Publications

Displaying 1 - 100 of 200
  • Ameka, F. K. (2002). The progressive aspect in Likpe: Its implications for aspect and word order in Kwa. In F. K. Ameka, & E. K. Osam (Eds.), New directions in Ghanaian linguistics: Essays in honor of the 3Ds (pp. 85-111). Accra: Black Mask.
  • 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. (2002). Constituent order and grammatical relations in Ewe in typological perspective. In K. Davidse, & B. Lamiroy (Eds.), The nominative & accusative and their counterparts (pp. 319-352). Amsterdam: John Benjamins.
  • 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. (2016). The development of the comparative in Latin texts. In J. N. Adams, & N. Vincent (Eds.), Early and late Latin. Continuity or change? (pp. 313-339). Cambridge: Cambridge University Press.
  • Bickel, B. (1991). Der Hang zur Exzentrik - Annäherungen an das kognitive Modell der Relativkonstruktion. In W. Bisang, & P. Rinderknecht (Eds.), Von Europa bis Ozeanien - von der Antinomie zum Relativsatz (pp. 15-37). Zurich, Switzerland: Seminar für Allgemeine Sprachwissenschaft der Universität.
  • Bock, K., & Levelt, W. J. M. (2002). Language production: Grammatical encoding. In G. T. Altmann (Ed.), Psycholinguistics: Critical concepts in psychology (pp. 405-452). London: Routledge.
  • Bohnemeyer, J., & Majid, A. (2002). ECOM causality revisited version 4. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 35-38). Nijmegen: Max Planck Institute for Psycholinguistics.
  • 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. (2002). Taalverwerving, cognitie en cultuur. In T. Janssen (Ed.), Taal in gebruik: Een inleiding in de taalwetenschap (pp. 27-44). The Hague: Sdu.
  • Bowerman, M. (2002). Mapping thematic roles onto syntactic functions: Are children helped by innate linking rules? [Reprint]. In Mouton Classics: From syntax to cognition, from phonology to text (vol.2) (pp. 495-531). Berlin: Mouton de Gruyter.

    Abstract

    Reprinted from: Bowerman, M. (1990). Mapping thematic roles onto syntactic functions: Are children helped by innate linking rules? Linguistics, 28, 1253-1289.
  • 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.
  • 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. (2002). Everyone has to lie in Tzeltal. In S. Blum-Kulka, & C. E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition (pp. 241-275). Mahwah, NJ: Erlbaum.

    Abstract

    In a famous paper Harvey Sacks (1974) argued that the sequential properties of greeting conventions, as well as those governing the flow of information, mean that 'everyone has to lie'. In this paper I show this dictum to be equally true in the Tzeltal Mayan community of Tenejapa, in southern Mexico, but for somewhat different reasons. The phenomenon of interest is the practice of routine fearsome threats to small children. Based on a longitudinal corpus of videotaped and tape-recorded naturally-occurring interaction between caregivers and children in five Tzeltal families, the study examines sequences of Tzeltal caregivers' speech aimed at controlling the children's behaviour and analyzes the children's developing pragmatic skills in handling such controlling utterances, from prelinguistic infants to age five and over. Infants in this society are considered to be vulnerable, easily scared or shocked into losing their 'souls', and therefore at all costs to be protected and hidden from outsiders and other dangers. Nonetheless, the chief form of control (aside from physically removing a child from danger) is to threaten, saying things like "Don't do that, or I'll take you to the clinic for an injection," These overt scare-threats - rarely actually realized - lead Tzeltal children by the age of 2;6 to 3;0 to the understanding that speech does not necessarily convey true propositions, and to a sensitivity to the underlying motivations for utterances distinct from their literal meaning. By age 4;0 children perform the same role to their younger siblings;they also begin to use more subtle non-true (e.g. ironic) utterances. The caretaker practice described here is related to adult norms of social lying, to the sociocultural context of constraints on information flow, social control through gossip, and the different notion of 'truth' that arises in the context of non-verifiability characteristic of a small-scale nonliterate society.
  • Brown, P. (2002). Language as a model for culture: Lessons from the cognitive sciences. In R. G. Fox, & B. J. King (Eds.), Anthropology beyond culture (pp. 169-192). Oxford: Berg.

    Abstract

    This paper surveys the concept of culture as used in recent work in cognitive science, assessing the very different (and sometimes minimal) role 'culture' plays in different branches and schools of linguistics: generative approaches, descriptive/comparative linguistics, typology, cognitive linguistics, semantics, pragmatics, psycholinguistics, linguistic and cognitive anthropology. The paper then describes research on one specific topic, spatial language and conceptualization, describes a methodology for studying it cross-linguistically and cross-culturally. Finally, it considers the implications of results in this area for how we can fruitfully conceptualize 'culture', arguing for an approach which shifts back and forth between individual mind and collective representations, between universals and particulars, and ties 'culture' to our biological roots.
  • 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. (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. (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. (1991). Sind Frauen höflicher? Befunde aus einer Maya-Gemeinde. In S. Günther, & H. Kotthoff (Eds.), Von fremden Stimmen: Weibliches und männliches Sprechen im Kulturvergleich. Frankfurt am Main: Suhrkamp.

    Abstract

    This is a German translation of Brown 1980, How and why are women more polite: Some evidence from a Mayan community.
  • 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, 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.
  • Burenhult, N., & Kruspe, N. (2016). The language of eating and drinking: A window on Orang Asli meaning-making. In K. Endicott (Ed.), Malaysia’s original people: Past, present and future of the Orang Asli (pp. 175-199). Singapore: National University of Singapore Press.
  • Clahsen, H., Prüfert, P., Eisenbeiss, S., & Cholin, J. (2002). Strong stems in the German mental lexicon: Evidence from child language acquisition and adult processing. In I. Kaufmann, & B. Stiebels (Eds.), More than words. Festschrift for Dieter Wunderlich (pp. 91-112). Berlin: Akadamie Verlag.
  • Clark, E. V., & Casillas, M. (2016). First language acquisition. In K. Allen (Ed.), The Routledge Handbook of Linguistics (pp. 311-328). New York: Routledge.
  • 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. (2002). Phonological processing: Comments on Pierrehumbert, Moates et al., Kubozono, Peperkamp & Dupoux, and Bradlow. In C. Gussenhoven, & N. Warner (Eds.), Papers in Laboratory Phonology VII (pp. 275-296). Berlin: Mouton de Gruyter.
  • Cutler, A., & Norris, D. (2002). The role of strong syllables in segmentation for lexical access. In G. T. Altmann (Ed.), Psycholinguistics: Critical concepts in psychology (pp. 157-177). London: Routledge.
  • Cutler, A., Mehler, J., Norris, D., & Segui, J. (2002). The syllable's differing role in the segmentation of French and English. In G. T. Altmann (Ed.), Psycholinguistics: Critical concepts in psychology (pp. 115-135). London: Routledge.

    Abstract

    Speech segmentation procedures may differ in speakers of different languages. Earlier work based on French speakers listening to French words suggested that the syllable functions as a segmentation unit in speech processing. However, while French has relatively regular and clearly bounded syllables, other languages, such as English, do not. No trace of syllabifying segmentation was found in English listeners listening to English words, French words, or nonsense words. French listeners, however, showed evidence of syllabification even when they were listening to English words. We conclude that alternative segmentation routines are available to the human language processor. In some cases speech segmentation may involve the operation of more than one procedure.
  • Cutler, A. (2002). Lexical access. In L. Nadel (Ed.), Encyclopedia of cognitive science (pp. 858-864). London: Nature Publishing Group.
  • Cutler, A., McQueen, J. M., Norris, D., & Somejuan, A. (2002). Le rôle de la syllable. In E. Dupoux (Ed.), Les langages du cerveau: Textes en l’honneur de Jacques Mehler (pp. 185-197). Paris: Odile Jacob.
  • 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. (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. (1991). Linguistic rhythm and speech segmentation. In J. Sundberg, L. Nord, & R. Carlson (Eds.), Music, language, speech and brain (pp. 157-166). London: Macmillan.
  • 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. (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. (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'.
  • Drude, S. (2002). Fala masculina e feminina em Awetí. In A. D. Rodrigues, & A. S. A. C. Cabral (Eds.), Línguas indígenas Brasileiras: Fonologia, gramática e história. (Atas do I Encontro Internacional do Grupo de Trabalho sobre Línguas Indígenas da ANPOLL). vol. 1 (pp. 177-190). Belém: EDUFPA.
  • 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.
  • Enfield, N. J. (2002). Semantics and combinatorics of 'sit', 'stand', and 'lie' in Lao. In J. Newman (Ed.), The linguistics of sitting, standing, and lying (pp. 25-41). Amsterdam: Benjamins.
  • Enfield, N. J. (2002). Body 2002. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 19-32). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Enfield, N. J. (2002). “Fish trap” task. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 61). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Enfield, N. J. (2002). Cultural logic and syntactic productivity: Associated posture constructions in Lao. In N. Enfield (Ed.), Ethnosyntax: Explorations in culture and grammar (pp. 231-258). Oxford: Oxford University Press.
  • Enfield, N. J. (2002). Ethnosyntax: Introduction. In N. Enfield (Ed.), Ethnosyntax: Explorations in culture and grammar (pp. 1-30). Oxford: Oxford University Press.
  • Enfield, N. J. (2002). Combinatoric properties of natural semantic metalanguage expressions in Lao. In C. Goddard, & A. Wierzbicka (Eds.), Meaning and universal grammar: Theory and empirical findings (pp. 145-256). Amsterdam: John Benjamins.
  • Enfield, N. J. (2002). Functions of 'give' and 'take' in Lao complex predicates. In R. S. Bauer (Ed.), Collected papers on Southeast Asian and Pacific languages (pp. 13-36). Canberra: Pacific Linguistics.
  • Enfield, N. J. (2000). On linguocentrism. In M. Pütz, & M. H. Verspoor (Eds.), Explorations in linguistic relativity (pp. 125-157). Amsterdam: Benjamins.
  • Ernestus, M. (2016). L'utilisation des corpus oraux pour la recherche en (psycho)linguistique. In M. Kilani-Schoch, C. Surcouf, & A. Xanthos (Eds.), Nouvelles technologies et standards méthodologiques en linguistique (pp. 65-93). Lausanne: Université de Lausanne.
  • Faller, M. (2002). Remarks on evidential hierarchies. In D. I. Beaver, L. D. C. Martinez, B. Z. Clark., & S. Kaufmann (Eds.), The construction of meaning (pp. 89-111). Stanford: CSLI Publications.
  • Fisher, S. E. (2016). A molecular genetic perspective on speech and language. In G. Hickok, & S. Small (Eds.), Neurobiology of Language (pp. 13-24). Amsterdam: Elsevier. doi:10.1016/B978-0-12-407794-2.00002-X.

    Abstract

    The rise of genomic technologies has yielded exciting new routes for studying the biological foundations of language. Researchers have begun to identify genes implicated in neurodevelopmental disorders that disrupt speech and language skills. This chapter illustrates how such work can provide powerful entry points into the critical neural pathways using FOXP2 as an example. Rare mutations of this gene cause problems with learning to sequence mouth movements during speech, accompanied by wide-ranging impairments in language production and comprehension. FOXP2 encodes a regulatory protein, a hub in a network of other genes, several of which have also been associated with language-related impairments. Versions of FOXP2 are found in similar form in many vertebrate species; indeed, studies of animals and birds suggest conserved roles in the development and plasticity of certain sets of neural circuits. Thus, the contributions of this gene to human speech and language involve modifications of evolutionarily ancient functions.
  • Fisher, S. E. (2002). Isolation of the genetic factors underlying speech and language disorders. In R. Plomin, J. C. DeFries, I. W. Craig, & P. McGuffin (Eds.), Behavioral genetics in the postgenomic era (pp. 205-226). Washington, DC: American Psychological Association.

    Abstract

    This chapter highlights the research in isolating genetic factors underlying specific language impairment (SLI), or developmental dysphasia, which exploits newly developed genotyping technology, novel statistical methodology, and DNA sequence data generated by the Human Genome Project. The author begins with an overview of results from family, twin, and adoption studies supporting genetic involvement and then goes on to outline progress in a number of genetic mapping efforts that have been recently completed or are currently under way. It has been possible for genetic researchers to pinpoint the specific mutation responsible for some speech and language disorders, providing an example of how the availability of human genomic sequence data can greatly accelerate the pace of disease gene discovery. Finally, the author discusses future prospects on how molecular genetics may offer new insight into the etiology underlying speech and language disorders, leading to improvements in diagnosis and treatment.
  • Floyd, S. (2016). Insubordination in Interaction: The Cha’palaa counter-assertive. In N. Evans, & H. Wananabe (Eds.), Dynamics of Insubordination (pp. 341-366). Amsterdam: John Benjamins.

    Abstract

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

    Abstract

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

    Abstract

    The activity of reading raises fundamental theoretical and practical questions about healthy cognitive aging. Reading relies greatly on knowledge of patterns of language and of meaning at the level of words and topics of text. Further, this knowledge must be rapidly accessed so that it can be coordinated with processes of perception, attention, memory and motor control that sustain skilled reading at rates of four-to-five words a second. As such, reading depends both on crystallized semantic intelligence which grows or is maintained through healthy aging, and on components of fluid intelligence which decline with age. Reading is important to older adults because it facilitates completion of everyday tasks that are essential to independent living. In addition, it entails the kind of active mental engagement that can preserve and deepen the cognitive reserve that may mitigate the negative consequences of age-related changes in the brain. This chapter reviews research on the front end of reading (word recognition) and on the back end of reading (text memory) because both of these abilities are surprisingly robust to declines associated with cognitive aging. For word recognition, that robustness is surprising because rapid processing of the sort found in reading is usually impaired by aging; for text memory, it is surprising because other types of episodic memory performance (e.g., paired associates) substantially decline in aging. These two otherwise quite different levels of reading comprehension remain robust because they draw on the knowledge of language that older adults gain through a life-time of experience with language.
  • Gullberg, M., & Holmqvist, K. (2002). Visual attention towards gestures in face-to-face interaction vs. on screen. In I. Wachsmuth, & T. Sowa (Eds.), Gesture and sign languages in human-computer interaction (pp. 206-214). Berlin: Springer.
  • Gullberg, M. (2002). Gestures, languages, and language acquisition. In S. Strömqvist (Ed.), The diversity of languages and language learning (pp. 45-56). Lund: Lund University.
  • Hagoort, P. (2002). Het unieke menselijke taalvermogen: Van PAUS naar [paus] in een halve seconde. In J. G. van Hell, A. de Klerk, D. E. Strauss, & T. Torremans (Eds.), Taalontwikkeling en taalstoornissen: Theorie, diagnostiek en behandeling (pp. 51-67). Leuven/Apeldoorn: Garant.
  • 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. (2016). MUC (Memory, Unification, Control): A Model on the Neurobiology of Language Beyond Single Word Processing. In G. Hickok, & S. Small (Eds.), Neurobiology of language (pp. 339-347). Amsterdam: Elsever. doi:10.1016/B978-0-12-407794-2.00028-6.

    Abstract

    A neurobiological model of language is discussed that overcomes the shortcomings of the classical Wernicke-Lichtheim-Geschwind model. It is based on a subdivision of language processing into three components: Memory, Unification, and Control. The functional components as well as the neurobiological underpinnings of the model are discussed. In addition, the need for extension beyond the classical core regions for language is shown. Attentional networks as well as networks for inferential processing are crucial to realize language comprehension beyond single word processing and beyond decoding propositional content.
  • Hagoort, P. (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.
  • Hagoort, P. (2016). Zij zijn ons brein. In J. Brockman (Ed.), Machines die denken: Invloedrijke denkers over de komst van kunstmatige intelligentie (pp. 184-186). Amsterdam: Maven Publishing.
  • Hoiting, N., & Slobin, D. I. (2002). Transcription as a tool for understanding: The Berkeley Transcription System for sign language research (BTS). In G. Morgan, & B. Woll (Eds.), Directions in sign language acquisition (pp. 55-75). Amsterdam: John Benjamins.
  • Hoiting, N., & Slobin, D. I. (2002). What a deaf child needs to see: Advantages of a natural sign language over a sign system. In R. Schulmeister, & H. Reinitzer (Eds.), Progress in sign language research. In honor of Siegmund Prillwitz / Fortschritte in der Gebärdensprach-forschung. Festschrift für Siegmund Prillwitz (pp. 267-277). Hamburg: Signum.
  • Indefrey, P., & Levelt, W. J. M. (2000). The neural correlates of language production. In M. S. Gazzaniga (Ed.), The new cognitive neurosciences; 2nd ed. (pp. 845-865). Cambridge, MA: MIT Press.

    Abstract

    This chapter reviews the findings of 58 word production experiments using different tasks and neuroimaging techniques. The reported cerebral activation sites are coded in a common anatomic reference system. Based on a functional model of language production, the different word production tasks are analyzed in terms of their processing components. This approach allows a distinction between the core process of word production and preceding task-specific processes (lead-in processes) such as visual or auditory stimulus recognition. The core process of word production is subserved by a left-lateralized perisylvian/thalamic language production network. Within this network there seems to be functional specialization for the processing stages of word production. In addition, this chapter includes a discussion of the available evidence on syntactic production, self-monitoring, and the time course of word production.
  • Ingvar, M., & Petersson, K. M. (2000). Functional maps and brain networks. In A. W. Toga (Ed.), Brain mapping: The systems (pp. 111-140). San Diego: Academic Press.
  • Janzen, G., Herrmann, T., Katz, S., & Schweizer, K. (2000). Oblique Angled Intersections and Barriers: Navigating through a Virtual Maze. In Spatial Cognition II (pp. 277-294). Berlin: Springer.

    Abstract

    The configuration of a spatial layout has a substantial effect on the acquisition and the representation of the environment. In four experiments, we investigated navigation difficulties arising at oblique angled intersections. In the first three studies we investigated specific arrow-fork configurations. In dependence on the branch subjects use to enter the intersection different decision latencies and numbers of errors arise. If subjects see the intersection as a fork, it is more difficult to find the correct way as if it is seen as an arrow. In a fourth study we investigated different heuristics people use while making a detour around a barrier. Detour behaviour varies with the perspective. If subjects learn and navigate through the maze in a field perspective they use a heuristic of preferring right angled paths. If they have a view from above and acquire their knowledge in an observer perspective they use oblique angled paths more often.

    Files private

    Request files
  • Jordens, P. (1998). Defaultformen des Präteritums. Zum Erwerb der Vergangenheitsmorphologie im Niederlänidischen. In H. Wegener (Ed.), Eine zweite Sprache lernen (pp. 61-88). Tübingen, Germany: Verlag Gunter Narr.
  • Keating, E. (1995). Pilot questionnaire to investigate social uses of space, especially as related to 1) linguistic practices and 2) social organization. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 17-21). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3004227.

    Abstract

    Day-to-day interpretations of “space” are enmeshed in specific cultural and linguistic practices. For example, many cultures have an association between vertical height and social standing; more powerful people may be placed literally higher than others at social gatherings, and be spoken of as having higher status. This questionnaire is a guide for exploring relationships between space, language, and social structure. The goal is to better understand how space is organised in the focus community, and to investigate the extent to which space is used as a model for reproducing social forms.
  • Kempen, G., & Harbusch, K. (2002). Performance Grammar: A declarative definition. In A. Nijholt, M. Theune, & H. Hondorp (Eds.), Computational linguistics in the Netherlands 2001: Selected papers from the Twelfth CLIN Meeting (pp. 148-162). Amsterdam: Rodopi.

    Abstract

    In this paper we present a definition of Performance Grammar (PG), a psycholinguistically motivated syntax formalism, in declarative terms. PG aims not only at describing and explaining intuitive judgments and other data concerning the well–formedness of sentences of a language, but also at contributing to accounts of syntactic processing phenomena observable in language comprehension and language production. We highlight two general properties of human sentence generation, incrementality and late linearization,which make special demands on the design of grammar formalisms claiming psychological plausibility. In order to meet these demands, PG generates syntactic structures in a two-stage process. In the first and most important ‘hierarchical’ stage, unordered hierarchical structures (‘mobiles’) are assembled out of lexical building blocks. The key operation at work here is typed feature unification, which also delimits the positional options of the syntactic constituents in terms of so-called topological features. The second, much simpler stage takes care of arranging the branches of the mobile from left to right by ‘reading–out’ one positional option of every constituent. In this paper we concentrate on the structure assembly formalism in PG’s hierarchical component. We provide a declarative definition couched in an HPSG–style notation based on typed feature unification. Our emphasis throughout is on linear order constraints.
  • Kempen, G. (1998). Sentence parsing. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer.
  • Kita, S. (1995). Enter/exit animation for linguistic elicitation. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 13). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3003394.

    Abstract

    This task investigates the expression of “enter” and “exit” events, and is a supplement to the Motion Elicitation task (https://doi.org/10.17617/2.3003391). Consultants are asked to describe a series of animated clips where a man moves into or out of a house. The clips focus on contrasts to do with perspective (e.g., whether the man appears to move away or towards the viewer) and transitional movement (e.g., whether the man walks or “teleports” into his new location).

    Additional information

    1995_Enter_exit_animation_stimuli.zip
  • Kita, S. (1995). Recommendations for data collection for gesture studies. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 35-45). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3004287.

    Abstract

    Do our hands 'speak the same language' across cultures? Gesture is the silent partner of spoken languages in face-to-face interaction, but we still have a lot to learn about gesture practices in different speech communities. The primary purpose of this task is to collect data in naturalistic settings that can be used to investigate the linguistic and cultural relativity of gesture performance, especially spatially indicative gestures. It involves video-recording pairs of speakers in both free conversation and more structured communication tasks (e.g., describing film plots).

    Please note: the stimuli mentioned in this entry are available elsewhere: 'The Pear Story', a short film made at the University of California at Berkeley; "Frog, where are you?" from the original Mayer (1969) book, as published in the Appendix of Berman & Slobin (1994).
  • Kita, S. (2002). Preface and priorities. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 3-4). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Klein, W., & Von Stutterheim, C. (2002). Quaestio and L-perspectivation. In C. F. Graumann, & W. Kallmeyer (Eds.), Perspective and perspectivation in discourse (pp. 59-88). Amsterdam: Benjamins.
  • Klein, W. (2002). The argument-time structure of recipient constructions in German. In W. Abraham, & J.-W. Zwart (Eds.), Issues in formal german(ic) typology (pp. 141-178). Amsterdam: Benjamins.

    Abstract

    It is generally assumed that verbs have an ‘argument structure’, which imposes various constraints on the noun phrases that can or must go with the verb, and an ‘event structure’, which characterises the particular temporal characteristics of the ‘event’ which the verb relates to: this event may be a state, a process, an activity, an ‘event in the narrow sense’, and others. In this paper, it is argued that that argument structure and event structure should be brought together. The lexical content of a verb assigns descriptive properties to one or more arguments at one or more times, hence verbs have an ‘argument time-structure’ (AT-structure). Numerous morphological and syntactical operations, such as participle formation or complex verb constructions, modify this AT-structure. This is illustrated with German recipient constructions such as ein Buch geschenkt bekommen or das Fenster geöffnet kriegen.
  • Klein, W. (2002). Why case marking? In I. Kaufmann, & B. Stiebels (Eds.), More than words: Festschrift for Dieter Wunderlich (pp. 251-273). Berlin: Akademie Verlag.
  • Klein, W., Dietrich, R., & Noyau, C. (1995). Conclusions. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 261-280). Amsterdam: Benjamins.
  • Klein, W. (2000). Der Mythos vom Sprachverfall. In Berlin-Brandenburgische Akademie der Wissenschaften (Ed.), Jahrbuch 1999: Berlin-Brandenburgische Akademie der Wissenschaften (pp. 139-158). Berlin: Akademie Verlag.
  • Klein, W. (1998). Ein Blick zurück auf die Varietätengrammatik. In U. Ammon, K. Mattheier, & P. Nelde (Eds.), Sociolinguistica: Internationales Jahrbuch für europäische Soziolinguistik (pp. 22-38). Tübingen: Niemeyer.
  • Klein, W. (1998). Assertion and finiteness. In N. Dittmar, & Z. Penner (Eds.), Issues in the theory of language acquisition: Essays in honor of Jürgen Weissenborn (pp. 225-245). Bern: Peter Lang.
  • Klein, W., & Musan, R. (2002). (A)Symmetry in language: seit and bis, and others. In C. Maienborn (Ed.), (A)Symmetrien - (A)Symmetry. Beiträge zu Ehren von Ewald Lang - Papers in Honor of Ewald Lang (pp. 283-295). Tübingen: Stauffenburg.
  • Klein, W. (1995). Frame of analysis. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 17-29). Amsterdam: Benjamins.
  • Klein, W. (2000). Prozesse des Zweitspracherwerbs. In H. Grimm (Ed.), Enzyklopädie der Psychologie: Vol. 3 (pp. 538-570). Göttingen: Hogrefe.
  • Klein, W., Coenen, J., Van Helvert, K., & Hendriks, H. (1995). The acquisition of Dutch. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 117-143). Amsterdam: Benjamins.
  • Klein, W. (1995). The acquisition of English. In R. Dietrich, W. Klein, & C. Noyau (Eds.), The acquisition of temporality in a second language (pp. 31-70). Amsterdam: Benjamins.
  • Klein, W. (1991). Seven trivia of language acquisition. In L. Eubank (Ed.), Point counterpoint: Universal grammar in the second language (pp. 49-70). Amsterdam: Benjamins.
  • Klein, W. (1991). SLA theory: Prolegomena to a theory of language acquisition and implications for Theoretical Linguistics. In T. Huebner, & C. Ferguson (Eds.), Crosscurrents in second language acquisition and linguistic theories (pp. 169-194). Amsterdam: Benjamins.
  • Klein, W. (1995). Sprachverhalten. In M. Amelang, & Pawlik (Eds.), Enzyklopädie der Psychologie (pp. 469-505). Göttingen: Hogrefe.
  • Klein, W., & Vater, H. (1998). The perfect in English and German. In L. Kulikov, & H. Vater (Eds.), Typology of verbal categories: Papers presented to Vladimir Nedjalkov on the occasion of his 70th birthday (pp. 215-235). Tübingen: Niemeyer.

Share this page