Publications

Displaying 1 - 100 of 254
  • Ameka, F. K. (1995). Body parts in Ewe grammar. In H. Chapell, & W. McGregor (Eds.), The grammar of inalienability: A typological perspective on body part terms and the part-whole relation (pp. 783-840). Berlin: De Gruyter.
  • Ameka, F. K., & Wilkins, D. (1996). Semantics. In H. Goebl, P. H. Nelde, Z. Stary, & W. Wölck (Eds.), Contact linguistics: An international handbook of contemporary research. Volume 1 (pp. 130-137). Berlin: Mouton de Gruyter.
  • Arnon, I., Casillas, M., Kurumada, C., & Estigarribia, B. (Eds.). (2014). Language in interaction: Studies in honor of Eve V. Clark. Amsterdam: Benjamins.

    Abstract

    Understanding how communicative goals impact and drive the learning process has been a long-standing issue in the field of language acquisition. Recent years have seen renewed interest in the social and pragmatic aspects of language learning: the way interaction shapes what and how children learn. In this volume, we bring together researchers working on interaction in different domains to present a cohesive overview of ongoing interactional research. The studies address the diversity of the environments children learn in; the role of para-linguistic information; the pragmatic forces driving language learning; and the way communicative pressures impact language use and change. Using observational, empirical and computational findings, this volume highlights the effect of interpersonal communication on what children hear and what they learn. This anthology is inspired by and dedicated to Prof. Eve V. Clark – a pioneer in all matters related to language acquisition – and a major force in establishing interaction and communication as crucial aspects of language learning.
  • 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.
  • Bauer, B. L. M. (2000). Archaic syntax in Indo-European: The spread of transitivity in Latin and French. Berlin: Mouton de Gruyter.

    Abstract

    Several grammatical features in early Indo-European traditionally have not been understood. Although Latin, for example, was a nominative language, a number of its inherited characteristics do not fit that typology and are difficult to account for, such as stative mihi est constructions to express possession, impersonal verbs, or absolute constructions. With time these archaic features have been replaced by transitive structures (e.g. possessive ‘have’). This book presents an extensive comparative and historical analysis of archaic features in early Indo-European languages and their gradual replacement in the history of Latin and early Romance, showing that the new structures feature transitive syntax and fit the patterns of a nominative language.
  • Bauer, B. L. M. (2000). From Latin to French: The linear development of word order. In B. Bichakjian, T. Chernigovskaya, A. Kendon, & A. Müller (Eds.), Becoming Loquens: More studies in language origins (pp. 239-257). Frankfurt am Main: Lang.
  • Bauer, B. L. M. (1995). The emergence and development of SVO patterning in Latin and French. Diachronic and psycholinguistic perspectives. Oxford: Oxford University Press.

    Abstract

    This book examines Latin word order, its historical origins in Proto-Indo-European and the shift in ordering patterns that took place in syntax and morphology in the history of Latin and (early) French (OV or left branching giving way to VO or right branching). Subsequently, analysis of the acquisition of ordering patterns shows that the archaic structuration—when complex—is acquired with difficulty. Diachronic and psycholinguistic analysis therefore demonstrates that the order of grammatical structures in Modern French, for example, is the result of a long-lasting development that psycholinguistic data can account for.
  • Bauer, B. L. M. (1996). The verb in indirect speech in Old French. In T. Janssen, & W. Van der Wurff (Eds.), Reported Speech (pp. 75-96). Amsterdam: Benjamins.
  • 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.
  • Bohnemeyer, J. (1998). Temporale Relatoren im Hispano-Yukatekischen Sprachkontakt. In A. Koechert, & T. Stolz (Eds.), Convergencia e Individualidad - Las lenguas Mayas entre hispanización e indigenismo (pp. 195-241). Hannover, Germany: Verlag für Ethnologie.
  • Bohnemeyer, J. (1998). Sententiale Topics im Yukatekischen. In Z. Dietmar (Ed.), Deskriptive Grammatik und allgemeiner Sprachvergleich (pp. 55-85). Tübingen, Germany: Max-Niemeyer-Verlag.
  • Bohnemeyer, J. (2000). Where do pragmatic meanings come from? In W. Spooren, T. Sanders, & C. van Wijk (Eds.), Samenhang in Diversiteit; Opstellen voor Leo Noorman, aangeboden bij gelegenheid van zijn zestigste verjaardag (pp. 137-153).
  • 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. (1996). Learning how to structure space for language: A crosslinguistic perspective. In P. Bloom, M. A. Peterson, L. Nadel, & M. F. Garrett (Eds.), Language and space (pp. 385-436). Cambridge, MA: MIT press.
  • Bowerman, M. (1996). The origins of children's spatial semantic categories: Cognitive vs. linguistic determinants. In J. J. Gumperz, & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 145-176). Cambridge University Press.
  • Bowerman, M. (2000). Where do children's word meanings come from? Rethinking the role of cognition in early semantic development. In L. Nucci, G. Saxe, & E. Turiel (Eds.), Culture, thought and development (pp. 199-230). Mahwah, NJ: Lawrence Erlbaum.
  • 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.
  • 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. (2000). ’He descended legs-upwards‘: Position and motion in Tzeltal frog stories. In E. V. Clark (Ed.), Proceedings of the 30th Stanford Child Language Research Forum (pp. 67-75). Stanford: CSLI.

    Abstract

    How are events framed in narrative? Speakers of English (a 'satellite-framed' language), when 'reading' Mercer Mayer's wordless picture book 'Frog, Where Are You?', find the story self-evident: a boy has a dog and a pet frog; the frog escapes and runs away; the boy and dog look for it across hill and dale, through woods and over a cliff, until they find it and return home with a baby frog child of the original pet frog. In Tzeltal, as spoken in a Mayan community in southern Mexico, the story is somewhat different, because the language structures event descriptions differently. Tzeltal is in part a 'verb-framed' language with a set of Path-encoding motion verbs, so that the bare bones of the Frog story can consist of verbs translating as 'go'/'pass by'/'ascend'/ 'descend'/ 'arrive'/'return'. But Tzeltal also has satellite-framing adverbials, grammaticized from the same set of motion verbs, which encode the direction of motion or the orientation of static arrays. Furthermore, vivid pictorial detail is provided by positional verbs which can describe the position of the Figure as an outcome of a motion event; motion and stasis are thereby combined in a single event description. (For example:  jipot jawal "he has been thrown (by the deer) lying­_face_upwards_spread-eagled". This paper compares the use of these three linguistic resources in Frog Story narratives from  Tzeltal adults and children, looks at their development in the narratives of children, and considers the results in relation to those from Berman and Slobin's (1996) comparative study of adult and child Frog stories.
  • Brown, P., & Levinson, S. C. (2000). Frames of spatial reference and their acquisition in Tenejapan Tzeltal. In L. Nucci, G. Saxe, & E. Turiel (Eds.), Culture, thought, and development (pp. 167-197). Mahwah, NJ: Erlbaum.
  • 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., & 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. (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, C. M., Hagoort, P., & Swaab, T. Y. (1996). Neurophysiological evidence for a temporal disorganization in aphasic patients with comprehension deficits. In W. Widdig, I. Ohlendorff, T. A. Pollow, & J. Malin (Eds.), Aphasiatherapie im Wandel (pp. 89-122). Freiburg: Hochschul Verlag.
  • Brown, C. M., & Hagoort, P. (2000). On the electrophysiology of language comprehension: Implications for the human language system. In M. W. Crocker, M. Pickering, & C. Clifton jr. (Eds.), Architectures and mechanisms for language processing (pp. 213-237). Cambridge University Press.
  • Brown, P. (1995). Politeness strategies and the attribution of intentions: The case of Tzeltal irony. In E. Goody (Ed.), Social intelligence and interaction (pp. 153-174). Cambridge: Cambridge University Press.

    Abstract

    In this paper I take up the idea that human thinking is systematically biased in the direction of interactive thinking (E. Goody's anticipatory interactive planning), that is, that humans are peculiarly good at, and inordinately prone to, attributing intentions and goals to one other (as well as to non-humans), and that they routinely orient to presumptions about each other's intentions in what they say and do. I explore the implications of that idea for an understanding of politeness in interaction, taking as a starting point the Brown and Levinson (1987) model of politeness, which assumes interactive thinking, a notion implicit in the formulation of politeness as strategic orientation to face. Drawing on an analysis of the phenomenon of conventionalized ‘irony’ in Tzeltal, I emphasize that politeness does not inhere in linguistic form per se but is a matter of conveying a polite intention, and argue that Tzeltal irony provides a prime example of one way in which humans' highly-developed intellectual machinery for inferring alter's intentions is put to the service of social relationships.
  • Brown, P., & Levinson, S. C. (1998). Politeness, introduction to the reissue: A review of recent work. In A. Kasher (Ed.), Pragmatics: Vol. 6 Grammar, psychology and sociology (pp. 488-554). London: Routledge.

    Abstract

    This article is a reprint of chapter 1, the introduction to Brown and Levinson, 1987, Politeness: Some universals in language usage (Cambridge University Press).
  • Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.

    Abstract

    This study is about the principles for constructing polite speech. The core of it was published as Brown and Levinson (1978); here it is reissued with a new introduction which surveys the now considerable literature in linguistics, psychology and the social sciences that the original extended essay stimulated, and suggests new directions for research. We describe and account for some remarkable parallelisms in the linguistic construction of utterances with which people express themselves in different languges and cultures. A motive for these parallels is isolated - politeness, broadly defined to include both polite friendliness and polite formality - and a universal model is constructed outlining the abstract principles underlying polite usages. This is based on the detailed study of three unrelated languages and cultures: the Tamil of south India, the Tzeltal spoken by Mayan Indians in Chiapas, Mexico, and the English of the USA and England, supplemented by examples from other cultures. Of general interest is the point that underneath the apparent diversity of polite behaviour in different societies lie some general pan-human principles of social interaction, and the model of politeness provides a tool for analysing the quality of social relations in any society.
  • Brown, C. M., Hagoort, P., & Kutas, M. (2000). Postlexical integration processes during language comprehension: Evidence from brain-imaging research. In M. S. Gazzaniga (Ed.), The new cognitive neurosciences (2nd., pp. 881-895). Cambridge, MA: MIT Press.
  • 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.
  • Cartmill, E. A., Roberts, S. G., Lyn, H., & Cornish, H. (Eds.). (2014). The Evolution of Language: Proceedings of the 10th International Conference. Singapore: World Scientific.

    Abstract

    This volume comprises refereed papers and abstracts of the 10th International Conference on the Evolution of Language (EVOLANGX), held in Vienna on 14–17th April 2014. As the leading international conference in the field, the biennial EVOLANG meeting is characterised by an invigorating, multidisciplinary approach to the origins and evolution of human language, and brings together researchers from many subject areas, including anthropology, archaeology, biology, cognitive science, computer science, genetics, linguistics, neuroscience, palaeontology, primatology and psychology. For this 10th conference, the proceedings will include a special perspectives section featuring prominent researchers reflecting on the history of the conference and its impact on the field of language evolution since the inaugural EVOLANG conference in 1996.
  • 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.
  • 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., & 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. (2000). How the ear comes to hear. In New Trends in Modern Linguistics [Part of Annual catalogue series] (pp. 6-10). Tokyo, Japan: Maruzen Publishers.
  • Cutler, A., Norris, D., & McQueen, J. M. (1996). Lexical access in continuous speech: Language-specific realisations of a universal model. In T. Otake, & A. Cutler (Eds.), Phonological structure and language processing: Cross-linguistic studies (pp. 227-242). Berlin: Mouton de Gruyter.
  • Cutler, A. (2000). Hoe het woord het oor verovert. In Voordrachten uitgesproken tijdens de uitreiking van de SPINOZA-premies op 15 februari 2000 (pp. 29-41). The Hague, The Netherlands: Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO).
  • Cutler, A., & Otake, T. (1996). Phonological structure and its role in language processing. In T. Otake, & A. Cutler (Eds.), Phonological structure and language processing: Cross-linguistic studies (pp. 1-12). Berlin: Mouton de Gruyter.
  • Cutler, A., McQueen, J. M., & Zondervan, R. (2000). Proceedings of SWAP (Workshop on Spoken Word Access Processes). Nijmegen: MPI for Psycholinguistics.
  • 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. (1996). Prosody and the word boundary problem. In J. L. Morgan, & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 87-99). Mahwah, NJ: Erlbaum.
  • Cutler, A. (2000). Real words, phantom words and impossible words. In D. Burnham, S. Luksaneeyanawin, C. Davis, & M. Lafourcade (Eds.), Interdisciplinary approaches to language processing: The international conference on human and machine processing of language and speech (pp. 32-42). Bangkok: NECTEC.
  • 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. (1995). Spoken word recognition and production. In J. L. Miller, & P. D. Eimas (Eds.), Speech, language and communication (pp. 97-136). New York: Academic Press.

    Abstract

    This chapter highlights that most language behavior consists of speaking and listening. The chapter also reveals differences and similarities between speaking and listening. The laboratory study of word production raises formidable problems; ensuring that a particular word is produced may subvert the spontaneous production process. Word production is investigated via slips and tip-of-the-tongue (TOT), primarily via instances of processing failure and via the technique of via the picture-naming task. The methodology of word production is explained in the chapter. The chapter also explains the phenomenon of interaction between various stages of word production and the process of speech recognition. In this context, it explores the difference between sound and meaning and examines whether or not the comparisons are appropriate between the processes of recognition and production of spoken words. It also describes the similarities and differences in the structure of the recognition and production systems. Finally, the chapter highlights the common issues in recognition and production research, which include the nuances of frequency of occurrence, morphological structure, and phonological structure.
  • Cutler, A. (1995). Spoken-word recognition. In G. Bloothooft, V. Hazan, D. Hubert, & J. Llisterri (Eds.), European studies in phonetics and speech communication (pp. 66-71). Utrecht: OTS.
  • Cutler, A. (1995). The perception of rhythm in spoken and written language. In J. Mehler, & S. Franck (Eds.), Cognition on cognition (pp. 283-288). Cambridge, MA: MIT Press.
  • Cutler, A., & McQueen, J. M. (1995). The recognition of lexical units in speech. In B. De Gelder, & J. Morais (Eds.), Speech and reading: A comparative approach (pp. 33-47). Hove, UK: Erlbaum.
  • Danziger, E. (1995). Intransitive predicate form class survey. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 46-53). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3004298.

    Abstract

    Different linguistic structures allow us to highlight distinct aspects of a situation. The aim of this survey is to investigate similarities and differences in the expression of situations or events as “stative” (maintaining a state), “inchoative” (adopting a state) and “agentive” (causing something to be in a state). The questionnaire focuses on the encoding of stative, inchoative and agentive possibilities for the translation equivalents of a set of English verbs.
  • Danziger, E. (1995). Posture verb survey. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 33-34). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3004235.

    Abstract

    Expressions of human activities and states are a rich area for cross-linguistic comparison. Some languages of the world treat human posture verbs (e.g., sit, lie, kneel) as a special class of predicates, with distinct formal properties. This survey examines lexical, semantic and grammatical patterns for posture verbs, with special reference to contrasts between “stative” (maintaining a posture), “inchoative” (adopting a posture), and “agentive” (causing something to adopt a posture) constructions. The enquiry is thematically linked to the more general questionnaire 'Intransitive Predicate Form Class Survey'.
  • 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.
  • Dietrich, R., Klein, W., & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: Benjamins.
  • 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. (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.
  • Eibl-Eibesfeldt, I., & Senft, G. (1987). Studienbrief Rituelle Kommunikation. Hagen: FernUniversität Gesamthochschule Hagen, Fachbereich Erziehungs- und Sozialwissenschaften, Soziologie, Kommunikation - Wissen - Kultur.
  • 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.
  • Eisenbeiss, S. (2000). The acquisition of Determiner Phrase in German child language. In M.-A. Friedemann, & L. Rizzi (Eds.), The Acquisition of Syntax (pp. 26-62). Harlow, UK: Pearson Education Ltd.
  • 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. (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., & 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., 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. (2014). Natural causes of language: Frames, biases and cultural transmission. Berlin: Language Science Press. Retrieved from http://langsci-press.org/catalog/book/48.

    Abstract

    What causes a language to be the way it is? Some features are universal, some are inherited, others are borrowed, and yet others are internally innovated. But no matter where a bit of language is from, it will only exist if it has been diffused and kept in circulation through social interaction in the history of a community. This book makes the case that a proper understanding of the ontology of language systems has to be grounded in the causal mechanisms by which linguistic items are socially transmitted, in communicative contexts. A biased transmission model provides a basis for understanding why certain things and not others are likely to develop, spread, and stick in languages. Because bits of language are always parts of systems, we also need to show how it is that items of knowledge and behavior become structured wholes. The book argues that to achieve this, we need to see how causal processes apply in multiple frames or 'time scales' simultaneously, and we need to understand and address each and all of these frames in our work on language. This forces us to confront implications that are not always comfortable: for example, that "a language" is not a real thing but a convenient fiction, that language-internal and language-external processes have a lot in common, and that tree diagrams are poor conceptual tools for understanding the history of languages. By exploring avenues for clear solutions to these problems, this book suggests a conceptual framework for ultimately explaining, in causal terms, what languages are like and why they are like that.
  • Enfield, N. J. (2000). On linguocentrism. In M. Pütz, & M. H. Verspoor (Eds.), Explorations in linguistic relativity (pp. 125-157). Amsterdam: Benjamins.
  • Enfield, N. J., Kockelman, P., & Sidnell, J. (Eds.). (2014). The Cambridge handbook of linguistic anthropology. Cambridge: Cambridge University Press.
  • 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., & 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.
  • 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
  • Flores d'Arcais, G., & Lahiri, A. (1987). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.8 1987. Nijmegen: MPI for Psycholinguistics.
  • Floyd, S. (2014). 'We’ as social categorization in Cha’palaa: A language of Ecuador. In T.-S. Pavlidou (Ed.), Constructing collectivity: 'We' across languages and contexts (pp. 135-158). Amsterdam: Benjamins.

    Abstract

    This chapter connects the grammar of the first person collective pronoun in the Cha’palaa language of Ecuador with its use in interaction for collective reference and social category membership attribution, addressing the problem posed by the fact that non-singular pronouns do not have distributional semantics (“speakers”) but are rather associational (“speaker and relevant associates”). It advocates a cross-disciplinary approach that jointly considers elements of linguistic form, situated usages of those forms in instances of interaction, and the broader ethnographic context of those instances. Focusing on large-scale and relatively stable categories such as racial and ethnic groups, it argues that looking at how speakers categorize themselves and others in the speech situation by using pronouns provides empirical data on the status of macro-social categories for members of a society

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  • Floyd, S. (2014). Four types of reduplication in the Cha'palaa language of Ecuador. In H. van der Voort, & G. Goodwin Gómez (Eds.), Reduplication in Indigenous Languages of South America (pp. 77-114). Leiden: Brill.
  • Friederici, A., & Levelt, W. J. M. (1987). Sprache. In K. Immelmann, K. Scherer, & C. Vogel (Eds.), Funkkolleg Psychobiologie (pp. 58-87). Weinheim: Beltz.
  • Gast, V., & Levshina, N. (2014). Motivating w(h)-Clefts in English and German: A hypothesis-driven parallel corpus study. In A.-M. De Cesare (Ed.), Frequency, Forms and Functions of Cleft Constructions in Romance and Germanic: Contrastive, Corpus-Based Studies (pp. 377-414). Berlin: De Gruyter.
  • Gullberg, M. (1998). Gesture as a communication strategy in second language discourse: A study of learners of French and Swedish. Lund: Lund University Press.

    Abstract

    Gestures are often regarded as the most typical compensatory device used by language learners in communicative trouble. Yet gestural solutions to communicative problems have rarely been studied within any theory of second language use. The work pre­sented in this volume aims to account for second language learners’ strategic use of speech-associated gestures by combining a process-oriented framework for communi­cation strategies with a cognitive theory of gesture. Two empirical studies are presented. The production study investigates Swedish lear­ners of French and French learners of Swedish and their use of strategic gestures. The results, which are based on analyses of both individual and group behaviour, contradict popular opinion as well as theoretical assumptions from both fields. Gestures are not primarily used to replace speech, nor are they chiefly mimetic. Instead, learners use gestures with speech, and although they do exploit mimetic gestures to solve lexical problems, they also use more abstract gestures to handle discourse-related difficulties and metalinguistic commentary. The influence of factors such as proficiency, task, culture, and strategic competence on gesture use is discussed, and the oral and gestural strategic modes are compared. In the evaluation study, native speakers’ assessments of learners’ gestures, and the potential effect of gestures on evaluations of proficiency are analysed and discussed in terms of individual communicative style. Compensatory gestures function at multiple communicative levels. This has implica­tions for theories of communication strategies, and an expansion of the existing frameworks is discussed taking both cognitive and interactive aspects into account.
  • Gumperz, J. J., & Levinson, S. C. (1996). Introduction to part I. In J. J. Gumperz, & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 21-36). Cambridge: Cambridge University Press.
  • Gumperz, J. J., & Levinson, S. C. (1996). Introduction to part III. In J. J. Gumperz, & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 225-231). Cambridge: Cambridge University Press.
  • Gumperz, J. J., & Levinson, S. C. (1996). Introduction: Linguistic relativity re-examined. In J. J. Gumperz, & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 1-20). Cambridge: Cambridge University Press.
  • Gumperz, J. J., & Levinson, S. C. (Eds.). (1996). Rethinking linguistic relativity. Cambridge: Cambridge University Press.
  • Hagoort, P. (2000). De toekomstige eeuw der cognitieve neurowetenschap [inaugural lecture]. Katholieke Universiteit Nijmegen.

    Abstract

    Rede uitgesproken op 12 mei 2000 bij de aanvaarding van het ambt van hoogleraar in de neuropsychologie aan de Faculteit Sociale Wetenschappen KUN.
  • Hagoort, P., & Brown, C. M. (1995). Electrophysiological insights into language and speech processing. In K. Elenius, & P. Branderud (Eds.), Proceedings of the XIIIth International Congress of Phonetic Sciences: ICPhS 95: Stockholm, Sweden, 13-19 August, 1995 (pp. 172-178). Stockholm: Stockholm University.
  • Hagoort, P., & Kutas, M. (1995). Electrophysiological insights into language deficits. In F. Boller, & J. Grafman (Eds.), Handbook of neuropsychology: Vol. 10 (pp. 105-134). Amsterdam: Elsevier.
  • Hagoort, P. (2014). Introduction to section on language and abstract thought. In M. S. Gazzaniga, & G. R. Mangun (Eds.), The cognitive neurosciences (5th ed., pp. 615-618). Cambridge, Mass: MIT Press.
  • Hagoort, P., & Levinson, S. C. (2014). Neuropragmatics. In M. S. Gazzaniga, & G. R. Mangun (Eds.), The cognitive neurosciences (5th ed., pp. 667-674). Cambridge, Mass: 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. (1995). Wat zijn woorden en waar vinden we ze in ons brein? In E. Marani, & J. Lanser (Eds.), Dyslexie: Foutloos spellen alleen weggelegd voor gestoorden? (pp. 37-46). Leiden: Boerhaave Commissie voor Postacademisch Onderwijs in de Geneeskunde, Rijksuniversiteit Leiden.
  • Hammarström, H. (2014). Basic vocabulary comparison in South American languages. In P. Muysken, & L. O'Connor (Eds.), Language contact in South America (pp. 56-72). Cambridge: Cambridge University Press.
  • Hammarström, H. (2014). Papuan languages. In M. Aronoff (Ed.), Oxford bibliographies in linguistics. New York: Oxford University Press. doi:10.1093/OBO/9780199772810-0165.
  • Hammond, J. (2014). Switch-reference antecedence and subordination in Whitesands (Oceanic). In R. van Gijn, J. Hammond, D. Matić, S. van Putten, & A. V. Galucio (Eds.), Information structure and reference tracking in complex sentences. (pp. 263-290). Amsterdam: Benjamins.

    Abstract

    Whitesands is an Oceanic language of the southern Vanuatu subgroup. Like the related languages of southern Vanuatu, Whitesands has developed a clause-linkage system which monitors referent continuity on new clauses – typically contrasting with the previous clause. In this chapter I address how the construction interacts with topic continuity in discourse. I outline the morphosyntactic form of this anaphoric co-reference device. From a functionalist perspective, I show how the system is used in natural discourse and discuss its restrictions with respect to relative and complement clauses. I conclude with a discussion on its interactions with theoretical notions of information structure – in particular the nature of presupposed versus asserted clauses, information back- and foregrounding and how these affect the use of the switch-reference system
  • Hendriks, H., & McQueen, J. M. (1995). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.16 1995. Nijmegen: MPI for Psycholinguistics.
  • Holler, J. (2014). Experimental methods in co-speech gesture research. In C. Mueller, A. Cienki, D. McNeill, & E. Fricke (Eds.), Body -language – communication: An international handbook on multimodality in human interaction. Volume 1 (pp. 837-856). Berlin: De Gruyter.
  • Huettig, F. (2014). Role of prediction in language learning. In P. J. Brooks, & V. Kempe (Eds.), Encyclopedia of language development (pp. 479-481). London: Sage Publications.

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