Publications

Displaying 1 - 100 of 338
  • Ameka, F. K. (2009). Access rituals in West Africa: An ethnopragmatic perspective. In G. Senft, & E. B. Basso (Eds.), Ritual communication (pp. 127-151). Oxford: Berg.
  • Ameka, F. K. (2006). Ewe serial verb constructions in their grammatical context. In A. Y. Aikhenvald, & R. M. W. Dixon (Eds.), Serial verb constructions: A cross-linguistic typology (pp. 124-143). Oxford: Oxford University Press.
  • Ameka, F. K. (2006). Elements of the grammar of space in Ewe. In S. C. Levinson, & D. P. Wilkins (Eds.), Grammars of space: Explorations in cognitive diversity (pp. 359-399). Cambridge: Cambridge University Press.
  • Ameka, F. K., & Wilkins, D. P. (2006). Interjections. In J.-O. Ostman, & J. Verschueren (Eds.), Handbook of pragmatics (pp. 1-22). Amsterdam: Benjamins.
  • Ameka, F. K. (2006). Grammars in contact in the Volta Basin (West Africa): On contact induced grammatical change in Likpe. In A. Y. Aikhenvald, & R. M. W. Dixon (Eds.), Grammars in contact: A crosslinguistic typology (pp. 114-142). Oxford: Oxford University Press.
  • Ameka, F. K. (2009). Likpe. In G. J. Dimmendaal (Ed.), Coding participant marking: Construction types in twelve African languages (pp. 239-280). Amsterdam: Benjamins.
  • Ameka, F. K. (2006). Interjections. In K. Brown (Ed.), Encyclopedia of language & linguistics (2nd ed., pp. 743-746). Oxford: Elsevier.
  • Ameka, F. K. (2006). Real descriptions: Reflections on native speaker and non-native speaker descriptions of a language. In F. K. Ameka, A. Dench, & N. Evans (Eds.), Catching language: The standing challenge of grammar writing (pp. 69-112). Berlin: Mouton de Gruyter.
  • Ameka, F. K. (2013). Possessive constructions in Likpe (Sɛkpɛlé). In A. Aikhenvald, & R. Dixon (Eds.), Possession and ownership: A crosslinguistic typology (pp. 224-242). Oxford: Oxford University Press.
  • Baayen, R. H. (2014). Productivity in language production. In D. Sandra, & M. Taft (Eds.), Morphological Structure, Lexical Representation and Lexical Access: A Special Issue of Language and Cognitive Processes (pp. 447-469). London: Routledge.

    Abstract

    Lexical statistics and a production experiment are used to gauge the extent to which the linguistic notion of morphological productivity is relevant for psycholinguistic theories of speech production in languages such as Dutch and English. Lexical statistics of productivity show that despite the relatively poor morphology of Dutch, new words are created often enough for the marginalisation of word formation in theories of speech production to be theoretically unattractive. This conclusion is supported by the results of a production experiment in which subjects freely created hundreds of productive, but only a handful of unproductive, neologisms. A tentative solution is proposed as to why the opposite pattern has been observed in the speech of jargonaphasics.
  • Basso, E. B., & Senft, G. (2009). Introduction. In G. Senft, & E. B. Basso (Eds.), Ritual communication (pp. 1-19). Oxford: Berg.
  • Bastiaansen, M. C. M., & Hagoort, P. (2006). Oscillatory neuronal dynamics during language comprehension. In C. Neuper, & W. Klimesch (Eds.), Event-related dynamics of brain oscillations (pp. 179-196). Amsterdam: Elsevier.

    Abstract

    Language comprehension involves two basic operations: the retrieval of lexical information (such as phonologic, syntactic, and semantic information) from long-term memory, and the unification of this information into a coherent representation of the overall utterance. Neuroimaging studies using hemo¬dynamic measures such as PET and fMRI have provided detailed information on which areas of the brain are involved in these language-related memory and unification operations. However, much less is known about the dynamics of the brain's language network. This chapter presents a literature review of the oscillatory neuronal dynamics of EEG and MEG data that can be observed during language comprehen¬sion tasks. From a detailed review of this (rapidly growing) literature the following picture emerges: memory retrieval operations are mostly accompanied by increased neuronal synchronization in the theta frequency range (4-7 Hz). Unification operations, in contrast, induce high-frequency neuronal synchro¬nization in the beta (12-30 Hz) and gamma (above 30 Hz) frequency bands. A desynchronization in the (upper) alpha frequency band is found for those studies that use secondary tasks, and seems to correspond with attentional processes, and with the behavioral consequences of the language comprehension process. We conclude that it is possible to capture the dynamics of the brain's language network by a careful analysis of the event-related changes in power and coherence of EEG and MEG data in a wide range of frequencies, in combination with subtle experimental manipulations in a range of language comprehension tasks. It appears then that neuronal synchrony is a mechanism by which the brain integrates the different types of information about language (such as phonological, orthographic, semantic, and syntactic infor¬mation) represented in different brain areas.
  • Bauer, B. L. M. (2006). ‘Synthetic’ vs. ‘analytic’ in Romance: The importance of varieties. In R. Gess, & D. Arteaga (Eds.), Historical Romance linguistics: Retrospective and perspectives (pp. 287-304). Amsterdam: Benjamins.
  • Bauer, B. L. M. (2013). Impersonal verbs. In G. K. Giannakis (Ed.), Encyclopedia of Ancient Greek Language and Linguistics Online (pp. 197-198). Leiden: Brill. doi:10.1163/2214-448X_eagll_SIM_00000481.

    Abstract

    Impersonal verbs in Greek ‒ as in the other Indo-European languages ‒ exclusively feature 3rd person singular finite forms and convey one of three types of meaning: (a) meteorological conditions; (b) emotional and physical state/experience; (c) modality. In Greek, impersonal verbs predominantly convey meteorological conditions and modality.

    Impersonal verbs in Greek, as in the other Indo-European languages, exclusively feature 3rd person singular finite forms and convey one of three types of me…

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  • 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. (2009). Residues as an aid in internal reconstruction. In J. E. Rasmussen, & T. Olander (Eds.), Internal reconstruction in Indo-European: Methods, results, and problems (pp. 17-31). Copenhagen: Museum Tusculanum Press.
  • Bauer, B. L. M. (2009). Strategies of definiteness in Latin: Implications for early Indo-European. In V. Bubenik, J. Hewson, & S. Rose (Eds.), Grammatical change in Indo-European languages: Papers presented at the workshop on Indo-European Linguistics at the XVIIIth International Conference on Historical Linguistics, Montreal, 2007 (pp. 71-87). Amsterdam: Benjamins.
  • Bauer, B. L. M. (2009). Word order. In P. Baldi, & P. Cuzzolin (Eds.), New Perspectives on Historical Latin Syntax: Vol 1: Syntax of the Sentence (pp. 241-316). Berlin: Mouton de Gruyter.
  • Blomert, L., & Hagoort, P. (1987). Neurobiologische en neuropsychologische aspecten van dyslexie. In J. Hamers, & A. Van der Leij (Eds.), Dyslexie 87 (pp. 35-44). Lisse: Swets and Zeitlinger.
  • Bosker, H. R. (2013). Juncture (prosodic). In G. Khan (Ed.), Encyclopedia of Hebrew Language and Linguistics (pp. 432-434). Leiden: Brill.

    Abstract

    Prosodic juncture concerns the compartmentalization and partitioning of syntactic entities in spoken discourse by means of prosody. It has been argued that the Intonation Unit, defined by internal criteria and prosodic boundary phenomena (e.g., final lengthening, pitch reset, pauses), encapsulates the basic structural unit of spoken Modern Hebrew.
  • Bosker, H. R. (2013). Sibilant consonants. In G. Khan (Ed.), Encyclopedia of Hebrew Language and Linguistics (pp. 557-561). Leiden: Brill.

    Abstract

    Fricative consonants in Hebrew can be divided into bgdkpt and sibilants (ז, ס, צ, שׁ, שׂ). Hebrew sibilants have been argued to stem from Proto-Semitic affricates, laterals, interdentals and /s/. In standard Israeli Hebrew the sibilants are pronounced as [s] (ס and שׂ), [ʃ] (שׁ), [z] (ז), [ʦ] (צ).
  • De Bot, K., Broersma, M., & Isurin, L. (2009). Sources of triggering in code-switching. In L. Isurin, D. Winford, & K. De Bot (Eds.), Multidisciplinary approaches to code switching (pp. 103-128). Amsterdam: Benjamins.
  • 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. (1987). Commentary: Mechanisms of language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 443-466). Hillsdale, N.J.: Lawrence Erlbaum.
  • Bowerman, M. (2009). Introduction (Part IV: Language and cognition: Universals and typological comparisons). In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 443-449).
  • Broeder, D., & Van Uytvanck, D. (2014). Metadata formats. In J. Durand, U. Gut, & G. Kristoffersen (Eds.), The Oxford Handbook of Corpus Phonology (pp. 150-165). Oxford: Oxford University Press.
  • Broersma, M., Isurin, L., Bultena, S., & De Bot, K. (2009). Triggered code-switching: Evidence from Dutch-English and Russian-English bilinguals. In L. Isurin, D. Winford, & K. De Bot (Eds.), Multidisciplinary approaches to code switching (pp. 85-102). Amsterdam: Benjamins.
  • Brown, P. (2006). Cognitive anthropology. In C. Jourdan, & K. Tuite (Eds.), Language, culture and society: Key topics in linguistic anthropology (pp. 96-114). Cambridge University Press.

    Abstract

    This is an appropriate moment to review the state of the art in cognitive anthropology, construed broadly as the comparative study of human cognition in its linguistic and cultural context. In reaction to the dominance of universalism in the 1970s and '80s, there have recently been a number of reappraisals of the relation between language and cognition, and the field of cognitive anthropology is flourishing in several new directions in both America and Europe. This is partly due to a renewal and re-evaluation of approaches to the question of linguistic relativity associated with Whorf, and partly to the inspiration of modern developments in cognitive science. This review briefly sketches the history of cognitive anthropology and surveys current research on both sides of the Atlantic. The focus is on assessing current directions, considering in particular, by way of illustration, recent work in cultural models and on spatial language and cognition. The review concludes with an assessment of how cognitive anthropology could contribute directly both to the broader project of cognitive science and to the anthropological study of how cultural ideas and practices relate to structures and processes of human cognition.
  • Brown, P. (2006). A sketch of the grammar of space in Tzeltal. In S. C. Levinson, & D. P. Wilkins (Eds.), Grammars of space: Explorations in cognitive diversity (pp. 230-272). Cambridge: Cambridge University Press.

    Abstract

    This paper surveys the lexical and grammatical resources for talking about spatial relations in the Mayan language Tzeltal - for describing where things are located, where they are moving, and how they are distributed in space. Six basic sets of spatial vocabulary are presented: i. existential locative expressions with ay ‘exist’, ii. deictics (demonstratives, adverbs, presentationals), iii. dispositional adjectives, often in combination with (iv) and (v), iv. body part relational noun locatives, v. absolute (‘cardinal’) directions, and vi. motion verbs, directionals and auxiliaries. The first two are used in minimal locative descriptions, while the others constitute the core resources for specifying in detail the location, disposition, orientation, or motion of a Figure in relation to a Ground. We find that Tzeltal displays a relative de-emphasis on deixis and left/right asymmetry, and a detailed attention to the spatial properties of objects.
  • Brown, P. (2014). Gestures in native Mexico and Central America. In C. Müller, A. Cienki, E. Fricke, S. Ladewig, D. McNeill, & J. Bressem (Eds.), Body -language – communication: An international handbook on multimodality in human interaction. Volume 2 (pp. 1206-1215). Berlin: Mouton de Gruyter.

    Abstract

    The systematic study of kinesics, gaze, and gestural aspects of communication in Central American cultures is a recent phenomenon, most of it focussing on the Mayan cultures of southern Mexico, Guatemala, and Belize. This article surveys ethnographic observations and research reports on bodily aspects of speaking in three domains: gaze and kinesics in social interaction, indexical pointing in adult and caregiver-child interactions, and co-speech gestures associated with “absolute” (geographically-based) systems of spatial reference. In addition, it reports how the indigenous co-speech gesture repertoire has provided the basis for developing village sign languages in the region. It is argued that studies of the embodied aspects of speech in the Mayan areas of Mexico and Central America have contributed to the typology of gestures and of spatial frames of reference. They have refined our understanding of how spatial frames of reference are invoked, communicated, and switched in conversational interaction and of the importance of co-speech gestures in understanding language use, language acquisition, and the transmission of culture-specific cognitive styles.
  • Brown, P. (2013). La estructura conversacional y la adquisición del lenguaje: El papel de la repetición en el habla de los adultos y niños tzeltales. In L. de León Pasquel (Ed.), Nuevos senderos en el studio de la adquisición de lenguas mesoamericanas: Estructura, narrativa y socialización (pp. 35-82). Mexico: CIESAS-UNAM.

    Abstract

    This is a translation of the Brown 1998 article in Journal of Linguistic Anthropology, 'Conversational structure and language acquisition: The role of repetition in Tzeltal adult and child speech'.

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  • Brown, P., & Gaskins, S. (2014). Language acquisition and language socialization. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), Cambridge handbook of linguistic anthropology (pp. 187-226). Cambridge: Cambridge University Press.
  • Brown, P., & Levinson, S. C. (2009). Language as mind tools: Learning how to think through speaking. In J. Guo, E. V. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Ozcaliskan (Eds.), Crosslinguistic approaches to the psychology of language: Research in the traditions of Dan Slobin (pp. 451-464). New York: Psychology Press.

    Abstract

    Speakers of the Mayan language Tzeltal use two frames of reference for spatial reckoning: an absolute system (based on the south/north axis abstracted from the overall slope of the land) and an intrinsic system utilizing spatial axes of the reference object to establish body parts. This paper examines the use of absolute, intrinsic, and landmark cues in descriptions of spatial relations by 22 pairs of Tzeltal children aged between 5 and 17. The data are drawn from interactive space games, where a Director describes a spatial layout in a photo and the Matcher reproduces it with toys. The paper distinguishes use of ad hoc landmarks ('Red Cliffs', 'the electricity post') from genuine absolute reference points ('uphill'/'downhill'/’across’), and shows that adults in this task use absolute ('cow uphill of horse'), intrinsic ('at the tree's side') and landmark ('cow facing Red Cliffs') descriptions to communicate the spatial relations depicted. The youngest children, however, do not use landmark cues at all but rely instead on deictics and on the absolute 'uphill/downhill' terms; landmark terms are still rare at age 8-10. Despite arguments that landmarks are a simpler, more natural, basis for spatial reckoning than absolute terms, there is no evidence for a developmental progression from landmark-based to absolute-based strategies. We relate these observations to Slobin’s ‘thinking for speaking’ argument.
  • Brown, P., Pfeiler, B., de León, L., & Pye, C. (2013). The acquisition of agreement in four Mayan languages. In E. Bavin, & S. Stoll (Eds.), The acquisition of ergativity (pp. 271-306). Amsterdam: Benjamins.

    Abstract

    This paper presents results of a comparative project documenting the development of verbal agreement inflections in children learning four different Mayan languages: K’iche’, Tzeltal, Tzotzil, and Yukatek. These languages have similar inflectional paradigms: they have a generally agglutinative morphology, with transitive verbs obligatorily marked with separate cross-referencing inflections for the two core arguments (‘ergative’ and ‘absolutive’). Verbs are also inflected for aspect and mood, and they carry a ‘status suffix’ which generally marks verb transitivity and mood. At a more detailed level, the four languages differ strikingly in the realization of cross-reference marking. For each language, we examined longitudinal language production data from two children at around 2;0, 2;6, 3;0, and 3;6 years of age. We relate differences in the acquisition patterns of verbal morphology in the languages to 1) the placement of affixes, 2) phonological and prosodic prominence, 3) language-specific constraints on the various forms of the affixes, and 4) consistent vs. split ergativity, and conclude that prosodic salience accounts provide th ebest explanation for the acquisition patterns in these four languages.

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  • Brown, P., & Levinson, S. C. (2009). Politeness: Some universals in language usage [chapter 1, reprint]. In N. Coupland, & A. Jaworski (Eds.), Sociolinguistics: critical concepts [volume III: Interactional sociolinguistics] (pp. 311-323). London: Routledge.
  • Brown, P. (2014). The interactional context of language learning in Tzeltal. In I. Arnon, M. Casillas, C. Kurumada, & B. Estigarriba (Eds.), Language in Interaction: Studies in honor of Eve V. Clark (pp. 51-82). Amsterdam: Benjamins.

    Abstract

    This paper addresses the theories of Eve Clark about how children learn word meanings in western middle-class interactional contexts by examining child language data from a Tzeltal Maya society in southern Mexico where interaction patterns are radically different. Through examples of caregiver interactions with children 12-30 months old, I ask what lessons we can learn from how the details of these interactions unfold in this non-child-centered cultural context, and specifically, what aspects of the Tzeltal linguistic and interactional context might help to focus children’s attention on the meanings and the conventional forms of words being used around them.
  • Budwig, N., Narasimhan, B., & Srivastava, S. (2006). Interim solutions: The acquisition of early constructions in Hindi. In E. Clark, & B. Kelly (Eds.), Constructions in acquisition (pp. 163-185). Stanford: CSLI Publications.
  • Burenhult, N., & Levinson, S. C. (2009). Semplates: A guide to identification and elicitation. In A. Majid (Ed.), Field manual volume 12 (pp. 44-50). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883556.

    Abstract

    Semplates are a new descriptive and theoretical concept in lexical semantics, borne out of recent L&C work in several domains. A semplate can be defined as a configuration consisting of distinct layers of lexemes, each layer drawn from a different form class, mapped onto the same abstract semantic template. Within such a lexical layer, the sense relations between the lexical items are inherited from the underlying template. Thus, the whole set of lexical layers and the underlying template form a cross-categorial configuration in the lexicon. The goal of this task is to find new kinds of macrostructure in the lexicon, with a view to cross-linguistic comparison.
  • Casasanto, D. (2009). Space for thinking. In V. Evans, & P. Chilton (Eds.), Language, cognition and space: State of the art and new directions (pp. 453-478). London: Equinox Publishing.
  • Casasanto, D. (2009). When is a linguistic metaphor a conceptual metaphor? In V. Evans, & S. Pourcel (Eds.), New directions in cognitive linguistics (pp. 127-145). Amsterdam: Benjamins.
  • Casillas, M. (2014). Taking the floor on time: Delay and deferral in children’s turn taking. In I. Arnon, M. Casillas, C. Kurumada, & B. Estigarribia (Eds.), Language in Interaction: Studies in honor of Eve V. Clark (pp. 101-114). Amsterdam: Benjamins.

    Abstract

    A key part of learning to speak with others is figuring out when to start talking and how to hold the floor in conversation. For young children, the challenge of planning a linguistic response can slow down their response latencies, making misunderstanding, repair, and loss of the floor more likely. Like adults, children can mitigate their delays by using fillers (e.g., uh and um) at the start of their turns. In this chapter I analyze the onset and development of fillers in five children’s spontaneous speech from ages 1;6–3;6. My findings suggest that children start using fillers by 2;0, and use them to effectively mitigate delay in making a response.
  • Casillas, M. (2014). Turn-taking. In D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 53-70). Amsterdam: Benjamins.

    Abstract

    Conversation is a structured, joint action for which children need to learn a specialized set skills and conventions. Because conversation is a primary source of linguistic input, we can better grasp how children become active agents in their own linguistic development by studying their acquisition of conversational skills. In this chapter I review research on children’s turn-taking. This fundamental skill of human interaction allows children to gain feedback, make clarifications, and test hypotheses at every stage of development. I broadly review children’s conversational experiences, the types of turn-based contingency they must acquire, how they ask and answer questions, and when they manage to make timely responses
  • Chang, F., & Fitz, H. (2014). Computational models of sentence production: A dual-path approach. In M. Goldrick, & M. Miozzo (Eds.), The Oxford handbook of language production (pp. 70-89). Oxford: Oxford University Press.

    Abstract

    Sentence production is the process we use to create language-specific sentences that convey particular meanings. In production, there are complex interactions between meaning, words, and syntax at different points in sentences. Computational models can make these interactions explicit and connectionist learning algorithms have been useful for building such models. Connectionist models use domaingeneral mechanisms to learn internal representations and these mechanisms can also explain evidence of long-term syntactic adaptation in adult speakers. This paper will review work showing that these models can generalize words in novel ways and learn typologically-different languages like English and Japanese. It will also present modeling work which shows that connectionist learning algorithms can account for complex sentence production in children and adult production phenomena like structural priming, heavy NP shift, and conceptual/lexical accessibility.
  • Chen, J. (2006). The acquisition of verb compounding in Mandarin. In E. V. Clark, & B. F. Kelly (Eds.), Constructions in acquisition (pp. 111-136). Stanford: CSLI Publications.
  • Chen, A. (2009). The phonetics of sentence-initial topic and focus in adult and child Dutch. In M. Vigário, S. Frota, & M. Freitas (Eds.), Phonetics and Phonology: Interactions and interrelations (pp. 91-106). Amsterdam: Benjamins.
  • Clifton, C. J., Meyer, A. S., Wurm, L. H., & Treiman, R. (2013). Language comprehension and production. In A. F. Healy, & R. W. Proctor (Eds.), Handbook of Psychology, Volume 4, Experimental Psychology. 2nd Edition (pp. 523-547). Hoboken, NJ: Wiley.

    Abstract

    In this chapter, we survey the processes of recognizing and producing words and of understanding and creating sentences. Theory and research on these topics have been shaped by debates about how various sources of information are integrated in these processes, and about the role of language structure, as analyzed in the discipline of linguistics. In this chapter, we describe current views of fluent language users' comprehension of spoken and written language and their production of spoken language. We review what we consider to be the most important findings and theories in psycholinguistics, returning again and again to the questions of modularity and the importance of linguistic knowledge. Although we acknowledge the importance of social factors in language use, our focus is on core processes such as parsing and word retrieval that are not necessarily affected by such factors. We do not have space to say much about the important fields of developmental psycholinguistics, which deals with the acquisition of language by children, or applied psycholinguistics, which encompasses such topics as language disorders and language teaching. Although we recognize that there is burgeoning interest in the measurement of brain activity during language processing and how language is represented in the brain, space permits only occasional pointers to work in neuropsychology and the cognitive neuroscience of language. For treatment of these topics, and others, the interested reader could begin with two recent handbooks of psycholinguistics (Gaskell, 2007; Traxler & Gemsbacher, 2006) and a handbook of cognitive neuroscience (Gazzaniga, 2004).
  • 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.
  • Cutler, A. (2006). Rudolf Meringer. In K. Brown (Ed.), Encyclopedia of Language and Linguistics (vol. 8) (pp. 12-13). Amsterdam: Elsevier.

    Abstract

    Rudolf Meringer (1859–1931), Indo-European philologist, published two collections of slips of the tongue, annotated and interpreted. From 1909, he was the founding editor of the cultural morphology movement's journal Wörter und Sachen. Meringer was the first to note the linguistic significance of speech errors, and his interpretations have stood the test of time. This work, rather than his mainstream philological research, has proven his most lasting linguistic contribution
  • Cutler, A. (2006). Van spraak naar woorden in een tweede taal. In J. Morais, & G. d'Ydewalle (Eds.), Bilingualism and Second Language Acquisition (pp. 39-54). Brussels: Koninklijke Vlaamse Academie van België voor Wetenschappen en Kunsten.
  • Cutler, A., & McQueen, J. M. (2014). How prosody is both mandatory and optional. In J. Caspers, Y. Chen, W. Heeren, J. Pacilly, N. O. Schiller, & E. Van Zanten (Eds.), Above and Beyond the Segments: Experimental linguistics and phonetics (pp. 71-82). Amsterdam: Benjamins.

    Abstract

    Speech signals originate as a sequence of linguistic units selected by speakers, but these units are necessarily realised in the suprasegmental dimensions of time, frequency and amplitude. For this reason prosodic structure has been viewed as a mandatory target of language processing by both speakers and listeners. In apparent contradiction, however, prosody has also been argued to be ancillary rather than core linguistic structure, making processing of prosodic structure essentially optional. In the present tribute to one of the luminaries of prosodic research for the past quarter century, we review evidence from studies of the processing of lexical stress and focal accent which reconciles these views and shows that both claims are, each in their own way, fully true.
  • 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. (2009). Psycholinguistics in our time. In P. Rabbitt (Ed.), Inside psychology: A science over 50 years (pp. 91-101). Oxford: Oxford University Press.
  • 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. (1987). Speaking for listening. In A. Allport, D. MacKay, W. Prinz, & E. Scheerer (Eds.), Language perception and production: Relationships between listening, speaking, reading and writing (pp. 23-40). London: Academic Press.

    Abstract

    Speech production is constrained at all levels by the demands of speech perception. The speaker's primary aim is successful communication, and to this end semantic, syntactic and lexical choices are directed by the needs of the listener. Even at the articulatory level, some aspects of production appear to be perceptually constrained, for example the blocking of phonological distortions under certain conditions. An apparent exception to this pattern is word boundary information, which ought to be extremely useful to listeners, but which is not reliably coded in speech. It is argued that the solution to this apparent problem lies in rethinking the concept of the boundary of the lexical access unit. Speech rhythm provides clear information about the location of stressed syllables, and listeners do make use of this information. If stressed syllables can serve as the determinants of word lexical access codes, then once again speakers are providing precisely the necessary form of speech information to facilitate perception.
  • 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.
  • Dediu, D., Cysouw, M., Levinson, S. C., Baronchelli, A., Christiansen, M. H., Croft, W., Evans, N., Garrod, S., Gray, R., Kandler, A., & Lieven, E. (2013). Cultural evolution of language. In P. J. Richerson, & M. H. Christiansen (Eds.), Cultural evolution: Society, technology, language, and religion. Strüngmann Forum Reports, vol. 12 (pp. 303-332). Cambridge, Mass: MIT Press.

    Abstract

    This chapter argues that an evolutionary cultural approach to language not only has already proven fruitful, but it probably holds the key to understand many puzzling aspects of language, its change and origins. The chapter begins by highlighting several still common misconceptions about language that might seem to call into question a cultural evolutionary approach. It explores the antiquity of language and sketches a general evolutionary approach discussing the aspects of function, fi tness, replication, and selection, as well the relevant units of linguistic evolution. In this context, the chapter looks at some fundamental aspects of linguistic diversity such as the nature of the design space, the mechanisms generating it, and the shape and fabric of language. Given that biology is another evolutionary system, its complex coevolution with language needs to be understood in order to have a proper theory of language. Throughout the chapter, various challenges are identifi ed and discussed, sketching promising directions for future research. The chapter ends by listing the necessary data, methods, and theoretical developments required for a grounded evolutionary approach to language.
  • Dediu, D. (2013). Genes: Interactions with language on three levels — Inter-individual variation, historical correlations and genetic biasing. In P.-M. Binder, & K. Smith (Eds.), The language phenomenon: Human communication from milliseconds to millennia (pp. 139-161). Berlin: Springer. doi:10.1007/978-3-642-36086-2_7.

    Abstract

    The complex inter-relationships between genetics and linguistics encompass all four scales highlighted by the contributions to this book and, together with cultural transmission, the genetics of language holds the promise to offer a unitary understanding of this fascinating phenomenon. There are inter-individual differences in genetic makeup which contribute to the obvious fact that we are not identical in the way we understand and use language and, by studying them, we will be able to both better treat and enhance ourselves. There are correlations between the genetic configuration of human groups and their languages, reflecting the historical processes shaping them, and there also seem to exist genes which can influence some characteristics of language, biasing it towards or against certain states by altering the way language is transmitted across generations. Besides the joys of pure knowledge, the understanding of these three aspects of genetics relevant to language will potentially trigger advances in medicine, linguistics, psychology or the understanding of our own past and, last but not least, a profound change in the way we regard one of the emblems of being human: our capacity for language.
  • Dediu, D., & Graham, S. A. (2014). Genetics and Language. In M. Aronoff (Ed.), Oxford Bibliographies in Linguistics. New York: Oxford University Press. Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199772810/obo-9780199772810-0184.xml.

    Abstract

    This article surveys what is currently known about the complex interplay between genetics and the language sciences. It focuses not only on the genetic architecture of language and speech, but also on their interactions on the cultural and evolutionary timescales. Given the complexity of these issues and their current state of flux and high dynamism, this article surveys the main findings and topics of interest while also briefly introducing the main relevant methods, thus allowing the interested reader to fully appreciate and understand them in their proper context. Of course, not all the relevant publications and resources are mentioned, but this article aims to select the most relevant, promising, or accessible for nonspecialists.

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  • Dediu, D. (2014). Language and biology: The multiple interactions between genetics and language. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 686-707). Cambridge: Cambridge University Press.
  • Dediu, D., & Levinson, S. C. (2014). The time frame of the emergence of modern language and its implications. In D. Dor, C. Knight, & J. Lewis (Eds.), The social origins of language (pp. 184-195). Oxford: Oxford University Press.
  • Dimroth, C. (2009). Stepping stones and stumbling blocks: Why negation accelerates and additive particles delay the acquisition of finiteness in German. In C. Dimroth, & P. Jordens (Eds.), Functional Categories in Learner Language (pp. 137-170). Berlin: Mouton de Gruyter.
  • Dingemanse, M. (2013). Wie wir mit Sprache malen - How to paint with language. Forschungsbericht 2013 - Max-Planck-Institut für Psycholinguistik. In Max-Planck-Gesellschaft Jahrbuch 2013. München: Max Planck Society for the Advancement of Science. Retrieved from http://www.mpg.de/6683977/Psycholinguistik_JB_2013.

    Abstract

    Words evolve not as blobs of ink on paper but in face to face interaction. The nature of language as fundamentally interactive and multimodal is shown by the study of ideophones, vivid sensory words that thrive in conversations around the world. The ways in which these Lautbilder enable precise communication about sensory knowledge has for the first time been studied in detail. It turns out that we can paint with language, and that the onomatopoeia we sometimes classify as childish might be a subset of a much richer toolkit for depiction in speech, available to us all.
  • Dingemanse, M., & Floyd, S. (2014). Conversation across cultures. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 447-480). Cambridge: Cambridge University Press.
  • Drude, S., Trilsbeek, P., Sloetjes, H., & Broeder, D. (2014). Best practices in the creation, archiving and dissemination of speech corpora at the Language Archive. In S. Ruhi, M. Haugh, T. Schmidt, & K. Wörner (Eds.), Best Practices for Spoken Corpora in Linguistic Research (pp. 183-207). Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Drude, S. (2006). On the position of the Awetí language in the Tupí family. In W. Dietrich, & H. Symeonidis (Eds.), Guarani y "Maweti-Tupi-Guarani. Estudios historicos y descriptivos sobre una familia lingüistica de America del Sur (pp. 11-45). Berlin: LIT Verlag.

    Abstract

    Conclusion In this study we have examined the evidence for the exact genetic position of the Awetí language in the large Tupí family, especially evidence for an internal classification of the larger branch of Tupí called “Mawetí-Guaraní” which comprises the Tupí-Guaraní family, Awetí and Sateré-Mawé. As it turns out, we did not find any clear example of an uncommon sound change which would have happened after the separation of the antecessor of one branch but before the split between the other two. There is some just probability that Awetí belongs somewhat closer to Tupí-Guaraní within Mawetí-Guaraní (configuration A in Table 1), but we did not find any conclusive evidence. All we have are some weak indications the majority of which, however, point in this direction: • a higher number of cognates found between Awetí and proto-Tupí-Guarani; • lexicostatistic results (number of cognates in a 100-item-word-list proposed by Swadesh); • loss of long vowels in Awetí and Tupí-Guaraní, but not in Sateré-Mawé; • some sound changes suggest that in the development to Awetí and to proto-Tupí-Guaraní velar segments changes to dental segments (cf. the discussion of the correspondence set j : t : w); • possibly some of the correspondence sets given in Table 20. We consider it to be too soon to conclude that there is a branch Awetí + Tupí-Guaraní of Mawetí-Guaraní, opposed to Sateré-Mawé, but if there is any grouping, this hypothesis is most promising. 29
  • Drude, S. (2014). Reduplication as a tool for morphological and phonological analysis in Awetí. In G. G. Gómez, & H. Van der Voort (Eds.), Reduplication in Indigenous languages of South America (pp. 185-216). Leiden: Brill.
  • Dunn, M. (2014). Gender determined dialect variation. In G. G. Corbett (Ed.), The expression of gender (pp. 39-68). Berlin: De Gruyter.
  • Dunn, M. (2014). Language phylogenies. In C. Bowern, & B. Evans (Eds.), The Routledge handbook of historical linguistics (pp. 190-211). London: Routlege.
  • Emmorey, K., & Ozyurek, A. (2014). Language in our hands: Neural underpinnings of sign language and co-speech gesture. In M. S. Gazzaniga, & G. R. Mangun (Eds.), The cognitive neurosciences (5th ed., pp. 657-666). Cambridge, Mass: MIT Press.
  • Enfield, N. J. (2014). Causal dynamics of language. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 325-342). Cambridge: Cambridge University Press.
  • Enfield, N. J. (2013). Doing fieldwork on the body, language, and communication. In C. Müller, E. Fricke, S. Ladewig, A. Cienki, D. McNeill, & S. Teßendorf (Eds.), Handbook Body – Language – Communication. Volume 1 (pp. 974-981). Berlin: Mouton de Gruyter.
  • Enfield, N. J. (2009). 'Case relations' in Lao, a radically isolating language. In A. L. Malčukov, & A. Spencer (Eds.), The Oxford handbook of case (pp. 808-819). Oxford: Oxford University Press.
  • Enfield, N. J. (2013). A ‘Composite Utterances’ approach to meaning. In C. Müller, E. Fricke, S. Ladewig, A. Cienki, D. McNeill, & S. Teßendorf (Eds.), Handbook Body – Language – Communication. Volume 1 (pp. 689-706). Berlin: Mouton de Gruyter.
  • Enfield, N. J. (2006). Heterosemy and the grammar-lexicon trade-off. In F. Ameka, A. Dench, & N. Evans (Eds.), Catching Language (pp. 297-320). Berlin: Mouton de Gruyter.
  • Enfield, N. J. (2006). Laos - language situation. In K. Brown (Ed.), Encyclopedia of Language and Linguistics (vol. 6) (pp. 698-700). Amsterdam: Elsevier.

    Abstract

    Laos features a high level of linguistic diversity, with more than 70 languages from four different major language families (Tai, Mon-Khmer, Hmong-Mien, Tibeto-Burman). Mon-Khmer languages were spoken in Laos earlier than other languages, with incoming migrations by Tai speakers (c. 2000 years ago) and Hmong-Mien speakers (c. 200 years ago). There is widespread language contact and multilingualism in upland minority communities, while lowland-dwelling Lao speakers are largely monolingual. Lao is the official national language. Most minority languages are endangered, with a few exceptions (notably Hmong and Kmhmu). There has been relatively little linguistic research on languages of Laos, due to problems of both infrastructure and administration.
  • Enfield, N. J., Dingemanse, M., Baranova, J., Blythe, J., Brown, P., Dirksmeyer, T., Drew, P., Floyd, S., Gipper, S., Gisladottir, R. S., Hoymann, G., Kendrick, K. H., Levinson, S. C., Magyari, L., Manrique, E., Rossi, G., San Roque, L., & Torreira, F. (2013). Huh? What? – A first survey in 21 languages. In M. Hayashi, G. Raymond, & J. Sidnell (Eds.), Conversational repair and human understanding (pp. 343-380). New York: Cambridge University Press.

    Abstract

    Introduction

    A comparison of conversation in twenty-one languages from around the world reveals commonalities and differences in the way that people do open-class other-initiation of repair (Schegloff, Jefferson, and Sacks, 1977; Drew, 1997). We find that speakers of all of the spoken languages in the sample make use of a primary interjection strategy (in English it is Huh?), where the phonetic form of the interjection is strikingly similar across the languages: a monosyllable featuring an open non-back vowel [a, æ, ə, ʌ], often nasalized, usually with rising intonation and sometimes an [h-] onset. We also find that most of the languages have another strategy for open-class other-initiation of repair, namely the use of a question word (usually “what”). Here we find significantly more variation across the languages. The phonetic form of the question word involved is completely different from language to language: e.g., English [wɑt] versus Cha'palaa [ti] versus Duna [aki]. Furthermore, the grammatical structure in which the repair-initiating question word can or must be expressed varies within and across languages. In this chapter we present data on these two strategies – primary interjections like Huh? and question words like What? – with discussion of possible reasons for the similarities and differences across the languages. We explore some implications for the notion of repair as a system, in the context of research on the typology of language use.

    The general outline of this chapter is as follows. We first discuss repair as a system across languages and then introduce the focus of the chapter: open-class other-initiation of repair. A discussion of the main findings follows, where we identify two alternative strategies in the data: an interjection strategy (Huh?) and a question word strategy (What?). Formal features and possible motivations are discussed for the interjection strategy and the question word strategy in order. A final section discusses bodily behavior including posture, eyebrow movements and eye gaze, both in spoken languages and in a sign language.
  • Enfield, N. J. (2014). Human agency and the infrastructure for requests. In P. Drew, & E. Couper-Kuhlen (Eds.), Requesting in social interaction (pp. 35-50). Amsterdam: John Benjamins.

    Abstract

    This chapter discusses some of the elements of human sociality that serve as the social and cognitive infrastructure or preconditions for the use of requests and other kinds of recruitments in interaction. The notion of an agent with goals is a canonical starting point, though importantly agency tends not to be wholly located in individuals, but rather is socially distributed. This is well illustrated in the case of requests, in which the person or group that has a certain goal is not necessarily the one who carries out the behavior towards that goal. The chapter focuses on the role of semiotic (mostly linguistic) resources in negotiating the distribution of agency with request-like actions, with examples from video-recorded interaction in Lao, a language spoken in Laos and nearby countries. The examples illustrate five hallmarks of requesting in human interaction, which show some ways in which our ‘manipulation’ of other people is quite unlike our manipulation of tools: (1) that even though B is being manipulated, B wants to help, (2) that while A is manipulating B now, A may be manipulated in return later; (3) that the goal of the behavior may be shared between A and B, (4) that B may not comply, or may comply differently than requested, due to actual or potential contingencies, and (5) that A and B are accountable to one another; reasons may be asked for, and/or given, for the request. These hallmarks of requesting are grounded in a prosocial framework of human agency.
  • Enfield, N. J., & Levinson, S. C. (2009). Metalanguage for speech acts. In A. Majid (Ed.), Field manual volume 12 (pp. 51-53). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883559.

    Abstract

    People of all cultures have some degree of concern with categorizing types of communicative social action. All languages have words with meanings like speak, say, talk, complain, curse, promise, accuse, nod, wink, point and chant. But the exact distinctions they make will differ in both quantity and quality. How is communicative social action categorised across languages and cultures? The goal of this task is to establish a basis for cross-linguistic comparison of native metalanguages for social action.
  • Enfield, N. J. (2009). Language and culture. In L. Wei, & V. Cook (Eds.), Contemporary Applied Linguistics Volume 2 (pp. 83-97). London: Continuum.
  • Enfield, N. J., & Sidnell, J. (2014). Language presupposes an enchronic infrastructure for social interaction. In D. Dor, C. Knight, & J. Lewis (Eds.), The social origins of language (pp. 92-104). Oxford: Oxford University Press.
  • Enfield, N. J. (2013). Hippie, interrupted. In J. Barker, & J. Lindquist (Eds.), Figures of Southeast Asian modernity (pp. 101-103). Honolulu: University of Hawaii Press.
  • Enfield, N. J., Kockelman, P., & Sidnell, J. (2014). Interdisciplinary perspectives. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 599-602). Cambridge: Cambridge University Press.
  • Enfield, N. J., Kockelman, P., & Sidnell, J. (2014). Introduction: Directions in the anthropology of language. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 1-24). Cambridge: Cambridge University Press.
  • Enfield, N. J. (2009). Everyday ritual in the residential world. In G. Senft, & E. B. Basso (Eds.), Ritual communication (pp. 51-80). Oxford: Berg.
  • Enfield, N. J. (2013). Reference in conversation. In J. Sidnell, & T. Stivers (Eds.), The handbook of conversation analysis (pp. 433-454). Malden, MA: Wiley-Blackwell. doi:10.1002/9781118325001.ch21.

    Abstract

    This chapter contains sections titled: Introduction Lexical Selection in Reference: Introductory Examples of Reference to Times Multiple “Preferences” Future Directions Conclusion
  • Enfield, N. J., Levinson, S. C., & Stivers, T. (2009). Social action formulation: A "10-minutes" task. In A. Majid (Ed.), Field manual volume 12 (pp. 54-55). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883564.

    Abstract

    Human actions in the social world – like greeting, requesting, complaining, accusing, asking, confirming, etc. – are recognised through the interpretation of signs. Language is where much of the action is, but gesture, facial expression and other bodily actions matter as well. The goal of this task is to establish a maximally rich description of a representative, good quality piece of conversational interaction, which will serve as a reference point for comparative exploration of the status of social actions and their formulation across language
  • Enfield, N. J., Sidnell, J., & Kockelman, P. (2014). System and function. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 25-28). Cambridge: Cambridge University Press.
  • Enfield, N. J. (2014). The item/system problem. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 48-77). Cambridge: Cambridge University Press.
  • Enfield, N. J. (2014). Transmission biases in the cultural evolution of language: Towards an explanatory framework. In D. Dor, C. Knight, & J. Lewis (Eds.), The social origins of language (pp. 325-335). Oxford: Oxford University Press.
  • Ernestus, M., & Baayen, R. H. (2006). The functionality of incomplete neutralization in Dutch: The case of past-tense formation. In L. Goldstein, D. Whalen, & C. Best (Eds.), Laboratory Phonology 8 (pp. 27-49). Berlin: Mouton de Gruyter.
  • Ernestus, M., & Giezenaar, G. (2014). Een goed verstaander heeft maar een half woord nodig. In B. Bossers (Ed.), Vakwerk 9: Achtergronden van de NT2-lespraktijk: Lezingen conferentie Hoeven 2014 (pp. 81-92). Amsterdam: BV NT2.
  • Fedor, A., Pléh, C., Brauer, J., Caplan, D., Friederici, A. D., Gulyás, B., Hagoort, P., Nazir, T., & Singer, W. (2009). What are the brain mechanisms underlying syntactic operations? In D. Bickerton, & E. Szathmáry (Eds.), Biological foundations and origin of syntax (pp. 299-324). Cambridge, MA: MIT Press.

    Abstract

    This chapter summarizes the extensive discussions that took place during the Forum as well as the subsequent months thereafter. It assesses current understanding of the neuronal mechanisms that underlie syntactic structure and processing.... It is posited that to understand the neurobiology of syntax, it might be worthwhile to shift the balance from comprehension to syntactic encoding in language production
  • Fisher, S. E. (2013). Building bridges between genes, brains and language. In J. J. Bolhuis, & M. Everaert (Eds.), Birdsong, speech and language: Exploring the evolution of mind and brain (pp. 425-454). Cambridge, Mass: MIT Press.
  • Fisher, S. E. (2006). How can animal studies help to uncover the roles of genes implicated in human speech and language disorders? In G. S. Fisch, & J. Flint (Eds.), Transgenic and knockout models of neuropsychiatric disorders (pp. 127-149). Totowa, NJ: Humana Press.

    Abstract

    The mysterious human propensity for acquiring speech and language has fascinated scientists for decades. A substantial body of evidence suggests that this capacity is rooted in aspects of neurodevelopment that are specified at the genomic level. Researchers have begun to identify genetic factors that increase susceptibility to developmental disorders of speech and language, thereby offering the first molecular entry points into neuronal mechanisms underlying human vocal communication. The identification of genetic variants influencing language acquisition facilitates the analysis of animal models in which the corresponding orthologs are disrupted. At face value, the situation raises aperplexing question: if speech and language are uniquely human, can any relevant insights be gained from investigations of gene function in other species? This chapter addresses the question using the example of FOXP2, a gene implicated in a severe monogenic speech and language disorder. FOXP2 encodes a transcription factor that is highly conserved in vertebrate species, both in terms of protein sequence and expression patterns. Current data suggest that an earlier version of this gene, present in the common ancestor of humans, rodents, and birds, was already involved in establishing neuronal circuits underlying sensory-motor integration and learning of complex motor sequences. This may have represented one of the factors providing a permissive neural environment for subsequent evolution of vocal learning. Thus, dissection of neuromolecular pathways regulated by Foxp2 in nonlinguistic species is a necessary prerequisite for understanding the role of the human version of the gene in speech and language.
  • Fitz, H. (2014). Computermodelle für Spracherwerb und Sprachproduktion. Forschungsbericht 2014 - Max-Planck-Institut für Psycholinguistik. In Max-Planck-Gesellschaft Jahrbuch 2014. München: Max Planck Society for the Advancement of Science. Retrieved from http://www.mpg.de/7850678/Psycholinguistik_JB_2014?c=8236817.

    Abstract

    Relative clauses are a syntactic device to create complex sentences and they make language structurally productive. Despite a considerable number of experimental studies, it is still largely unclear how children learn relative clauses and how these are processed in the language system. Researchers at the MPI for Psycholinguistics used a computational learning model to gain novel insights into these issues. The model explains the differential development of relative clauses in English as well as cross-linguistic differences
  • Fitz, H. (2006). Church's thesis and physical computation. In A. Olszewski, J. Wolenski, & R. Janusz (Eds.), Church's Thesis after 70 years (pp. 175-219). Frankfurt a. M: Ontos Verlag.

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