Publications

Displaying 1 - 100 of 123
  • Akita, K., & Dingemanse, M. (2019). Ideophones (Mimetics, Expressives). In Oxford Research Encyclopedia for Linguistics. Oxford: Oxford University Press. doi:10.1093/acrefore/9780199384655.013.477.

    Abstract

    Ideophones, also termed “mimetics” or “expressives,” are marked words that depict sensory imagery. They are found in many of the world’s languages, and sizable lexical classes of ideophones are particularly well-documented in languages of Asia, Africa, and the Americas. Ideophones are not limited to onomatopoeia like meow and smack, but cover a wide range of sensory domains, such as manner of motion (e.g., plisti plasta ‘splish-splash’ in Basque), texture (e.g., tsaklii ‘rough’ in Ewe), and psychological states (e.g., wakuwaku ‘excited’ in Japanese). Across languages, ideophones stand out as marked words due to special phonotactics, expressive morphology including certain types of reduplication, and relative syntactic independence, in addition to production features like prosodic foregrounding and common co-occurrence with iconic gestures.

    Three intertwined issues have been repeatedly debated in the century-long literature on ideophones. (a) Definition: Isolated descriptive traditions and cross-linguistic variation have sometimes obscured a typologically unified view of ideophones, but recent advances show the promise of a prototype definition of ideophones as conventionalised depictions in speech, with room for language-specific nuances. (b) Integration: The variable integration of ideophones across linguistic levels reveals an interaction between expressiveness and grammatical integration, and has important implications for how to conceive of dependencies between linguistic systems. (c) Iconicity: Ideophones form a natural laboratory for the study of iconic form-meaning associations in natural languages, and converging evidence from corpus and experimental studies suggests important developmental, evolutionary, and communicative advantages of ideophones.
  • Bauer, B. L. M. (1992). Evolution in language: Evidence from the Romance auxiliary. In B. Chiarelli, J. Wind, A. Nocentini, & B. Bichakjian (Eds.), Language origin: A multidisciplinary approach (pp. 517-528). Dordrecht: Kluwer.
  • Bauer, B. L. M. (2016). The development of the comparative in Latin texts. In J. N. Adams, & N. Vincent (Eds.), Early and late Latin. Continuity or change? (pp. 313-339). Cambridge: Cambridge University Press.
  • 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., & Pederson, E. (1992). Topological relations picture series. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 51). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883589.

    Abstract

    This task is designed to elicit expressions of spatial relations. It was originally designed by Melissa Bowerman for use with young children, but was then developed further by Bowerman in collaboration with Pederson for crosslinguistic comparison. It has been used in fieldsites all over the world and is commonly known as “BowPed” or “TPRS”. Older incarnations did not always come with instructions. This entry includes a one-page instruction sheet and high quality versions of the original pictures.
  • Bowerman, M. (1992). Topological Relations Pictures: Topological Paths. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 18-24). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3512508.

    Abstract

    This entry suggests ways to elicit descriptions of caused motion involving topological relations (the domain of English put IN/ON/TOGETHER, take OUT/OFF/APART, etc.). There is a large amount of cross-linguistic variation in this domain. The tasks outlined here address matters such as the division of labor between the various elements of spatial semantics in the sentence. For example, is most of the work of expressing PATH done in a locative marker, or in the verb, or both?
  • Bowerman, M. (1992). Topological Relations Pictures: Static Relations. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 25-28). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3512672.

    Abstract

    The precursor to the Bowped stimuli, this entry suggests various spatial configurations to explore using real objects, rather than the line drawings used in Bowped.
  • 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.
  • Brown, P. (1998). Early Tzeltal verbs: Argument structure and argument representation. In E. Clark (Ed.), Proceedings of the 29th Annual Stanford Child Language Research Forum (pp. 129-140). Stanford: CSLI Publications.

    Abstract

    The surge of research activity focussing on children's acquisition of verbs (e.g., Tomasello and Merriman 1996) addresses some fundamental questions: Just how variable across languages, and across individual children, is the process of verb learning? How specific are arguments to particular verbs in early child language? How does the grammatical category 'Verb' develop? The position of Universal Grammar, that a verb category is early, contrasts with that of Tomasello (1992), Pine and Lieven and their colleagues (1996, in press), and many others, that children develop a verb category slowly, gradually building up subcategorizations of verbs around pragmatic, syntactic, and semantic properties of the language they are exposed to. On this latter view, one would expect the language which the child is learning, the cultural milieu and the nature of the interactions in which the child is engaged, to influence the process of acquiring verb argument structures. This paper explores these issues by examining the development of argument representation in the Mayan language Tzeltal, in both its lexical and verbal cross-referencing forms, and analyzing the semantic and pragmatic factors influencing the form argument representation takes. Certain facts about Tzeltal (the ergative/ absolutive marking, the semantic specificity of transitive and positional verbs) are proposed to affect the representation of arguments. The first 500 multimorpheme combinations of 3 children (aged between 1;8 and 2;4) are examined. It is argued that there is no evidence of semantically light 'pathbreaking' verbs (Ninio 1996) leading the way into word combinations. There is early productivity of cross-referencing affixes marking A, S, and O arguments (although there are systematic omissions). The paper assesses the respective contributions of three kinds of factors to these results - structural (regular morphology), semantic (verb specificity) and pragmatic (the nature of Tzeltal conversational interaction).
  • Brown, P. (1998). 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).
  • Burenhult, N., & Kruspe, N. (2016). The language of eating and drinking: A window on Orang Asli meaning-making. In K. Endicott (Ed.), Malaysia’s original people: Past, present and future of the Orang Asli (pp. 175-199). Singapore: National University of Singapore Press.
  • Burenkova, O. V., & Fisher, S. E. (2019). Genetic insights into the neurobiology of speech and language. In E. Grigorenko, Y. Shtyrov, & P. McCardle (Eds.), All About Language: Science, Theory, and Practice. Baltimore, MD: Paul Brookes Publishing, Inc.
  • Clark, E. V., & Casillas, M. (2016). First language acquisition. In K. Allen (Ed.), The Routledge Handbook of Linguistics (pp. 311-328). New York: Routledge.
  • Coenen, J., & Klein, W. (1992). The acquisition of Dutch. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 189-224). Amsterdam: Benjamins.
  • Crago, M. B., & Allen, S. E. M. (1998). Acquiring Inuktitut. In O. L. Taylor, & L. Leonard (Eds.), Language Acquisition Across North America: Cross-Cultural And Cross-Linguistic Perspectives (pp. 245-279). San Diego, CA, USA: Singular Publishing Group, Inc.
  • Cutler, A. (1992). Processing constraints of the native phonological repertoire on the native language. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (Eds.), Speech perception, production and linguistic structure (pp. 275-278). Tokyo: Ohmsha.
  • 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. (1992). Psychology and the segment. In G. Docherty, & D. Ladd (Eds.), Papers in laboratory phonology II: Gesture, segment, prosody (pp. 290-295). Cambridge: Cambridge University Press.
  • Cutler, A. (1992). The perception of speech: Psycholinguistic aspects. In W. Bright (Ed.), International encyclopedia of language: Vol. 3 (pp. 181-183). New York: Oxford University Press.
  • Cutler, A. (1992). The production and perception of word boundaries. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (Eds.), Speech perception, production and linguistic structure (pp. 419-425). Tokyo: Ohsma.
  • Cutler, A. (1992). Why not abolish psycholinguistics? In W. Dressler, H. Luschützky, O. Pfeiffer, & J. Rennison (Eds.), Phonologica 1988 (pp. 77-87). Cambridge: Cambridge University Press.
  • Devanna, P., Dediu, D., & Vernes, S. C. (2019). The Genetics of Language: From complex genes to complex communication. In S.-A. Rueschemeyer, & M. G. Gaskell (Eds.), The Oxford Handbook of Psycholinguistics (2nd ed., pp. 865-898). Oxford: Oxford University Press.

    Abstract

    This chapter discusses the genetic foundations of the human capacity for language. It reviews the molecular structure of the genome and the complex molecular mechanisms that allow genetic information to influence multiple levels of biology. It goes on to describe the active regulation of genes and their formation of complex genetic pathways that in turn control the cellular environment and function. At each of these levels, examples of genes and genetic variants that may influence the human capacity for language are given. Finally, it discusses the value of using animal models to understand the genetic underpinnings of speech and language. From this chapter will emerge the complexity of the genome in action and the multidisciplinary efforts that are currently made to bridge the gap between genetics and language.
  • Dingemanse, M. (2019). 'Ideophone' as a comparative concept. In K. Akita, & P. Pardeshi (Eds.), Ideophones, Mimetics, and Expressives (pp. 13-33). Amsterdam: John Benjamins. doi:10.1075/ill.16.02din.

    Abstract

    This chapter makes the case for ‘ideophone’ as a comparative concept: a notion that captures a recurrent typological pattern and provides a template for understanding language-specific phenomena that prove similar. It revises an earlier definition to account for the observation that ideophones typically form an open lexical class, and uses insights from canonical typology to explore the larger typological space. According to the resulting definition, a canonical ideophone is a member of an open lexical class of marked words that depict sensory imagery. The five elements of this definition can be seen as dimensions that together generate a possibility space to characterise cross-linguistic diversity in depictive means of expression. This approach allows for the systematic comparative treatment of ideophones and ideophone-like phenomena. Some phenomena in the larger typological space are discussed to demonstrate the utility of the approach: phonaesthemes in European languages, specialised semantic classes in West-Chadic, diachronic diversions in Aslian, and depicting constructions in signed languages.
  • 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.
  • 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.
  • Erard, M. (2019). Language aptitude: Insights from hyperpolyglots. In Z. Wen, P. Skehan, A. Biedroń, S. Li, & R. L. Sparks (Eds.), Language aptitude: Advancing theory, testing, research and practice (pp. 153-167). Abingdon, UK: Taylor & Francis.

    Abstract

    Over the decades, high-intensity language learners scattered over the globe referred to as “hyperpolyglots” have undertaken a natural experiment into the limits of learning and acquiring proficiencies in multiple languages. This chapter details several ways in which hyperpolyglots are relevant to research on aptitude. First, historical hyperpolyglots Cardinal Giuseppe Mezzofanti, Emil Krebs, Elihu Burritt, and Lomb Kató are described in terms of how they viewed their own exceptional outcomes. Next, I draw on results from an online survey with 390 individuals to explore how contemporary hyperpolyglots consider the explanatory value of aptitude. Third, the challenges involved in studying the genetic basis of hyperpolyglottism (and by extension of language aptitude) are discussed. This mosaic of data is meant to inform the direction of future aptitude research that takes hyperpolyglots, one type of exceptional language learner and user, into account.
  • Ernestus, M. (2016). L'utilisation des corpus oraux pour la recherche en (psycho)linguistique. In M. Kilani-Schoch, C. Surcouf, & A. Xanthos (Eds.), Nouvelles technologies et standards méthodologiques en linguistique (pp. 65-93). Lausanne: Université de Lausanne.
  • Fisher, S. E. (2016). A molecular genetic perspective on speech and language. In G. Hickok, & S. Small (Eds.), Neurobiology of Language (pp. 13-24). Amsterdam: Elsevier. doi:10.1016/B978-0-12-407794-2.00002-X.

    Abstract

    The rise of genomic technologies has yielded exciting new routes for studying the biological foundations of language. Researchers have begun to identify genes implicated in neurodevelopmental disorders that disrupt speech and language skills. This chapter illustrates how such work can provide powerful entry points into the critical neural pathways using FOXP2 as an example. Rare mutations of this gene cause problems with learning to sequence mouth movements during speech, accompanied by wide-ranging impairments in language production and comprehension. FOXP2 encodes a regulatory protein, a hub in a network of other genes, several of which have also been associated with language-related impairments. Versions of FOXP2 are found in similar form in many vertebrate species; indeed, studies of animals and birds suggest conserved roles in the development and plasticity of certain sets of neural circuits. Thus, the contributions of this gene to human speech and language involve modifications of evolutionarily ancient functions.
  • Fisher, S. E. (2019). Key issues and future directions: Genes and language. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 609-620). Cambridge, MA: MIT Press.
  • Floyd, S. (2016). Insubordination in Interaction: The Cha’palaa counter-assertive. In N. Evans, & H. Wananabe (Eds.), Dynamics of Insubordination (pp. 341-366). Amsterdam: John Benjamins.

    Abstract

    In the Cha’palaa language of Ecuador the main-clause use of the otherwise non-finite morpheme -ba can be accounted for by a specific interactive practice: the ‘counter-assertion’ of statement or implicature of a previous conversational turn. Attention to the ways in which different constructions are deployed in such recurrent conversational contexts reveals a plausible account for how this type of dependent clause has come to be one of the options for finite clauses. After giving some background on Cha’palaa and placing ba clauses within a larger ecology of insubordination constructions in the language, this chapter uses examples from a video corpus of informal conversation to illustrate how interactive data provides answers that may otherwise be elusive for understanding how the different grammatical options for Cha’palaa finite verb constructions have been structured by insubordination
  • Floyd, S., & Norcliffe, E. (2016). Switch reference systems in the Barbacoan languages and their neighbors. In R. Van Gijn, & J. Hammond (Eds.), Switch Reference 2.0 (pp. 207-230). Amsterdam: Benjamins.

    Abstract

    This chapter surveys the available data on Barbacoan languages and their neighbors to explore a case study of switch reference within a single language family and in a situation of areal contact. To the extent possible given the available data, we weigh accounts appealing to common inheritance and areal convergence to ask what combination of factors led to the current state of these languages. We discuss the areal distribution of switch reference systems in the northwest Andean region, the different types of systems and degrees of complexity observed, and scenarios of contact and convergence, particularly in the case of Barbacoan and Ecuadorian Quechua. We then covers each of the Barbacoan languages’ systems (with the exception of Totoró, represented by its close relative Guambiano), identifying limited formal cognates, primarily between closely-related Tsafiki and Cha’palaa, as well as broader functional similarities, particularly in terms of interactions with topic/focus markers. n accounts for the current state of affairs with a complex scenario of areal prevalence of switch reference combined with deep structural family inheritance and formal re-structuring of the systems over time
  • Francks, C. (2019). The genetic bases of brain lateralization. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 595-608). Cambridge, MA: MIT Press.
  • Frank, S. L., Monaghan, P., & Tsoukala, C. (2019). Neural network models of language acquisition and processing. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 277-293). Cambridge, MA: MIT Press.
  • Gordon, P. C., Lowder, M. W., & Hoedemaker, R. S. (2016). Reading in normally aging adults. In H. Wright (Ed.), Cognitive-Linguistic Processes and Aging (pp. 165-192). Amsterdam: Benjamins. doi:10.1075/z.200.07gor.

    Abstract

    The activity of reading raises fundamental theoretical and practical questions about healthy cognitive aging. Reading relies greatly on knowledge of patterns of language and of meaning at the level of words and topics of text. Further, this knowledge must be rapidly accessed so that it can be coordinated with processes of perception, attention, memory and motor control that sustain skilled reading at rates of four-to-five words a second. As such, reading depends both on crystallized semantic intelligence which grows or is maintained through healthy aging, and on components of fluid intelligence which decline with age. Reading is important to older adults because it facilitates completion of everyday tasks that are essential to independent living. In addition, it entails the kind of active mental engagement that can preserve and deepen the cognitive reserve that may mitigate the negative consequences of age-related changes in the brain. This chapter reviews research on the front end of reading (word recognition) and on the back end of reading (text memory) because both of these abilities are surprisingly robust to declines associated with cognitive aging. For word recognition, that robustness is surprising because rapid processing of the sort found in reading is usually impaired by aging; for text memory, it is surprising because other types of episodic memory performance (e.g., paired associates) substantially decline in aging. These two otherwise quite different levels of reading comprehension remain robust because they draw on the knowledge of language that older adults gain through a life-time of experience with language.
  • Hagoort, P. (2016). MUC (Memory, Unification, Control): A Model on the Neurobiology of Language Beyond Single Word Processing. In G. Hickok, & S. Small (Eds.), Neurobiology of language (pp. 339-347). Amsterdam: Elsever. doi:10.1016/B978-0-12-407794-2.00028-6.

    Abstract

    A neurobiological model of language is discussed that overcomes the shortcomings of the classical Wernicke-Lichtheim-Geschwind model. It is based on a subdivision of language processing into three components: Memory, Unification, and Control. The functional components as well as the neurobiological underpinnings of the model are discussed. In addition, the need for extension beyond the classical core regions for language is shown. Attentional networks as well as networks for inferential processing are crucial to realize language comprehension beyond single word processing and beyond decoding propositional content.
  • Hagoort, P., & Beckmann, C. F. (2019). Key issues and future directions: The neural architecture for language. In P. Hagoort (Ed.), Human language: From genes and brains to behavior (pp. 527-532). Cambridge, MA: MIT Press.
  • Hagoort, P. (2019). Introduction. In P. Hagoort (Ed.), Human language: From genes and brains to behavior (pp. 1-6). Cambridge, MA: MIT Press.
  • Hagoort, P. (1998). The shadows of lexical meaning in patients with semantic impairments. In B. Stemmer, & H. Whitaker (Eds.), Handbook of neurolinguistics (pp. 235-248). New York: Academic Press.
  • Hagoort, P. (2016). Zij zijn ons brein. In J. Brockman (Ed.), Machines die denken: Invloedrijke denkers over de komst van kunstmatige intelligentie (pp. 184-186). Amsterdam: Maven Publishing.
  • Hammarström, H. (2019). An inventory of Bantu languages. In M. Van de Velde, K. Bostoen, D. Nurse, & G. Philippson (Eds.), The Bantu languages (2nd). London: Routledge.

    Abstract

    This chapter aims to provide an updated list of all Bantu languages known at present and to provide individual pointers to further information on the inventory. The area division has some correlation with what are perceived genealogical relations between Bantu languages, but they are not defined as such and do not change whenever there is an update in our understanding of genealogical relations. Given the popularity of Guthrie codes in Bantu linguistics, our listing also features a complete mapping to Guthrie codes. The language inventory listed excludes sign languages used in the Bantu area, speech registers, pidgins, drummed/whistled languages and urban youth languages. Pointers to such languages in the Bantu area are included in the continent-wide overview in Hammarstrom. The most important alternative names, subvarieties and spelling variants are given for each language, though such lists are necessarily incomplete and reflect some degree of arbitrary selection.
  • Jordens, P. (1998). Defaultformen des Präteritums. Zum Erwerb der Vergangenheitsmorphologie im Niederlänidischen. In H. Wegener (Ed.), Eine zweite Sprache lernen (pp. 61-88). Tübingen, Germany: Verlag Gunter Narr.
  • Kempen, G., & Vosse, T. (1992). A language-sensitive text editor for Dutch. In P. O’Brian Holt, & N. Williams (Eds.), Computers and writing: State of the art (pp. 68-77). Dordrecht: Kluwer Academic Publishers.

    Abstract

    Modern word processors begin to offer a range of facilities for spelling, grammar and style checking in English. For the Dutch language hardly anything is available as yet. Many commercial word processing packages do include a hyphenation routine and a lexicon-based spelling checker but the practical usefulness of these tools is limited due to certain properties of Dutch orthography, as we will explain below. In this chapter we describe a text editor which incorporates a great deal of lexical, morphological and syntactic knowledge of Dutch and monitors the orthographical quality of Dutch texts. Section 1 deals with those aspects of Dutch orthography which pose problems to human authors as well as to computational language sensitive text editing tools. In section 2 we describe the design and the implementation of the text editor we have built. Section 3 is mainly devoted to a provisional evaluation of the system.
  • Kempen, G. (1992). Generation. In W. Bright (Ed.), International encyclopedia of linguistics (pp. 59-61). New York: Oxford University Press.
  • Kempen, G. (1992). Language technology and language instruction: Computational diagnosis of word level errors. In M. Swartz, & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning: The bridge to international communication (pp. 191-198). Berlin: Springer.
  • Kempen, G. (1998). Sentence parsing. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer.
  • Kempen, G. (1992). Second language acquisition as a hybrid learning process. In F. Engel, D. Bouwhuis, T. Bösser, & G. d'Ydewalle (Eds.), Cognitive modelling and interactive environments in language learning (pp. 139-144). Berlin: Springer.
  • Klein, W. (1992). Der Fall Horten gegen Delius, oder: Der Laie, der Fachmann und das Recht. In G. Grewendorf (Ed.), Rechtskultur als Sprachkultur: Zur forensischen Funktion der Sprachanalyse (pp. 284-313). Frankfurt am Main: Suhrkamp.
  • Klein, W. (1998). Ein Blick zurück auf die Varietätengrammatik. In U. Ammon, K. Mattheier, & P. Nelde (Eds.), Sociolinguistica: Internationales Jahrbuch für europäische Soziolinguistik (pp. 22-38). Tübingen: Niemeyer.
  • Klein, W. (1998). Assertion and finiteness. In N. Dittmar, & Z. Penner (Eds.), Issues in the theory of language acquisition: Essays in honor of Jürgen Weissenborn (pp. 225-245). Bern: Peter Lang.
  • Klein, W., & Perdue, C. (1992). Framework. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 11-59). Amsterdam: Benjamins.
  • Klein, W., & Carroll, M. (1992). The acquisition of German. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 123-188). Amsterdam: Benjamins.
  • Klein, W. (1975). Sprachliche Variation. In K. Stocker (Ed.), Taschenlexikon der Literatur- und Sprachdidaktik (pp. 557-561). Kronberg/Ts.: Scriptor.
  • Klein, W., & Vater, H. (1998). The perfect in English and German. In L. Kulikov, & H. Vater (Eds.), Typology of verbal categories: Papers presented to Vladimir Nedjalkov on the occasion of his 70th birthday (pp. 215-235). Tübingen: Niemeyer.
  • Klein, W. (1975). Über Peter Handkes "Kaspar" und einige Fragen der poetischen Kommunikation. In A. Van Kesteren, & H. Schmid (Eds.), Einführende Bibliographie zur modernen Dramentheorie (pp. 300-317). Kronberg/Ts.: Scriptor Verlag.
  • Kuijpers, C. T., Coolen, R., Houston, D., & Cutler, A. (1998). Using the head-turning technique to explore cross-linguistic performance differences. In C. Rovee-Collier, L. Lipsitt, & H. Hayne (Eds.), Advances in infancy research: Vol. 12 (pp. 205-220). Stamford: Ablex.
  • Lev-Ari, S. (2019). The influence of social network properties on language processing and use. In M. S. Vitevitch (Ed.), Network Science in Cognitive Psychology (pp. 10-29). New York, NY: Routledge.

    Abstract

    Language is a social phenomenon. The author learns, processes, and uses it in social contexts. In other words, the social environment shapes the linguistic knowledge and use of the knowledge. To a degree, this is trivial. A child exposed to Japanese will become fluent in Japanese, whereas a child exposed to only Spanish will not understand Japanese but will master the sounds, vocabulary, and grammar of Spanish. Language is a structured system. Sounds and words do not occur randomly but are characterized by regularities. Learners are sensitive to these regularities and exploit them when learning language. People differ in the sizes of their social networks. Some people tend to interact with only a few people, whereas others might interact with a wide range of people. This is reflected in people’s holiday greeting habits: some people might send cards to only a few people, whereas other would send greeting cards to more than 350 people.
  • Levelt, W. J. M. (2016). Localism versus holism. Historical origins of studying language in the brain. In R. Rubens, & M. Van Dijk (Eds.), Sartoniana vol. 29 (pp. 37-60). Ghent: Ghent University.
  • Levelt, W. J. M. (2016). The first golden age of psycholinguistics 1865-World War I. In R. Rubens, & M. Van Dyck (Eds.), Sartoniana vol. 29 (pp. 15-36). Ghent: Ghent University.
  • Levelt, W. J. M., & De Swaan, A. (2016). Levensbericht Nico Frijda. In Koninklijke Nederlandse Akademie van Wetenschappen (Ed.), Levensberichten en herdenkingen 2016 (pp. 16-25). Amsterdam: KNAW.
  • Levelt, W. J. M. (1962). Motion breaking and the perception of causality. In A. Michotte (Ed.), Causalité, permanence et réalité phénoménales: Etudes de psychologie expérimentale (pp. 244-258). Louvain: Publications Universitaires.
  • Levelt, W. J. M. (1992). Psycholinguistics: An overview. In W. Bright (Ed.), International encyclopedia of linguistics (Vol. 3) (pp. 290-294). Oxford: Oxford University Press.
  • Levelt, W. J. M. (1975). Systems, skills and language learning. In A. Van Essen, & J. Menting (Eds.), The context of foreign language learning (pp. 83-99). Assen: Van Gorcum.
  • Levelt, W. J. M., & Kempen, G. (1975). Semantic and syntactic aspects of remembering sentences: A review of some recent continental research. In A. Kennedy, & W. Wilkes (Eds.), Studies in long term memory (pp. 201-216). New York: Wiley.
  • Levinson, S. C. (1992). Space in Australian Languages Questionnaire. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 29-40). Nijmegen: Max Planck Institute for Psycholinguistics.

    Abstract

    This questionnaire is designed to explore how spatial relations are encoded in Australian language, but may be of interest to researchers further afield.
  • Levinson, S. C. (1992). Space in Australian Languages Questionnaire. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 29-40). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3512641.

    Abstract

    This questionnaire is designed to explore how spatial relations are encoded in Australian language, but may be of interest to researchers further afield.
  • Levinson, S. C. (1992). Activity types and language. In P. Drew, & J. Heritage (Eds.), Talk at work: Interaction in institutional settings (pp. 66-100). Cambridge University Press.
  • Levinson, S. C. (1998). Deixis. In J. L. Mey (Ed.), Concise encyclopedia of pragmatics (pp. 200-204). Amsterdam: Elsevier.
  • Levinson, S. C., Brown, P., Danzinger, E., De León, L., Haviland, J. B., Pederson, E., & Senft, G. (1992). Man and Tree & Space Games. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 7-14). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.2458804.

    Abstract

    These classic tasks can be used to explore spatial reference in field settings. They provide a language-independent metric for eliciting spatial language, using a “director-matcher” paradigm. The Man and Tree task deals with location on the horizontal plane with both featured (man) and non-featured (e.g., tree) objects. The Space Games depict various objects (e.g. bananas, lemons) and elicit spatial contrasts not obviously lexicalisable in English.
  • Levinson, S. C. (1998). Minimization and conversational inference. In A. Kasher (Ed.), Pragmatics: Vol. 4 Presupposition, implicature and indirect speech acts (pp. 545-612). London: Routledge.
  • Levinson, S. C., & Toni, I. (2019). Key issues and future directions: Interactional foundations of language. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 257-261). Cambridge, MA: MIT Press.
  • Levinson, S. C. (2016). Language and mind: Let's get the issues straight! In S. D. Blum (Ed.), Making sense of language: Readings in culture and communication [3rd ed.] (pp. 68-80). Oxford: Oxford University Press.
  • Levinson, S. C. (2019). Interactional foundations of language: The interaction engine hypothesis. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 189-200). Cambridge, MA: MIT Press.
  • Levinson, S. C. (2019). Natural forms of purposeful interaction among humans: What makes interaction effective? In K. A. Gluck, & J. E. Laird (Eds.), Interactive task learning: Humans, robots, and agents acquiring new tasks through natural interactions (pp. 111-126). Cambridge, MA: MIT Press.
  • Levinson, S. C. (2016). The countable singulare tantum. In A. Reuneker, R. Boogaart, & S. Lensink (Eds.), Aries netwerk: Een constructicon (pp. 145-146). Leiden: Leiden University.
  • Levinson, S. C., & Annamalai, E. (1992). Why presuppositions aren't conventional. In R. N. Srivastava (Ed.), Language and text: Studies in honour of Ashok R. Kelkar (pp. 227-242). Dehli: Kalinga Publications.
  • Majid, A. (2019). Preface. In L. J. Speed, C. O'Meara, L. San Roque, & A. Majid (Eds.), Perception Metaphors (pp. vii-viii). Amsterdam: Benjamins.
  • Majid, A. (2016). Was wir von anderen Kulturen über den Geruchsinn lernen können. In Museum Tinguely (Ed.), Belle Haleine – Der Duft der Kunst. Interdisziplinäres Symposium (pp. 73-79). Heidelberg: Kehrer.
  • Majid, A. (2016). What other cultures can tell us about the sense of smell. In Museum Tinguely (Ed.), Belle haleine - the scent of art: interdisciplinary symposium (pp. 72-77). Heidelberg: Kehrer.
  • Matić, D., Hammond, J., & Van Putten, S. (2016). Left-dislocation, sentences and clauses in Avatime, Tundra Yukaghir and Whitesands. In J. Fleischhauer, A. Latrouite, & R. Osswald (Eds.), Exploring the Syntax-Semantics Interface. Festschrift for Robert D. Van Valin, Jr. (pp. 339-367). Düsseldorf: Düsseldorf University Press.
  • Matić, D. (2016). Tag questions and focus markers: Evidence from the Tompo dialect of Even. In M. M. J. Fernandez-Vest, & R. D. Van Valin Jr. (Eds.), Information structure and spoken language in a cross-linguistic perspective (pp. 167-190). Berlin: Mouton de Gruyter.
  • McDonough, L., Choi, S., Bowerman, M., & Mandler, J. M. (1998). The use of preferential looking as a measure of semantic development. In C. Rovee-Collier, L. P. Lipsitt, & H. Hayne (Eds.), Advances in Infancy Research. Volume 12. (pp. 336-354). Stamford, CT: Ablex Publishing.
  • McQueen, J. M., & Cutler, A. (1998). Morphology in word recognition. In A. M. Zwicky, & A. Spencer (Eds.), The handbook of morphology (pp. 406-427). Oxford: Blackwell.
  • McQueen, J. M., & Meyer, A. S. (2019). Key issues and future directions: Towards a comprehensive cognitive architecture for language use. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 85-96). Cambridge, MA: MIT Press.
  • Morgan, A., Fisher, S. E., Scheffer, I., & Hildebrand, M. (2016). FOXP2-related speech and language disorders. In R. A. Pagon, M. P. Adam, H. H. Ardinger, S. E. Wallace, A. Amemiya, L. J. Bean, T. D. Bird, C.-T. Fong, H. C. Mefford, R. J. Smith, & K. Stephens (Eds.), GeneReviews® [internet]. Seattle (WA): University of Washington, Seattle. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK368474/.
  • Muntendam, A., & Torreira, F. (2016). Focus and prosody in Spanish and Quechua: Insights from an interactive task. In M. E. Armstrong, N. Hendriksen, & M. Del Mar Vanrell (Eds.), Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields (pp. 69-90). Amsterdam: Benjmanins.

    Abstract

    This paper reports the results of a study on the prosodic marking of broad and contrastive focus in three language varieties of which two are in contact: bilingual Peruvian Spanish, Quechua and Peninsular Spanish. An interactive communicative task revealed that the prosodic marking of contrastive focus was limited in all three language varieties. No systematic correspondence was observed between specific contour/accent types and focus, and the phonetic marking of contrastive focus was weak and restricted to phrase-final position. Interestingly, we identified two contours for bilingual Peruvian Spanish that were present in Quechua, but not in Peninsular Spanish, providing evidence for a prosodic transfer from Quechua to Spanish in Quechua-Spanish bilinguals.
  • De Nooijer, J. A., & Willems, R. M. (2016). What can we learn about cognition from studying handedness? Insights from cognitive neuroscience. In F. Loffing, N. Hagemann, B. Strauss, & C. MacMahon (Eds.), Laterality in sports: Theories and applications (pp. 135-153). Amsterdam: Elsevier.

    Abstract

    Can studying left- and right-handers inform us about cognition? In this chapter, we give an overview of research showing that studying left- and right-handers is informative for understanding the way the brain is organized (i.e., lateralized), as there appear to be differences between left- and right-handers in this respect, but also on the behavioral level handedness studies can provide new insights. According to theories of embodied cognition, our body can influence cognition. Given that left- and right-handers use their bodies differently, this might reflect their performance on an array of cognitive tasks. Indeed, handedness can have an influence on, for instance, what side of space we judge as more positive, the way we gesture, how we remember things, and how we learn new words. Laterality research can, therefore, provide valuable information as to how we act and why
  • Noordman, L. G., & Vonk, W. (1998). Discourse comprehension. In A. D. Friederici (Ed.), Language comprehension: a biological perspective (pp. 229-262). Berlin: Springer.

    Abstract

    The human language processor is conceived as a system that consists of several interrelated subsystems. Each subsystem performs a specific task in the complex process of language comprehension and production. A subsystem receives a particular input, performs certain specific operations on this input and yields a particular output. The subsystems can be characterized in terms of the transformations that relate the input representations to the output representations. An important issue in describing the language processing system is to identify the subsystems and to specify the relations between the subsystems. These relations can be conceived in two different ways. In one conception the subsystems are autonomous. They are related to each other only by the input-output channels. The operations in one subsystem are not affected by another system. The subsystems are modular, that is they are independent. In the other conception, the different subsystems influence each other. A subsystem affects the processes in another subsystem. In this conception there is an interaction between the subsystems.
  • O'Meara, C., Speed, L. J., San Roque, L., & Majid, A. (2019). Perception Metaphors: A view from diversity. In L. J. Speed, C. O'Meara, L. San Roque, & A. Majid (Eds.), Perception Metaphors (pp. 1-16). Amsterdam: Benjamins.

    Abstract

    Our bodily experiences play an important role in the way that we think and speak. Abstract language is, however, difficult to reconcile with this body-centred view, unless we appreciate the role metaphors play. To explore the role of the senses across semantic domains, we focus on perception metaphors, and examine their realisation across diverse languages, methods, and approaches. To what extent do mappings in perception metaphor adhere to predictions based on our biological propensities; and to what extent is there space for cross-linguistic and cross-cultural variation? We find that while some metaphors have widespread commonality, there is more diversity attested than should be comfortable for universalist accounts.
  • Ortega, G. (2016). Language acquisition and development. In G. Gertz (Ed.), The SAGE Deaf Studies Encyclopedia. Vol. 3 (pp. 547-551). London: SAGE Publications Inc.
  • Ozyurek, A., & Woll, B. (2019). Language in the visual modality: Cospeech gesture and sign language. In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 67-83). Cambridge, MA: MIT Press.
  • Perdue, C., & Klein, W. (1992). Conclusions. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 301-337). Amsterdam: Benjamins.
  • Perdue, C., & Klein, W. (1992). Introduction. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 1-10). Amsterdam: Benjamins.
  • Piai, V., & Zheng, X. (2019). Speaking waves: Neuronal oscillations in language production. In K. D. Federmeier (Ed.), Psychology of Learning and Motivation (pp. 265-302). Elsevier.

    Abstract

    Language production involves the retrieval of information from memory, the planning of an articulatory program, and executive control and self-monitoring. These processes can be related to the domains of long-term memory, motor control, and executive control. Here, we argue that studying neuronal oscillations provides an important opportunity to understand how general neuronal computational principles support language production, also helping elucidate relationships between language and other domains of cognition. For each relevant domain, we provide a brief review of the findings in the literature with respect to neuronal oscillations. Then, we show how similar patterns are found in the domain of language production, both through review of previous literature and novel findings. We conclude that neurophysiological mechanisms, as reflected in modulations of neuronal oscillations, may act as a fundamental basis for bringing together and enriching the fields of language and cognition.
  • Ravignani, A., Chiandetti, C., & Kotz, S. (2019). Rhythm and music in animal signals. In J. Choe (Ed.), Encyclopedia of Animal Behavior (vol. 1) (2nd ed., pp. 615-622). Amsterdam: Elsevier.
  • Rojas-Berscia, L. M. (2019). Nominalization in Shawi/Chayahuita. In R. Zariquiey, M. Shibatani, & D. W. Fleck (Eds.), Nominalization in languages of the Americas (pp. 491-514). Amsterdam: Benjamins.

    Abstract

    This paper deals with the Shawi nominalizing suffixes -su’~-ru’~-nu’ ‘general nominalizer’, -napi/-te’/-tun‘performer/agent nominalizer’, -pi’‘patient nominalizer’, and -nan ‘instrument nominalizer’. The goal of this article is to provide a description of nominalization in Shawi. Throughout this paper I apply the Generalized Scale Model (GSM) (Malchukov, 2006) to Shawi verbal nominalizations, with the intention of presenting a formal representation that will provide a basis for future areal and typological studies of nominalization. In addition, I dialogue with Shibatani’s model to see how the loss or gain of categories correlates with the lexical or grammatical nature of nominalizations. strong nominalization in Shawi correlates with lexical nominalization, whereas weak nominalizations correlate with grammatical nominalization. A typology which takes into account the productivity of the nominalizers is also discussed.
  • Rowland, C. F., & Kidd, E. (2019). Key issues and future directions: How do children acquire language? In P. Hagoort (Ed.), Human language: From genes and brain to behavior (pp. 181-185). Cambridge, MA: MIT Press.
  • Rubio-Fernández, P. (2019). Theory of mind. In C. Cummins, & N. Katsos (Eds.), The Handbook of Experimental Semantics and Pragmatics (pp. 524-536). Oxford: Oxford University Press.
  • Schapper, A., San Roque, L., & Hendery, R. (2016). Tree, firewood and fire in the languages of Sahul. In P. Juvonen (Ed.), The Lexical Typology of Semantic Shifts (pp. 355-422). Berlin: de Gruyter Mouton.

Share this page