ‘take’ verbs, is also apparent in Tzeltal.
  • Wu, D. H., & Bulut, T. (2020). The contribution of statistical learning to language and literacy acquisition. In K. D. Federmeier, & H. W. Huang (Eds.), Psychology of Learning and Motivation (pp. 283-318). doi:10.1016/bs.plm.2020.02.001.

    Abstract

    Acquisition and processing of written and spoken language is an impressive cognitive accomplishment considering the complexity of the tasks. While only humans seem to have evolved to the fullest extent the capacity that underpins these remarkable feats of development and civilization, the exact nature of such capacity has been subject to ongoing research. In this chapter, we focus on language competence and what makes it unique among the communication systems of different species. We then elaborate on the classical debate between nativist and environmentalist accounts of language acquisition, with reference to evidence for and against the critical period hypothesis. After introducing the regularity embedded in different languages and particularly in drastically different orthographies, we present behavioral and neurophysiological evidence for the sensitivity to systematic mapping between orthography and phonology. Because learning to read is to master such mapping, we assume that the ability to use statistical learning to appreciate the dependency among items would contribute to literacy acquisition. Empirical results from behavioral and neuroimaging experiments conducted in our and other laboratories provide support for the close link between statistical learning and literacy acquisition in native and foreign language. Such findings highlight the significance of domain-general statistical learning to domain-specific language acquisition, and point to an important direction for theories and practices of language education.

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  • Burenhult, N. (2020). Foraging and the history of languages in the Malay Peninsula. In T. Güldemann, P. McConvell, & R. Rhodes (Eds.), The language of Hunter-Gatherers (pp. 164-197). Cambridge: Cambridge University Press.
  • Burenhult, N. (2012). The linguistic encoding of placement and removal events in Jahai. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 21-36). Amsterdam: Benjamins.

    Abstract

    This paper explores the linguistic encoding of placement and removal events in Jahai (Austroasiatic, Malay Peninsula) on the basis of descriptions from a video elicitation task. It outlines the structural characteristics of the descriptions and isolates semantically a set of situation types that find expression in lexical opposites: (1) putting/taking, (2) inserting/extracting, (3) dressing/undressing, and (4) placing/removing one’s body parts. All involve deliberate and controlled placing/removing of a solid Figure object in relation to a Ground which is not a human recipient. However, they differ as to the identity of and physical relationship between Figure and Ground. The data also provide evidence of variation in how semantic roles are mapped onto syntactic constituents: in most situation types, Agent, Figure and Ground associate with particular constituent NPs, but some placement events are described with semantically specialised verbs encoding the Figure and even the Ground.
  • 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.
  • Carroll, M., & Flecken, M. (2012). Language production under time pressure: insights into grammaticalisation of aspect (Dutch, Italian) and language processing in bilinguals (Dutch, German). In B. Ahrenholz (Ed.), Einblicke in die Zweitspracherwerbsforschung und Ihre methodischen Verfahren (pp. 49-76). Berlin: De Gruyter.
  • Casasanto, D. (2012). Whorfian hypothesis. In J. L. Jackson, Jr. (Ed.), Oxford Bibliographies Online: Anthropology. Oxford: Oxford University Press. doi:10.1093/OBO/9780199766567-0058.

    Abstract

    Introduction
    The Sapir-Whorf hypothesis (a.k.a. the Whorfian hypothesis) concerns the relationship between language and thought. Neither the anthropological linguist Edward Sapir (b. 1884–d. 1939) nor his student Benjamin Whorf (b. 1897–d. 1941) ever formally stated any single hypothesis about the influence of language on nonlinguistic cognition and perception. On the basis of their writings, however, two proposals emerged, generating decades of controversy among anthropologists, linguists, philosophers, and psychologists. According to the more radical proposal, linguistic determinism, the languages that people speak rigidly determine the way they perceive and understand the world. On the more moderate proposal, linguistic relativity, habits of using language influence habits of thinking. As a result, people who speak different languages think differently in predictable ways. During the latter half of the 20th century, the Sapir-Whorf hypothesis was widely regarded as false. Around the turn of the 21st century, however, experimental evidence reopened debate about the extent to which language shapes nonlinguistic cognition and perception. Scientific tests of linguistic determinism and linguistic relativity help to clarify what is universal in the human mind and what depends on the particulars of people’s physical and social experience.
    General Overviews and Foundational Texts

    Writing on the relationship between language and thought predates Sapir and Whorf, and extends beyond the academy. The 19th-century German philosopher Wilhelm von Humboldt argued that language constrains people’s worldview, foreshadowing the idea of linguistic determinism later articulated in Sapir 1929 and Whorf 1956 (Humboldt 1988). The intuition that language radically determines thought has been explored in works of fiction such as Orwell’s dystopian fantasy 1984 (Orwell 1949). Although there is little empirical support for radical linguistic determinism, more moderate forms of linguistic relativity continue to generate influential research, reviewed from an anthropologist’s perspective in Lucy 1997, from a psychologist’s perspective in Hunt and Agnoli 1991, and discussed from multidisciplinary perspectives in Gumperz and Levinson 1996 and Gentner and Goldin-Meadow 2003.
  • Casillas, M., & Hilbrink, E. (2020). Communicative act development. In K. P. Schneider, & E. Ifantidou (Eds.), Developmental and Clinical Pragmatics (pp. 61-88). Berlin: De Gruyter Mouton.

    Abstract

    How do children learn to map linguistic forms onto their intended meanings? This chapter begins with an introduction to some theoretical and analytical tools used to study communicative acts. It then turns to communicative act development in spoken and signed language acquisition, including both the early scaffolding and production of communicative acts (both non-verbal and verbal) as well as their later links to linguistic development and Theory of Mind. The chapter wraps up by linking research on communicative act development to the acquisition of conversational skills, cross-linguistic and individual differences in communicative experience during development, and human evolution. Along the way, it also poses a few open questions for future research in this domain.
  • Chen, J. (2012). “She from bookshelf take-descend-come the box”: Encoding and categorizing placement events in Mandarin. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 37-54). Amsterdam: Benjamins.

    Abstract

    This paper investigates the lexical semantics of placement verbs in Mandarin. The majority of Mandarin placement verbs are directional verb compounds (e.g., na2-xia4-lai2 ‘take-descend-come’). They are composed of two or three verbs in a fixed order, each encoding certain semantic components of placement events. The first verb usually conveys object manipulation and the second and the third verbs indicate the Path of motion, including Deixis. The first verb, typically encoding object manipulation, can be semantically general or specific: two general verbs, fang4 ‘put’ and na2 ‘take’, have large but constrained extensional categories, and a number of specific verbs are used based on the Manner of manipulation of the Figure object, the relationship between and the physical properties of Figure and Ground, intentionality of the Agent, and the type of instrument.
  • Chen, A. (2012). Shaping the intonation of Wh-questions: Information structure and beyond. In J. P. de Ruiter (Ed.), Questions: Formal, functional and interactional perspectives (pp. 146-164). New York: Cambridge University Press.
  • Chen, A. (2012). The prosodic investigation of information structure. In M. Krifka, & R. Musan (Eds.), The expression of information structure (pp. 249-286). Berlin: de Gruyter.
  • Chu, M., & Kita, S. (2012). The role of spontaneous gestures in spatial problem solving. In E. Efthimiou, G. Kouroupetroglou, & S.-E. Fotinea (Eds.), Gesture and sign language in human-computer interaction and embodied communication: 9th International Gesture Workshop, GW 2011, Athens, Greece, May 25-27, 2011, revised selected papers (pp. 57-68). Heidelberg: Springer.

    Abstract

    When solving spatial problems, people often spontaneously produce hand gestures. Recent research has shown that our knowledge is shaped by the interaction between our body and the environment. In this article, we review and discuss evidence on: 1) how spontaneous gesture can reveal the development of problem solving strategies when people solve spatial problems; 2) whether producing gestures can enhance spatial problem solving performance. We argue that when solving novel spatial problems, adults go through deagentivization and internalization processes, which are analogous to young children’s cognitive development processes. Furthermore, gesture enhances spatial problem solving performance. The beneficial effect of gesturing can be extended to non-gesturing trials and can be generalized to a different spatial task that shares similar spatial transformation processes.
  • 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.
  • Crasborn, O., & Windhouwer, M. (2012). ISOcat data categories for signed language resources. In E. Efthimiou, G. Kouroupetroglou, & S.-E. Fotinea (Eds.), Gesture and sign language in human-computer interaction and embodied communication: 9th International Gesture Workshop, GW 2011, Athens, Greece, May 25-27, 2011, revised selected papers (pp. 118-128). Heidelberg: Springer.

    Abstract

    As the creation of signed language resources is gaining speed world-wide, the need for standards in this field becomes more acute. This paper discusses the state of the field of signed language resources, their metadata descriptions, and annotations that are typically made. It then describes the role that ISOcat may play in this process and how it can stimulate standardisation without imposing standards. Finally, it makes some initial proposals for the thematic domain ‘sign language’ that was introduced in 2011.
  • Cronin, K. A. (2012). Cognitive aspects of prosocial behavior in nonhuman primates. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Part 3 (2nd ed., pp. 581-583). Berlin: Springer.

    Abstract

    Definition Prosocial behavior is any behavior performed by one individual that results in a benefit for another individual. Prosocial motivations, prosocial preferences, or other-regarding preferences refer to the psychological predisposition to behave in the best interest of another individual. A behavior need not be costly to the actor to be considered prosocial, thus the concept is distinct from altruistic behavior which requires that the actor incurs some cost when providing a benefit to another.
  • Cutfield, S. (2012). Principles of Dalabon plant and animal names and classification. In D. Bordulk, N. Dalak, M. Tukumba, L. Bennett, R. Bordro Tingey, M. Katherine, S. Cutfield, M. Pamkal, & G. Wightman (Eds.), Dalabon plants and animals: Aboriginal biocultural knowledge from Southern Arnhem Land, North Australia (pp. 11-12). Palmerston, NT, Australia: Department of Land and Resource Management, Northern Territory.
  • 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. (1998). Prosodic structure and word recognition. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 41-70). Heidelberg: Springer.
  • Cutler, A. (1982). Prosody and sentence perception in English. In J. Mehler, E. C. Walker, & M. Garrett (Eds.), Perspectives on mental representation: Experimental and theoretical studies of cognitive processes and capacities (pp. 201-216). Hillsdale, N.J: Erlbaum.
  • Cutler, A. (1984). Stress and accent in language production and understanding. In D. Gibbon, & H. Richter (Eds.), Intonation, accent and rhythm: Studies in discourse phonology (pp. 77-90). Berlin: de Gruyter.
  • Cutler, A., & Clifton Jr., C. (1984). The use of prosodic information in word recognition. In H. Bouma, & D. Bouwhuis (Eds.), Attention and Performance X: Control of Language Processes (pp. 183-196). Hillsdale, NJ: Erlbaum.
  • Cutler, A., & Clifton, Jr., C. (1984). The use of prosodic information in word recognition. In H. Bouma, & D. G. Bouwhuis (Eds.), Attention and performance X: Control of language processes (pp. 183-196). London: Erlbaum.

    Abstract

    In languages with variable stress placement, lexical stress patterns can convey information about word identity. The experiments reported here address the question of whether lexical stress information can be used in word recognition. The results allow the following conclusions: 1. Prior information as to the number of syllables and lexical stress patterns of words and nonwords does not facilitate lexical decision responses (Experiment 1). 2. The strong correspondences between grammatical category membership and stress pattern in bisyllabic English words (strong-weak stress being associated primarily with nouns, weak-strong with verbs) are not exploited in the recognition of isolated words (Experiment 2). 3. When a change in lexical stress also involves a change in vowel quality, i.e., a segmental as well as a suprasegmental alteration, effects on word recognition are greater when no segmental correlates of suprasegmental changes are involved (Experiments 2 and 3). 4. Despite the above finding, when all other factors are controlled, lexical stress information per se can indeed be shown to play a part in word-recognition process (Experiment 3).
  • 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.
  • Dimroth, C., & Narasimhan, B. (2012). The acquisition of information structure. In M. Krifka, & R. Musan (Eds.), The expression of information structure (pp. 319-362). Mouton de Gruyter: Berlin.
  • Dimroth, C., & Haberzettl, S. (2012). The older the better, or more is more: Language acquisition in childhood. In M. Watorek, S. Benazzo, & M. Hickmann (Eds.), Comparative perspectives on language acquisition: A tribute to Clive Perdue (pp. 324-349). Bristol: Multilingual Matters.
  • Dingemanse, M. (2012). Kleurt taal je wereldbeeld? Over de relatie tussen taal en denken. In M. Boogaard, & M. Jansen (Eds.), Alles wat je altijd al had willen weten over taal: De taalcanon (pp. 209-211). Amsterdam: Meulenhoff.

    Abstract

    Mensen groeien op in verschillende omgevingen, met verschillende ervaringen en verschillende talen. Betekent dat ook dat ze verschillend denken? En als er invloed is van taal op denken, hoe ver reikt die dan? Wordt ons denken begrensd door woorden, of is de invloed meer gematigd en kunnen we er soms zelfs aan ontkomen?
  • Dingemanse, M. (2020). Recruiting assistance and collaboration: A West-African corpus study. In S. Floyd, G. Rossi, & N. J. Enfield (Eds.), Getting others to do things: A pragmatic typology of recruitments (pp. 369-241). Berlin: Language Science Press. doi:10.5281/zenodo.4018388.

    Abstract

    Doing things for and with others is one of the foundations of human social life. This chapter studies a systematic collection of 207 requests for assistance and collaboration from a video corpus of everyday conversations in Siwu, a Kwa language of Ghana. A range of social action formats and semiotic resources reveals how language is adapted to the interactional challenges posed by recruiting assistance. While many of the formats bear a language-specific signature, their sequential and interactional properties show important commonalities across languages. Two tentative findings are put forward for further cross-linguistic examination: a “rule of three” that may play a role in the organisation of successive response pursuits, and a striking commonality in animal-oriented recruitments across languages that may be explained by convergent cultural evolution. The Siwu recruitment system emerges as one instance of a sophisticated machinery for organising collaborative action that transcends language and culture.
  • Drude, S. (2012). Prospects for e-grammars and endangered languages corpora. In F. Seifart, G. Haig, N. P. Himmelmann, D. Jung, A. Margetts, & P. Trilsbeek (Eds.), Potentials of language documentation: Methods, analyses, and utilization (pp. 7-16). Honolulu: University of Hawai'i Press.

    Abstract

    This contribution explores the potentials of combining corpora of language use data with language description in e-grammars (or digital grammars). We present three directions of ongoing research and discuss the advantages of combining these and similar approaches, arguing that the technological possibilities have barely begun to be explored.
  • 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. (2012). Perceptual learning in speech. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning. Part 16 (2nd. ed., pp. 2583-2584). Berlin: Springer.

    Abstract

    Definition Perceptual learning in speech describes a change in the mapping from acoustic cues in the speech signal to abstract linguistic representations. Learning leads to a lasting benefit to the listener by improving speech comprehension. The change can occur as a response to a specific feature (such as a talker- or accent idiosyncrasy) or to a global degradation of the signal (such as in synthesized or compressed speech). In perceptual learning, a top-down process is involved in causing the change, whereas purely bottom-up, signal-driven phenomena are considered to be adaptation.
  • Enfield, N. J., Brown, P., & De Ruiter, J. (2012). Epistemic dimensions of polar questions: Sentence-final particles in comparative perspective. In J. P. De Ruiter (Ed.), Questions: Formal, functional and interactional perspectives (pp. 193-221). New York: Cambridge University Press.
  • 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., 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., & 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. (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. (2012). Segmental within-speaker variation. In A. C. Cohn, C. Fougeron, & M. K. Huffman (Eds.), The Oxford handbook of laboratory phonology (pp. 93-102). New York: Oxford University Press.
  • 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.
  • Fox, E. (2020). Literary Jerry and justice. In M. E. Poulsen (Ed.), The Jerome Bruner Library: From New York to Nijmegen. Nijmegen: Max Planck Institute for Psycholinguistics.
  • 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.
  • Frost, R. L. A., & Monaghan, P. (2020). Insights from studying statistical learning. In C. F. Rowland, A. L. Theakston, B. Ambridge, & K. E. Twomey (Eds.), Current Perspectives on Child Language Acquisition: How children use their environment to learn (pp. 65-89). Amsterdam: John Benjamins. doi:10.1075/tilar.27.03fro.

    Abstract

    Acquiring language is notoriously complex, yet for the majority of children this feat is accomplished with remarkable ease. Usage-based accounts of language acquisition suggest that this success can be largely attributed to the wealth of experience with language that children accumulate over the course of language acquisition. One field of research that is heavily underpinned by this principle of experience is statistical learning, which posits that learners can perform powerful computations over the distribution of information in a given input, which can help them to discern precisely how that input is structured, and how it operates. A growing body of work brings this notion to bear in the field of language acquisition, due to a developing understanding of the richness of the statistical information contained in speech. In this chapter we discuss the role that statistical learning plays in language acquisition, emphasising the importance of both the distribution of information within language, and the situation in which language is being learnt. First, we address the types of statistical learning that apply to a range of language learning tasks, asking whether the statistical processes purported to support language learning are the same or distinct across different tasks in language acquisition. Second, we expand the perspective on what counts as environmental input, by determining how statistical learning operates over the situated learning environment, and not just sequences of sounds in utterances. Finally, we address the role of variability in children’s input, and examine how statistical learning can accommodate (and perhaps even exploit) this during language acquisition.
  • 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.
  • Gaby, A. (2012). The Thaayorre lexicon of putting and taking. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 233-252). Amsterdam: Benjamins.

    Abstract

    This paper investigates the lexical semantics and relative distributions of verbs describing putting and taking events in Kuuk Thaayorre, a Pama-Nyungan language of Cape York (Australia). Thaayorre put/take verbs can be subcategorised according to whether they may combine with an NP encoding a goal, an NP encoding a source, or both. Goal NPs are far more frequent in natural discourse: initial analysis shows 85% of goal-oriented verb tokens to be accompanied by a goal NP, while only 31% of source-oriented verb tokens were accompanied by a source. This finding adds weight to Ikegami’s (1987) assertion of the conceptual primacy of goals over sources, reflected in a cross-linguistic dissymmetry whereby goal-marking is less marked and more widely used than source-marking.
  • Gretsch, P. (2003). Omission impossible?: Topic and Focus in Focal Ellipsis. In K. Schwabe, & S. Winkler (Eds.), The Interfaces: Deriving and interpreting omitted structures (pp. 341-365). Amsterdam: John Benjamins.
  • Güldemann, T., & Hammarström, H. (2020). Geographical axis effects in large-scale linguistic distributions. In M. Crevels, & P. Muysken (Eds.), Language Dispersal, Diversification, and Contact. Oxford: Oxford University Press.
  • Gullberg, M. (2003). Eye movements and gestures in human face-to-face interaction. In J. Hyönä, R. Radach, & H. Deubel (Eds.), The mind's eyes: Cognitive and applied aspects of eye movements (pp. 685-703). Oxford: Elsevier.

    Abstract

    Gestures are visuospatial events, meaning carriers, and social interactional phenomena. As such they constitute a particularly favourable area for investigating visual attention in a complex everyday situation under conditions of competitive processing. This chapter discusses visual attention to spontaneous gestures in human face-to-face interaction as explored with eye-tracking. Some basic fixation patterns are described, live and video-based settings are compared, and preliminary results on the relationship between fixations and information processing are outlined.
  • Gullberg, M., & Kita, S. (2003). Das Beachten von Gesten: Eine Studie zu Blickverhalten und Integration gestisch ausgedrückter Informationen. In Max-Planck-Gesellschaft (Ed.), Jahrbuch der Max Planck Gesellschaft 2003 (pp. 949-953). Göttingen: Vandenhoeck & Ruprecht.
  • Gullberg, M. (2003). Gestures, referents, and anaphoric linkage in learner varieties. In C. Dimroth, & M. Starren (Eds.), Information structure, linguistic structure and the dynamics of language acquisition. (pp. 311-328). Amsterdam: Benjamins.

    Abstract

    This paper discusses how the gestural modality can contribute to our understanding of anaphoric linkage in learner varieties, focusing on gestural anaphoric linkage marking the introduction, maintenance, and shift of reference in story retellings by learners of French and Swedish. The comparison of gestural anaphoric linkage in native and non-native varieties reveals what appears to be a particular learner variety of gestural cohesion, which closely reflects the characteristics of anaphoric linkage in learners' speech. Specifically, particular forms co-occur with anaphoric gestures depending on the information organisation in discourse. The typical nominal over-marking of maintained referents or topic elements in speech is mirrored by gestural (over-)marking of the same items. The paper discusses two ways in which this finding may further the understanding of anaphoric over-explicitness of learner varieties. An addressee-based communicative perspective on anaphoric linkage highlights how over-marking in gesture and speech may be related to issues of hyper-clarity and ambiguity. An alternative speaker-based perspective is also explored in which anaphoric over-marking is seen as related to L2 speech planning.
  • Gullberg, M., & Burenhult, N. (2012). Probing the linguistic encoding of placement and removal events in Swedish. In A. Kopecka, & B. Narasimhan (Eds.), Events of putting and taking: A crosslinguistic perspective (pp. 167-182). Amsterdam: Benjamins.

    Abstract

    This paper explores the linguistic encoding of placement and removal events in Swedish. Drawing on elicited spoken data, it provides a unified approach to caused motion descriptions. The results show uniform syntactic behaviour of placement and removal descriptions and a consistent asymmetry between placement and removal in the semantic specificity of verbs. The results also reveal three further semantic patterns, pertaining to the nature of the relationship between Figure and Ground, that appear to account for how these event types are characterised, viz. whether the Ground is represented by a body part of the Agent; whether the Figure is contained within the Ground; or whether it is supported by the Ground.
  • Hagoort, P. (2003). De verloving tussen neurowetenschap en psychologie. In K. Hilberdink (Ed.), Interdisciplinariteit in de geesteswetenschappen (pp. 73-81). Amsterdam: KNAW.
  • Hagoort, P. (2003). Die einzigartige, grösstenteils aber unbewusste Fähigkeit der Menschen zu sprachlicher Kommunikation. In G. Kaiser (Ed.), Jahrbuch 2002-2003 / Wissenschaftszentrum Nordrhein-Westfalen (pp. 33-46). Düsseldorf: Wissenschaftszentrum Nordrhein-Westfalen.
  • Hagoort, P. (2003). Functional brain imaging. In W. J. Frawley (Ed.), International encyclopedia of linguistics (pp. 142-145). New York: Oxford University Press.
  • Hagoort, P. (2012). From ants to music and language [Preface]. In A. D. Patel, Music, language, and the brain [Chinese translation] (pp. 9-10). Shanghai: East China Normal University Press Ltd.
  • Hagoort, P. (2020). Taal. In O. Van den Heuvel, Y. Van der Werf, B. Schmand, & B. Sabbe (Eds.), Leerboek neurowetenschappen voor de klinische psychiatrie (pp. 234-239). Amsterdam: Boom Uitgevers.
  • 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.
  • Hallé, P., & Cristia, A. (2012). Global and detailed speech representations in early language acquisition. In S. Fuchs, M. Weirich, D. Pape, & P. Perrier (Eds.), Speech planning and dynamics (pp. 11-38). Frankfurt am Main: Peter Lang.

    Abstract

    We review data and hypotheses dealing with the mental representations for perceived and produced speech that infants build and use over the course of learning a language. In the early stages of speech perception and vocal production, before the emergence of a receptive or a productive lexicon, the dominant picture emerging from the literature suggests rather non-analytic representations based on units of the size of the syllable: Young children seem to parse speech into syllable-sized units in spite of their ability to detect sound equivalence based on shared phonetic features. Once a productive lexicon has emerged, word form representations are initially rather underspecified phonetically but gradually become more specified with lexical growth, up to the phoneme level. The situation is different for the receptive lexicon, in which phonetic specification for consonants and vowels seem to follow different developmental paths. Consonants in stressed syllables are somewhat well specified already at the first signs of a receptive lexicon, and become even better specified with lexical growth. Vowels seem to follow a different developmental path, with increasing flexibility throughout lexical development. Thus, children come to exhibit a consonant vowel asymmetry in lexical representations, which is clear in adult representations.
  • Hammarström, H. (2012). A full-scale test of the language farming dispersal hypothesis. In S. Wichmann, & A. P. Grant (Eds.), Quantitative approaches to linguistic diversity: Commemorating the centenary of the birth of Morris Swadesh (pp. 7-22). Amsterdam: Benjamins.

    Abstract

    Originally published in Diachronica 27:2 (2010) One attempt at explaining why some language families are large (while others are small) is the hypothesis that the families that are now large became large because their ancestral speakers had a technological advantage, most often agriculture. Variants of this idea are referred to as the Language Farming Dispersal Hypothesis. Previously, detailed language family studies have uncovered various supporting examples and counterexamples to this idea. In the present paper I weigh the evidence from ALL attested language families. For each family, I use the number of member languages as a measure of cardinal size, member language coordinates to measure geospatial size and ethnographic evidence to assess subsistence status. This data shows that, although agricultural families tend to be larger in cardinal size, their size is hardly due to the simple presence of farming. If farming were responsible for language family expansions, we would expect a greater east-west geospatial spread of large families than is actually observed. The data, however, is compatible with weaker versions of the farming dispersal hypothesis as well with models where large families acquire farming because of their size, rather than the other way around.
  • Hammarström, H., & Nordhoff, S. (2012). The languages of Melanesia: Quantifying the level of coverage. In N. Evans, & M. Klamer (Eds.), Melanesian languages on the edge of Asia: Challenges for the 21st Century (pp. 13-33). Honolulu: University of Hawai'i Press. Retrieved from http://hdl.handle.net/10125/4559.
  • Haun, D. B. M., & Waller, D. (2003). Alignment task. In N. J. Enfield (Ed.), Field research manual 2003, part I: Multimodal interaction, space, event representation (pp. 39-48). Nijmegen: Max Planck Institute for Psycholinguistics.

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