Publications

Displaying 1 - 36 of 36
  • Bayer, J., & Marslen-Wilson, W. (1986). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.7 1986. Nijmegen: MPI for Psycholinguistics.
  • Bowerman, M., & Eling, P. (1983). Max-Planck-Institute for Psycholinguistics: Annual Report nr. 4 1983. Nijmegen: MPI for Psycholinguistics.
  • Brown, P., Senft, G., & Wheeldon, L. (Eds.). (1992). Max-Planck-Institute for Psycholinguistics: Annual report 1992. Nijmegen: MPI for Psycholinguistics.
  • Cutler, A., & Ladd, D. R. (Eds.). (1983). Prosody: Models and measurements. Heidelberg: Springer.
  • Deutsch, W., & Frauenfelder, U. (1985). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.6 1985. Nijmegen: MPI for Psycholinguistics.
  • Floccia, C., Sambrook, T. D., Delle Luche, C., Kwok, R., Goslin, J., White, L., Cattani, A., Sullivan, E., Abbot-Smith, K., Krott, A., Mills, D., Rowland, C. F., Gervain, J., & Plunkett, K. (2018). Vocabulary of 2-year-olds learning learning English and an additional language: Norms and effects of linguistic distance. Hoboken: Wiley. doi:10.1111/mono.12348.
  • Floyd, S., Norcliffe, E., & San Roque, L. (Eds.). (2018). Egophoricity. Amsterdam: Benjamins.
  • De Groot, A. M. B., & Hagoort, P. (Eds.). (2018). Research methods in psycholinguistics and the neurobiology of language: A practical guide. Oxford: Wiley.
  • Heeschen, C., Perdue, C., & Vonk, W. (1988). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.9 1988. Nijmegen: MPI for Psycholinguistics.
  • Hoppenbrouwers, G., Seuren, P. A. M., & Weijters, A. (Eds.). (1985). Meaning and the lexicon. Dordrecht: Foris.
  • Huettig, F., Kolinsky, R., & Lachmann, T. (Eds.). (2018). The effects of literacy on cognition and brain functioning [Special Issue]. Language, Cognition and Neuroscience, 33(3).
  • Kempen, G., & Takens, R. (Eds.). (1986). Psychologie, informatica en informatisering. Lisse: Swets & Zeitlinger.
  • Klein, W. (Ed.). (1980). Argumentation [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (38/39).
  • Klein, W. (2018). Looking at language. Berlin: De Gruyter.

    Abstract

    The volume presents an essential selection collected from the essays of Wolfgang Klein. In addition to journal and book articles, many of them published by Mouton, this book features new and unpublished texts by the author. It focuses, among other topics, on information structure, the expression of grammatical categories and the structure of learner varieties.
  • Klein, W. (Ed.). (1983). Intonation [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (49).
  • Klein, W. (Ed.). (1992). Textlinguistik [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (86).
  • Klein, W. (Ed.). (1975). Sprache ausländischer Arbeiter [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (18).
  • Klein, W. (Ed.). (1988). Sprache Kranker [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (69).
  • Klein, W. (1975). Sprache und Kommunikation ausländischer Arbeiter. Kronberg/Ts: Scriptor.
  • Klein, W. (Ed.). (1986). Sprachverfall [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (62).
  • Klein, W. (Ed.). (1985). Schriftlichkeit [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (59).
  • Klein, W. (1988). Second language acquisition. Cambridge: Cambridge University Press.
  • Klein, W., & Perdue, C. (1992). Utterance structure: Developing grammars again. Amsterdam: Benjamins.
  • De León, L., & Levinson, S. C. (Eds.). (1992). Space in Mesoamerican languages [Special Issue]. Zeitschrift für Phonetik, Sprachwissenschaft und Kommunikationsforschung, 45(6).
  • Levelt, W. J. M. (1975). What became of LAD? [Essay]. Lisse: Peter de Ridder Press.

    Abstract

    PdR Press publications in cognition ; 1
  • Levinson, S. C., Cutfield, S., Dunn, M., Enfield, N. J., & Meira, S. (Eds.). (2018). Demonstratives in cross-linguistic perspective. Cambridge: Cambridge University Press.

    Abstract

    Demonstratives play a crucial role in the acquisition and use of language. Bringing together a team of leading scholars this detailed study, a first of its kind, explores meaning and use across fifteen typologically and geographically unrelated languages to find out what cross-linguistic comparisons and generalizations can be made, and how this might challenge current theory in linguistics, psychology, anthropology and philosophy. Using a shared experimental task, rounded out with studies of natural language use, specialists in each of the languages undertook extensive fieldwork for this comparative study of semantics and usage. An introduction summarizes the shared patterns and divergences in meaning and use that emerge.
  • Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
  • Mani, N., Mishra, R. K., & Huettig, F. (Eds.). (2018). The interactive mind: Language, vision and attention. Chennai: Macmillan Publishers India.
  • Marslen-Wilsen, W., & Tyler, L. K. (Eds.). (1980). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.1 1980. Nijmegen: MPI for Psycholinguistics.
  • Senft, G. (1992). Das System der Klassifikationspartikeln im Kilivila: Habilitationsschrift vorgelegt für die Habilitation (Allgemeine Linguistik) im Fachbereich I - Kommunikations- und Geschichtswissenschaften der Technischen Universität Berlin. Mimeo: Berlin.

    Abstract

    German Version of (1996) Classificatory particles in Kilivila. New York: Oxford University Press
  • Senft, G. (1986). Kilivila: The language of the Trobriand Islanders. Berlin: Mouton de Gruyter.
  • Senft, B., & Senft, G. (2018). Growing up on the Trobriand Islands in Papua New Guinea - Childhood and educational ideologies in Tauwema. Amsterdam: Benjamins. doi:10.1075/clu.21.

    Abstract

    This volume deals with the children’s socialization on the Trobriands. After a survey of ethnographic studies on childhood, the book zooms in on indigenous ideas of conception and birth-giving, the children’s early development, their integration into playgroups, their games and their education within their `own little community’ until they reach the age of seven years. During this time children enjoy much autonomy and independence. Attempts of parental education are confined to a minimum. However, parents use subtle means to raise their children. Educational ideologies are manifest in narratives and in speeches addressed to children. They provide guidelines for their integration into the Trobrianders’ “balanced society” which is characterized by cooperation and competition. It does not allow individual accumulation of wealth – surplus property gained has to be redistributed – but it values the fame acquired by individuals in competitive rituals. Fame is not regarded as threatening the balance of their society.
  • Seuren, P. A. M. (1985). Discourse semantics. Oxford: Blackwell.
  • Seuren, P. A. M. (2018). Semantic syntax (2nd rev. ed.). Leiden: Brill.

    Abstract

    This book presents a detailed formal machinery for the conversion of the Semantic Analyses (SAs) of sentences into surface structures of English, French, German, Dutch, and to some extent Turkish. The SAs are propositional structures consisting of a predicate and one, two or three argument terms, some of which can themselves be propositional structures. The surface structures are specified up to, but not including, the morphology. The book is thus an implementation of the programme formulated first by Albert Sechehaye (1870-1946) and then, independently, by James McCawley (1938-1999) in the school of Generative Semantics. It is the first, and so far the only formally precise and empirically motivated machinery in existence converting meaning representations into sentences of natural languages.
  • Seuren, P. A. M. (2018). Saussure and Sechehaye: A study in the history of linguistics and the foundations of language. Leiden: Brill.
  • Seuren, P. A. M. (1975). Tussen taal en denken: Een bijdrage tot de empirische funderingen van de semantiek. Utrecht: Oosthoek, Scheltema & Holkema.

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