Displaying 1 - 100 of 320
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Abbot-Smith, K., & Kidd, E. (2012). Exemplar learning and schematization in language development. In N. M. Seel (
Ed. ), Encyclopedia of the sciences of learning (2nd. ed., pp. 1200-1202). Berlin: Springer. -
Ambridge, B., Rowland, C. F., Theakston, A. L., & Twomey, K. E. (2020). Introduction. In C. F. Rowland, A. L. Theakston, B. Ambridge, & K. E. Twomey (
Eds. ), Current Perspectives on Child Language Acquisition: How children use their environment to learn (pp. 1-7). Amsterdam: John Benjamins. doi:10.1075/tilar.27.int. -
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. (2008). Aspect and modality in Ewe: A survey. In F. K. Ameka, & M. E. Kropp Dakubu (
Eds. ), Aspect and modality in Kwa languages (pp. 135-194). Amsterdam: Benjamins. -
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. -
Ameka, F. K. (2008). He died old dying to be dead right: Transitivity and semantic shifts of 'die' in Ewe in crosslinguistic perspective. In M. Bowerman, & P. Brown (
Eds. ), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 231-254). Mahwah, NJ: Erlbaum.Abstract
This paper examines some of the claims of the Unaccusativity hypothesis.It shows that the supposedly unaccusative ‘die’ verb in Ewe (Kwa), kú can appear as both a one-place and a two-place predicate and has three senses which do not correlate with the number of surface arguments of the verb. For instance, the same sense is involved in both a one-place construction (e.g. she died) and a two-place cognate object construction (she died a wicked death). By contrast, different senses are expressed by formally identical two-place constructions, e.g. ‘the garment die dirt’ (= the garment is dead dirty; intensity) vs., ‘he died ear (to the matter)’ (=he does not want to hear; negative desiderative). The paper explores the learnability problems posed by the non-predictability of the different senses of Ewe ‘die’ from its syntactic frame and suggests that since the meanings are indirectly related to the properties of the event participants, such as animacy, a learner must pay close attention to the properties of the verb’s participants. The paper concludes by demonstrating that the meaning shifts observed in Ewe are also attested in other typologically and genetically unrelated languages such as Japanese, Arrernte (Australian), Oluta (Mixean), Dutch and English. -
Ameka, F. K., & Kropp Dakubu, M. E. (2008). Imperfective constructions: Progressive and prospective in Ewe and Dangme. In F. K. Ameka, & M. E. Kropp Dakubu (
Eds. ), Aspect and modality in Kwa languages (pp. 215-289). Amsterdam: Benjamins. -
Ameka, F. K., & Kropp Dakubu, M. E. (2008). Introduction. In F. K. Ameka, & M. E. Kropp Dakubu (
Eds. ), Aspect and modality in Kwa languages (pp. 1-7). Amsterdam: Benjamins. -
Amora, K. K., Garcia, R., & Gagarina, N. (2020). Tagalog adaptation of the Multilingual Assessment Instrument for Narratives: History, process and preliminary results. In N. Gagarina, & J. Lindgren (
Eds. ), New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised (pp. 221-233).Abstract
This paper briefly presents the current situation of bilingualism in the Philippines,
specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Tagalog, the basis of Filipino, which is the country’s national language.
Finally, the results of a pilot study conducted on Tagalog-English bilingual children and
adults (N=27) are presented. The results showed that Story Structure is similar across the
two languages and that it develops significantly with age. -
Andics, A. (2012). The semantic role of agentive control in Hungarian placement events. In A. Kopecka, & B. Narasimhan (
Eds. ), Events of putting and taking: A crosslinguistic perspective (pp. 183-200). Amsterdam: Benjamins.Abstract
This paper explores the role of various types of location control in descriptions of placement events in Hungarian. It will be shown that general verb choices cannot be explained in terms of spatial relations (such as containment and support) or spatial relational changes (such as joining and separation). On the contrary, all main verb distinctions within the placement domain can be described in terms of agentive control settings between the Figure and agentive entities (e.g., the Agent, other persons). In Hungarian, only events with continuous agentive control along the motion trajectory are described as either ‘putting’ or ‘taking’, and only events where the Figure is furthermore controlled by a non-agentive entity at the Goal are described as ‘putting’. -
Aslin, R., Clayards, M., & Bardhan, N. P. (2008). Mechanisms of auditory reorganization during development: From sounds to words. In C. Nelson, & M. Luciana (
Eds. ), Handbook of developmental cognitive neuroscience (2nd, pp. 97-116). Cambridge, MA: MIT Press. -
Azar, Z. (2020). Effect of language contact on speech and gesture: The case of Turkish-Dutch bilinguals in the Netherlands. PhD Thesis, Radboud University Nijmegen, Nijmegen.
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Baggio, G., Van Lambalgen, M., & Hagoort, P. (2012). Language, linguistics and cognition. In R. Kempson, T. Fernando, & N. Asher (
Eds. ), Philosophy of linguistics (pp. 325-356). Amsterdam: North Holland.Abstract
This chapter provides a partial overview of some currently debated issues in the cognitive science of language. We distinguish two families of problems, which we refer to as ‘language and cognition’ and ‘linguistics and cognition’. Under the first heading we present and discuss the hypothesis that language, in particular the semantics of tense and aspect, is grounded in the planning system. We emphasize the role of non-monotonic inference during language comprehension. We look at the converse issue of the role of linguistic interpretation in reasoning tasks. Under the second heading we investigate the two foremost assumptions of current linguistic methodology, namely intuitions as the only adequate empirical basis of theories of meaning and grammar and the competence-performance distinction, arguing that these are among the heaviest burdens for a truly comprehensive approach to language. Marr’s three-level scheme is proposed as an alternative methodological framework, which we apply in a review of two ERP studies on semantic processing, to the ‘binding problem’ for language, and in a conclusive set of remarks on relating theories in the cognitive science of language. -
Baggio, G., Van Lambalgen, M., & Hagoort, P. (2012). The processing consequences of compositionality. In M. Werning, W. Hinzen, & E. Machery (
Eds. ), The Oxford handbook of compositionality (pp. 655-672). New York: Oxford University Press. -
Baranova, J. (2020). Reasons for every-day activities. PhD Thesis, Radboud University Nijmegen, Nijmegen.
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Barthel, M. (2020). Speech planning in dialogue: Psycholinguistic studies of the timing of turn taking. PhD Thesis, Radboud University Nijmegen, Nijmegen.
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full text via Radboud Repository -
Bastiaansen, M. C. M., Mazaheri, A., & Jensen, O. (2012). Beyond ERPs: Oscillatory neuronal dynamics. In S. J. Luck, & E. S. Kappenman (
Eds. ), The Oxford handbook of event-related potential components (pp. 31-50). New York, NY: Oxford University Press. -
Bauer, B. L. M. (2020). Appositive compounds in dialectal and sociolinguistic varieties of French. In M. Maiden, & S. Wolfe (
Eds. ), Variation and change in Gallo-Romance (pp. 326-346). Oxford: Oxford University Press. -
Bauer, B. L. M. (2012). Chronologie et rythme du changement linguistique: Syntaxe vs. morphologie. In O. Spevak, & A. Christol (
Eds. ), Les évolutions du latin (pp. 45-65). Paris: L’Harmattan. -
Behne, T., Carpenter, M., Gräfenhain, M., Liebal, K., Liszkowski, U., Moll, H., Rakoczy, H., Tomasello, M., Warneken, F., & Wyman, E. (2008). Cultural learning and cultural creation. In U. Müller, J. Carpendale, N. Budwig, & B. Sokol (
Eds. ), Social life and social knowledge: Toward a process account of development (pp. 65-102). Hove: Psychology Press. -
Behnke, K. (1998). The acquisition of phonetic categories in young infants: A self-organising artificial neural network approach. PhD Thesis, University of Twente, Enschede. doi:10.17617/2.2057688.
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Bercelli, F., Rossano, F., & Viaro, M. (2008). Clients' responses to therapists' reinterpretations. In A. Peräkylä, C. Antaki, S. Vehviläinen, & I. Leudar (
Eds. ), Conversation analysis and psychotherapy (pp. 43-61). Cambridge: Cambridge University Press. -
Berthele, R. (2012). On the use of PUT Verbs by multilingual speakers of Romansh. In A. Kopecka, & B. Narasimhan (
Eds. ), Events of putting and taking: A crosslinguistic perspective (pp. 145-166). Amsterdam: Benjamins.Abstract
In this chapter, the multilingual systems of bilingual speakers of Sursilvan Romansh and German are analyzed. The Romansh and the German systems show important differences in the domain of placement. Romansh has a fairly general verb metter ‘to put’ whereas German uses different verbs (e.g., setzen ‘to set’, legen ‘to lay’, stellen ‘to stand’). Whereas there are almost no traces of German in the Romansh data elicited from the German-Romansh bilinguals, it appears that their production of German yields uses of the verbs which differ from the typical German system. Although the forms of the German verbs have been acquired by the bilingual speakers, their distribution in the data arguably reflects traces of the Romansh category of metter ‘to put’. -
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.Files private
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Bohnemeyer, J. (2008). The pitfalls of getting from here to there. In M. Bowerman, & P. Brown (
Eds. ), Crosslinguistic Perspectives on Argument Structure: Implications for Learnability (pp. 49-68). New York City, NY, USA: Lawrence Erlbaum Associates. -
Boroditsky, L., Gaby, A., & Levinson, S. C. (2008). Time in space. In A. Majid (
Ed. ), Field Manual Volume 11 (pp. 52-76). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.492932.Abstract
How do different languages and cultures conceptualise time? This question is part of a broader set of questions about how humans come to represent and reason about abstract entities – things we cannot see or touch. For example, how do we come to represent and reason about abstract domains like justice, ideas, kinship, morality, or politics? There are two aspects of this project: (1) Time arrangement tasks to assess the way people arrange time either as temporal progressions expressed in picture cards or done using small tokens or points in space. (2) A time & space language inventory to discover and document the linguistic coding of time and its relation to space, as well as the cultural knowledge structures related to time.Additional information
2008_Time_in_space_stimuli.zip -
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., & Croft, W. (2008). The acquisition of the English causative alternation. In M. Bowerman, & P. Brown (
Eds. ), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 279-306). Mahwah, NJ: Erlbaum. -
Bowerman, M., & Brown, P. (2008). Introduction. In M. Bowerman, & P. Brown (
Eds. ), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 1-26). Mahwah, NJ: Erlbaum.Abstract
This chapter outlines two influential "bootstrapping" proposals that draw on presumed universals of argument structure to account for young children's acquisition of grammar (semantic bootstrapping) and verb meaning (syntactic bootstrapping), discusses controversial issues raised by these proposals, and summarizes the new insights contributed to the debate by each of the chapters in this volume. -
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. (1977). The acquisition of word meaning: An investigation of some current concepts. In P. Johnson Laird, & P. Wason (
Eds. ), Thinking: Readings in cognitive science (pp. 239-253). Cambridge: Cambridge University Press. -
Bramão, I., Faísca, L., Petersson, K. M., & Reis, A. (2012). The contribution of color to object recognition. In I. Kypraios (
Ed. ), Advances in object recognition systems (pp. 73-88). Rijeka, Croatia: InTech. Retrieved from http://www.intechopen.com/books/advances-in-object-recognition-systems/the-contribution-of-color-in-object-recognition.Abstract
The cognitive processes involved in object recognition remain a mystery to the cognitive
sciences. We know that the visual system recognizes objects via multiple features, including
shape, color, texture, and motion characteristics. However, the way these features are
combined to recognize objects is still an open question. The purpose of this contribution is to
review the research about the specific role of color information in object recognition. Given
that the human brain incorporates specialized mechanisms to handle color perception in the
visual environment, it is a fair question to ask what functional role color might play in
everyday vision. -
Braun, B., & Chen, A. (2012). Now for something completely different: Anticipatory effects of intonation. In O. Niebuhr (
Ed. ), Understanding prosody: The role of context, function and communication (pp. 289-311). Berlin: de Gruyter.Abstract
INTRODUCTION It is nowadays well established that spoken sentence processing is achieved in an incremental manner. As a sentence unfolds over time, listeners rapidly process incoming information to eliminate local ambiguity and make predictions on the most plausible interpretation of the sentence. Previous research has shown that these predictions are based on all kinds of linguistic information, explicitly or implicitly in combination with world knowledge.1 A substantial amount of evidence comes from studies on online referential processing conducted in the visual-world paradigm (Cooper 1974; Eberhard, Spivey-Knowlton, Sedivy, and Tanenhaus 1995; Tanenhaus, Sedivy- Knowlton, Eberhard, and Sedivy 1995; Sedivy, Tanenhaus, Chambers, Carlson 1999). -
Brouwer, S., Cornips, L., & Hulk, A. (2008). Misrepresentation of Dutch neuter gender in older bilingual children? In B. Hazdenar, & E. Gavruseva (
Eds. ), Current trends in child second language acquisition: A generative perspective (pp. 83-96). Amsterdam: Benjamins. -
Brown, P. (2008). Verb specificity and argument realization in Tzeltal child language. In M. Bowerman, & P. Brown (
Eds. ), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 167-189). Mahwah, NJ: Erlbaum.Abstract
How do children learn a language whose arguments are freely ellipsed? The Mayan language Tzeltal, spoken in southern Mexico, is such a language. The acquisition pattern for Tzeltal is distinctive, in at least two ways: verbs predominate even in children’s very early production vocabulary, and these verbs are often very specific in meaning. This runs counter to the patterns found in most Indo-European languages, where nouns tend to predominate in early vocabulary and children’s first verbs tend to be ‘light’ or semantically general. Here I explore the idea that noun ellipsis and ‘heavy’ verbs are related: the ‘heavy’ verbs restrict the nominal reference and so allow recovery of the ‘missing’ nouns. Using data drawn from videotaped interaction of four Tzeltal children and their caregivers, I examined transitive clauses in an adult input sample and in child speech, and tested the hypothesis that direct object arguments are less likely to be realized overtly with semantically specific verbs than with general verbs. This hypothesis was confirmed, both for the adult input and for the speech of the children (aged 3;4-3;9). It is therefore possible that argument ellipsis could provide a clue to verb semantics (specific vs. general) for the Tzeltal child. -
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. (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. (1998). How and why are women more polite: Some evidence from a Mayan community. In J. Coates (
Ed. ), Language and gender (pp. 81-99). Oxford: Blackwell. -
Brown, P., & Levinson, S. C. (1998). Politeness, introduction to the reissue: A review of recent work. In A. Kasher (
Ed. ), Pragmatics: Vol. 6 Grammar, psychology and sociology (pp. 488-554). London: Routledge.Abstract
This article is a reprint of chapter 1, the introduction to Brown and Levinson, 1987, Politeness: Some universals in language usage (Cambridge University Press). -
Brown, P. (2012). To ‘put’ or to ‘take’? Verb semantics in Tzeltal placement and removal expressions. In A. Kopecka, & B. Narasimhan (
Eds. ), Events of putting and taking: A crosslinguistic perspective (pp. 55-78). Amsterdam: Benjamins.Abstract
This paper examines the verbs and other spatial vocabulary used for describing events of ‘putting’ and ‘taking’ in Tzeltal (Mayan). I discuss the semantics of different ‘put’ and ‘take’ verbs, the constructions they occur in, and the extensional patterns of verbs used in ‘put’ (Goal-oriented) vs. ‘take’ (Source-oriented) descriptions. A relatively limited role for semantically general verbs was found. Instead, Tzeltal is a ‘multiverb language’ with many different verbs usable to predicate ‘put’ and ‘take’ events, with verb choice largely determined by the shape, orientation, and resulting disposition of the Figure and Ground objects. The asymmetry that has been observed in other languages, with Goal-oriented ‘put’ verbs more finely distinguished lexically than Source-oriented ‘take’ verbs, is also apparent in Tzeltal. -
Wu, D. H., & Bulut, T. (2020). The contribution of statistical learning to language and literacy acquisition. In K. D. Federmeier, & H. W. Huang (
Eds. ), Psychology of Learning and Motivation (pp. 283-318). doi:10.1016/bs.plm.2020.02.001.Abstract
Acquisition and processing of written and spoken language is an impressive cognitive accomplishment considering the complexity of the tasks. While only humans seem to have evolved to the fullest extent the capacity that underpins these remarkable feats of development and civilization, the exact nature of such capacity has been subject to ongoing research. In this chapter, we focus on language competence and what makes it unique among the communication systems of different species. We then elaborate on the classical debate between nativist and environmentalist accounts of language acquisition, with reference to evidence for and against the critical period hypothesis. After introducing the regularity embedded in different languages and particularly in drastically different orthographies, we present behavioral and neurophysiological evidence for the sensitivity to systematic mapping between orthography and phonology. Because learning to read is to master such mapping, we assume that the ability to use statistical learning to appreciate the dependency among items would contribute to literacy acquisition. Empirical results from behavioral and neuroimaging experiments conducted in our and other laboratories provide support for the close link between statistical learning and literacy acquisition in native and foreign language. Such findings highlight the significance of domain-general statistical learning to domain-specific language acquisition, and point to an important direction for theories and practices of language education.Files private
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Burenhult, N. (2020). Foraging and the history of languages in the Malay Peninsula. In T. Güldemann, P. McConvell, & R. Rhodes (
Eds. ), The language of Hunter-Gatherers (pp. 164-197). Cambridge: Cambridge University Press. -
Burenhult, N. (2012). The linguistic encoding of placement and removal events in Jahai. In A. Kopecka, & B. Narasimhan (
Eds. ), Events of putting and taking: A crosslinguistic perspective (pp. 21-36). Amsterdam: Benjamins.Abstract
This paper explores the linguistic encoding of placement and removal events in Jahai (Austroasiatic, Malay Peninsula) on the basis of descriptions from a video elicitation task. It outlines the structural characteristics of the descriptions and isolates semantically a set of situation types that find expression in lexical opposites: (1) putting/taking, (2) inserting/extracting, (3) dressing/undressing, and (4) placing/removing one’s body parts. All involve deliberate and controlled placing/removing of a solid Figure object in relation to a Ground which is not a human recipient. However, they differ as to the identity of and physical relationship between Figure and Ground. The data also provide evidence of variation in how semantic roles are mapped onto syntactic constituents: in most situation types, Agent, Figure and Ground associate with particular constituent NPs, but some placement events are described with semantically specialised verbs encoding the Figure and even the Ground. -
Burkhardt, P. (2008). Dependency precedes independence: Online evidence from discourse processing. In A. Benz, & P. Kühnlein (
Eds. ), Constraints in discourse (pp. 141-158). Amsterdam: Benjamins.Abstract
This paper investigates the integration of definite determiner phrases (DPs) as a function of their contextual salience, which is reflected in the degree of dependency on prior information. DPs depend on previously established discourse referents or introduce a new, independent discourse referent. This paper presents a formal model that explains how discourse referents are represented in the language system and what kind of mechanisms are implemented during DP interpretation. Experimental data from an event-related potential study are discussed that demonstrate how definite DPs are integrated in real-time processing. The data provide evidence for two distinct mechanisms – Specify R and Establish Independent File Card – and substantiate a model that includes various processes and constraints at the level of discourse representation. -
Cablitz, G. (2002). Marquesan: A grammar of space. PhD Thesis, Christian Albrechts U., Kiel.
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Carroll, M., & Flecken, M. (2012). Language production under time pressure: insights into grammaticalisation of aspect (Dutch, Italian) and language processing in bilinguals (Dutch, German). In B. Ahrenholz (
Ed. ), Einblicke in die Zweitspracherwerbsforschung und Ihre methodischen Verfahren (pp. 49-76). Berlin: De Gruyter. -
Casasanto, D. (2008). Who's afraid of the big bad Whorf? Crosslinguistic differences in temporal language and thought. In P. Indefrey, & M. Gullberg (
Eds. ), Time to speak: Cognitive and neural prerequisites for time in language (pp. 63-79). Oxford: Wiley.Abstract
The idea that language shapes the way we think, often associated with Benjamin Whorf, has long been decried as not only wrong but also fundamentally wrong-headed. Yet, experimental evidence has reopened debate about the extent to which language influences nonlinguistic cognition, particularly in the domain of time. In this article, I will first analyze an influential argument against the Whorfian hypothesis and show that its anti-Whorfian conclusion is in part an artifact of conflating two distinct questions: Do we think in language? and Does language shape thought? Next, I will discuss crosslinguistic differences in spatial metaphors for time and describe experiments that demonstrate corresponding differences in nonlinguistic mental representations. Finally, I will sketch a simple learning mechanism by which some linguistic relativity effects appear to arise. Although people may not think in language, speakers of different languages develop distinctive conceptual repertoires as a consequence of ordinary and presumably universal neural and cognitive processes. -
Casasanto, D. (2012). Whorfian hypothesis. In J. L. Jackson, Jr. (
Ed. ), Oxford Bibliographies Online: Anthropology. Oxford: Oxford University Press. doi:10.1093/OBO/9780199766567-0058.Abstract
Introduction
The Sapir-Whorf hypothesis (a.k.a. the Whorfian hypothesis) concerns the relationship between language and thought. Neither the anthropological linguist Edward Sapir (b. 1884–d. 1939) nor his student Benjamin Whorf (b. 1897–d. 1941) ever formally stated any single hypothesis about the influence of language on nonlinguistic cognition and perception. On the basis of their writings, however, two proposals emerged, generating decades of controversy among anthropologists, linguists, philosophers, and psychologists. According to the more radical proposal, linguistic determinism, the languages that people speak rigidly determine the way they perceive and understand the world. On the more moderate proposal, linguistic relativity, habits of using language influence habits of thinking. As a result, people who speak different languages think differently in predictable ways. During the latter half of the 20th century, the Sapir-Whorf hypothesis was widely regarded as false. Around the turn of the 21st century, however, experimental evidence reopened debate about the extent to which language shapes nonlinguistic cognition and perception. Scientific tests of linguistic determinism and linguistic relativity help to clarify what is universal in the human mind and what depends on the particulars of people’s physical and social experience.
General Overviews and Foundational Texts
Writing on the relationship between language and thought predates Sapir and Whorf, and extends beyond the academy. The 19th-century German philosopher Wilhelm von Humboldt argued that language constrains people’s worldview, foreshadowing the idea of linguistic determinism later articulated in Sapir 1929 and Whorf 1956 (Humboldt 1988). The intuition that language radically determines thought has been explored in works of fiction such as Orwell’s dystopian fantasy 1984 (Orwell 1949). Although there is little empirical support for radical linguistic determinism, more moderate forms of linguistic relativity continue to generate influential research, reviewed from an anthropologist’s perspective in Lucy 1997, from a psychologist’s perspective in Hunt and Agnoli 1991, and discussed from multidisciplinary perspectives in Gumperz and Levinson 1996 and Gentner and Goldin-Meadow 2003. -
Casillas, M., & Hilbrink, E. (2020). Communicative act development. In K. P. Schneider, & E. Ifantidou (
Eds. ), Developmental and Clinical Pragmatics (pp. 61-88). Berlin: De Gruyter Mouton.Abstract
How do children learn to map linguistic forms onto their intended meanings? This chapter begins with an introduction to some theoretical and analytical tools used to study communicative acts. It then turns to communicative act development in spoken and signed language acquisition, including both the early scaffolding and production of communicative acts (both non-verbal and verbal) as well as their later links to linguistic development and Theory of Mind. The chapter wraps up by linking research on communicative act development to the acquisition of conversational skills, cross-linguistic and individual differences in communicative experience during development, and human evolution. Along the way, it also poses a few open questions for future research in this domain. -
Chen, J. (2008). The acquisition of verb compounding in Mandarin Chinese. PhD Thesis, Vrije Universiteit Amsterdam, Amsterdam.
Abstract
Seeing someone breaking a stick into two, an English speaks typically describes with a verb break, but a Mandarin speaker has to say bai1-duan4 ‘bend-be.broken’, a verb
compound composed of two free verbs with each verb encoding one aspect of the breaking event. Verb compounding represents a typical and productive way to describe
events of motion (e.g., zou3-chu1 ‘walk-exit’), and state change (e.g., bai1-duan4 ‘bendbe.broken’), the most common types of events that children of all languages are exposed
to from an early age. Since languages vary in how events are linguistically encoded and categorized, the development of verb compounding provides a window to investigate the
acquisition of form and meaning mapping for highly productive but constrained constructions and the interaction between children’s linguistic development and cognitive
development. The theoretical analysis of verb compounds has been one of the central issues in Chinese linguistics, but the acquisition of this grammatical system has never
been systematically studied. This dissertation constitutes the first in-depth study of this topic. It analyzes speech data from two longitudinal corpora as well as the data collected from five experiments on production and comprehension of verb compounds from children in P. R. China. It provides a description of the developmental process and unravels the complex learning tasks from the perspective of language production, comprehension, event categorization, and the interface of semantics and syntax. In showing how first-language learners acquire the Mandarin-specific way of representing and encoding causal events and motion events, this study has significance both for studies of language acquisition and for studies of cognition and event construal.Additional information
full text via Vrije Universiteit Amsterdam -
Chen, J. (2012). “She from bookshelf take-descend-come the box”: Encoding and categorizing placement events in Mandarin. In A. Kopecka, & B. Narasimhan (
Eds. ), Events of putting and taking: A crosslinguistic perspective (pp. 37-54). Amsterdam: Benjamins.Abstract
This paper investigates the lexical semantics of placement verbs in Mandarin. The majority of Mandarin placement verbs are directional verb compounds (e.g., na2-xia4-lai2 ‘take-descend-come’). They are composed of two or three verbs in a fixed order, each encoding certain semantic components of placement events. The first verb usually conveys object manipulation and the second and the third verbs indicate the Path of motion, including Deixis. The first verb, typically encoding object manipulation, can be semantically general or specific: two general verbs, fang4 ‘put’ and na2 ‘take’, have large but constrained extensional categories, and a number of specific verbs are used based on the Manner of manipulation of the Figure object, the relationship between and the physical properties of Figure and Ground, intentionality of the Agent, and the type of instrument. -
Chen, A. (2012). Shaping the intonation of Wh-questions: Information structure and beyond. In J. P. de Ruiter (
Ed. ), Questions: Formal, functional and interactional perspectives (pp. 146-164). New York: Cambridge University Press.Files private
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Chen, A. (2012). The prosodic investigation of information structure. In M. Krifka, & R. Musan (
Eds. ), The expression of information structure (pp. 249-286). Berlin: de Gruyter. -
Chu, M., & Kita, S. (2012). The role of spontaneous gestures in spatial problem solving. In E. Efthimiou, G. Kouroupetroglou, & S.-E. Fotinea (
Eds. ), Gesture and sign language in human-computer interaction and embodied communication: 9th International Gesture Workshop, GW 2011, Athens, Greece, May 25-27, 2011, revised selected papers (pp. 57-68). Heidelberg: Springer.Abstract
When solving spatial problems, people often spontaneously produce hand gestures. Recent research has shown that our knowledge is shaped by the interaction between our body and the environment. In this article, we review and discuss evidence on: 1) how spontaneous gesture can reveal the development of problem solving strategies when people solve spatial problems; 2) whether producing gestures can enhance spatial problem solving performance. We argue that when solving novel spatial problems, adults go through deagentivization and internalization processes, which are analogous to young children’s cognitive development processes. Furthermore, gesture enhances spatial problem solving performance. The beneficial effect of gesturing can be extended to non-gesturing trials and can be generalized to a different spatial task that shares similar spatial transformation processes. -
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. -
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. -
Crasborn, O. A., Hanke, T., Efthimiou, E., Zwitserlood, I., & Thoutenhooft, E. (
Eds. ). (2008). Construction and Exploitation of Sign Language Corpora. 3rd Workshop on the Representation and Processing of Sign Languages. Paris: ELDA. -
Crasborn, O., & Windhouwer, M. (2012). ISOcat data categories for signed language resources. In E. Efthimiou, G. Kouroupetroglou, & S.-E. Fotinea (
Eds. ), Gesture and sign language in human-computer interaction and embodied communication: 9th International Gesture Workshop, GW 2011, Athens, Greece, May 25-27, 2011, revised selected papers (pp. 118-128). Heidelberg: Springer.Abstract
As the creation of signed language resources is gaining speed world-wide, the need for standards in this field becomes more acute. This paper discusses the state of the field of signed language resources, their metadata descriptions, and annotations that are typically made. It then describes the role that ISOcat may play in this process and how it can stimulate standardisation without imposing standards. Finally, it makes some initial proposals for the thematic domain ‘sign language’ that was introduced in 2011. -
Creemers, A. (2020). Morphological processing and the effects of semantic transparency. PhD Thesis, University of Pennsylvania, Philadelphia, PA, USA.
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Cronin, K. A. (2012). Cognitive aspects of prosocial behavior in nonhuman primates. In N. M. Seel (
Ed. ), Encyclopedia of the sciences of learning. Part 3 (2nd ed., pp. 581-583). Berlin: Springer.Abstract
Definition Prosocial behavior is any behavior performed by one individual that results in a benefit for another individual. Prosocial motivations, prosocial preferences, or other-regarding preferences refer to the psychological predisposition to behave in the best interest of another individual. A behavior need not be costly to the actor to be considered prosocial, thus the concept is distinct from altruistic behavior which requires that the actor incurs some cost when providing a benefit to another. -
Cutfield, S. (2012). Demonstratives in Dalabon: A language of southwestern Arnhem Land. PhD Thesis, Monash University, Melbourne.
Abstract
This study is a comprehensive description of the nominal demonstratives in Dalabon, a severely endangered Gunwinyguan non-Pama-Nyungan language of southwestern Arnhem Land, northern Australia. Demonstratives are attested in the basic vocabulary of every language, yet remain heretofore underdescribed in Australian languages. Traditional definitions of demonstratives as primarily making spatial reference have recently evolved at a great pace, with close analyses of demonstratives-in-use revealing that their use in spatial reference, in narrative discourse, and in interaction is significantly more complex than previously assumed, and that definitions of demonstrative forms are best developed after consideration of their use across these contexts. The present study reinforces findings of complexity in demonstrative use, and the significance of a multidimensional characterization of demonstrative forms. This study is therefore a contribution to the description of Dalabon, to the analysis of demonstratives in Australian languages, and to the theory and typology of demonstratives cross-linguistically. In this study, I present a multi-dimensional analysis of Dalabon demonstratives, using a variety of theoretical frameworks and research tools including descriptive linguistics, lexical-functional grammar, discourse analysis, gesture studies and pragmatics. Using data from personal narratives, improvised interactions and elicitation sessions to investigate the demonstratives, this study takes into account their morphosyntactic distribution, uses in the speech situation, interactional factors, discourse phenomena, concurrent gesture, and uses in personal narratives. I conclude with a unified account of the intenstional and extensional semantics of each form surveyed. The Dalabon demonstrative paradigm divides into two types, those which are spatially-specific and those which are non-spatial. The spatially-specific demonstratives nunda ‘this (in the here-space)’ and djakih ‘that (in the there-space)’ are shown not to encode the location of the referent per se, rather its relative position to dynamic physical and social elements of the speech situation such as the speaker’s engagement area and here-space. Both forms are also used as spatial adverbs to mean ‘here’ and ‘there’ respectively, while only nunda is also used as a temporal adverb ‘now, today’. The spatially-specific demonstratives are limited to situational use in narratives. The non-spatial demonstratives kanh/kanunh ‘that (identifiable)’ and nunh ‘that (unfamiliar, contrastive)’ are used in both the speech situation and personal narratives to index referents as ‘identifiable’ or ‘unfamiliar’ respectively. Their use in the speech situation can conversationally implicate that the referent is distal. The non-spatial demonstratives display the greatest diversity of use in narratives, each specializing for certain uses, yet their wide distribution across discourse usage types can be described on account of their intensional semantics. The findings of greatest typological interest in this study are that speakers’ choice of demonstrative in the speech situation is influenced by multiple simultaneous deictic parameters (including gesture); that oppositions in the Dalabon demonstrative paradigm are not equal, nor exclusively semantic; that the form nunh ‘that (unfamiliar, contrastive)’ is used to index a referent as somewhat inaccessible or unexpected; that the ‘recognitional’ form kanh/kanunh is instead described as ‘identifiable’; and that speakers use demonstratives to index emotional deixis to a referent, or to their addressee. -
Cutfield, S. (2012). Principles of Dalabon plant and animal names and classification. In D. Bordulk, N. Dalak, M. Tukumba, L. Bennett, R. Bordro Tingey, M. Katherine, S. Cutfield, M. Pamkal, & G. Wightman (
Eds. ), Dalabon plants and animals: Aboriginal biocultural knowledge from Southern Arnhem Land, North Australia (pp. 11-12). Palmerston, NT, Australia: Department of Land and Resource Management, Northern Territory. -
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. (1998). Prosodic structure and word recognition. In A. D. Friederici (
Ed. ), Language comprehension: A biological perspective (pp. 41-70). Heidelberg: Springer. -
Dimitrova, D. V. (2012). Neural correlates of prosody and information structure. PhD Thesis, Rijksuniversiteit Groningen.
Abstract
The present dissertation investigates what neurocognitive processes are activated in the brain when listeners comprehend spoken language and in particular the melody and rhythm of speech, also referred to as prosody. The findings of several electrophysiological studies show that prosody influences the early and late stages of spoken language processing. When words are accented, listeners consider them important, and the brain responds to accentuation already 200 milliseconds after stimulus onset. The processing of prosodic prominence occurs whether or not a context is present and whether or not accent is congruent with context, although the responses to accentuation may be modified by either of these factors and by the focus particle only. Listeners are sensitive not only to the presence of prosodic prominence but also to the type of accents speakers use: corrective prosody activates additional interpretation mechanisms related to the construction of corrective meaning. The parallel between accents across clauses impacts the disambiguation of sentences with verb ellipsis. By interpreting prosodically parallel elements as syntactically parallel, listeners arrive at less preferred interpretations of conjoined clauses. The research indentifies early correlates of incongruous prosody in strongly predictive contexts as well as late integration processes for prosody comprehension, which are related to the processing of structural complexity in isolated and ambiguous sentences. The dissertation provides evidence that the brain is sensitive to differences in prosody even in the absence of prosodic judgment. However, by changing the task, one modulates the neural mechanisms of prosody processing. -
Dimroth, C. (2008). Perspectives on second language acquisition at different ages. In J. Philp, R. Oliver, & A. Mackey (
Eds. ), Second language acquisition and the younger learner: Child's play? (pp. 53-79). Amsterdam: Benjamins.Abstract
Empirical studies addressing the age factor in second language acquisition have mainly been concerned with a comparison of end state data (from learners before and after the closure of a putative Critical Period for language acquisition) to the native speaker norm. Based on longitudinal corpus data, this paper investigates the affect of age on end state, rate and the process of acquisition and addresses the question of whether different grammatical domains are equally affected. To this end, the paper presents summarized findings from the acquisition of word order and inflectional morphology in L2 German by Russian learners of different ages and discusses theoretical implications that can be drawn from this evidence. -
Dimroth, C., & Haberzettl, S. (2008). Je älter desto besser: Der Erwerb der Verbflexion in Kindesalter. In B. Ahrenholz, U. Bredel, W. Klein, M. Rost-Roth, & R. Skiba (
Eds. ), Empirische Forschung und Theoriebildung: Beiträge aus Soziolinguistik, Gesprochene-Sprache- und Zweitspracherwerbsforschung: Festschrift für Norbert Dittmar (pp. 227-238). Frankfurt am Main: Lang. -
Dimroth, C. (2008). Kleine Unterschiede in den Lernvoraussetzungen beim ungesteuerten Zweitspracherwerb: Welche Bereiche der Zielsprache Deutsch sind besonders betroffen? In B. Ahrenholz (
Ed. ), Kinder und Migrationshintergrund: Spracherwerb und Fördermöglichkeiten (pp. 117-133). Freiburg: Fillibach. -
Dimroth, C., & Narasimhan, B. (2012). The acquisition of information structure. In M. Krifka, & R. Musan (
Eds. ), The expression of information structure (pp. 319-362). Mouton de Gruyter: Berlin. -
Dimroth, C., & Haberzettl, S. (2012). The older the better, or more is more: Language acquisition in childhood. In M. Watorek, S. Benazzo, & M. Hickmann (
Eds. ), Comparative perspectives on language acquisition: A tribute to Clive Perdue (pp. 324-349). Bristol: Multilingual Matters. -
Dingemanse, M., Hill, C., Majid, A., & Levinson, S. C. (2008). Ethnography of the senses. In A. Majid (
Ed. ), Field manual volume 11 (pp. 18-28). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.492935.Abstract
This entry provides some orientation and task suggestions on how to explore the perceptual world of your field site and the interaction between the cultural world and the sensory lexicon in your community. The material consists of procedural texts; soundscapes; other documentary and observational tasks. The goal of this task is to explore the perceptual world of your field site and the interaction between the cultural world and the sensory lexicon in your community. -
Dingemanse, M. (2012). Kleurt taal je wereldbeeld? Over de relatie tussen taal en denken. In M. Boogaard, & M. Jansen (
Eds. ), Alles wat je altijd al had willen weten over taal: De taalcanon (pp. 209-211). Amsterdam: Meulenhoff.Abstract
Mensen groeien op in verschillende omgevingen, met verschillende ervaringen en verschillende talen. Betekent dat ook dat ze verschillend denken? En als er invloed is van taal op denken, hoe ver reikt die dan? Wordt ons denken begrensd door woorden, of is de invloed meer gematigd en kunnen we er soms zelfs aan ontkomen? -
Dingemanse, M. (2020). Recruiting assistance and collaboration: A West-African corpus study. In S. Floyd, G. Rossi, & N. J. Enfield (
Eds. ), Getting others to do things: A pragmatic typology of recruitments (pp. 369-241). Berlin: Language Science Press. doi:10.5281/zenodo.4018388.Abstract
Doing things for and with others is one of the foundations of human social life. This chapter studies a systematic collection of 207 requests for assistance and collaboration from a video corpus of everyday conversations in Siwu, a Kwa language of Ghana. A range of social action formats and semiotic resources reveals how language is adapted to the interactional challenges posed by recruiting assistance. While many of the formats bear a language-specific signature, their sequential and interactional properties show important commonalities across languages. Two tentative findings are put forward for further cross-linguistic examination: a “rule of three” that may play a role in the organisation of successive response pursuits, and a striking commonality in animal-oriented recruitments across languages that may be explained by convergent cultural evolution. The Siwu recruitment system emerges as one instance of a sophisticated machinery for organising collaborative action that transcends language and culture. -
Dirksmeyer, T. (2008). Spatial deixis in Chintang: Aspects of a grammar of space. Master Thesis, Universität Leipzig, Leipzig.
Abstract
This thesis examines the semantic structures underlying the encoding of space in Chintang, a Kiranti (Sino-Tibetan) language of Nepal. It provides a short general introduction to the history of thinking and speaking about space as well as to the notions of deixis and transposition, and sketches a state-of-the-art theory for categorizing spatial semantics (Levinson 2003). Drawing on targeted elicitation with native speakers, the empirical part then relates linguistic items of Chintang to the theoretical framework, with a focus on the nominal domain. After an analysis of deictic, topological, intrinsic and absolute spatial relations and their reflections in the language, the investigation concludes by comparing sets of Chintang deictics to those found in neighbouring Belhare (Bickel 2001). Despite striking formal resemblances, the semantic differences found indicate that even across closely related languages, meaning does not generalize easily. -
Drude, S. (2008). Die Personenpräfixe des Guaraní und ihre lexikographische Behandlung. In W. Dietrich, & H. Symeonidis (
Eds. ), Geschichte und Aktualität der deutschsprachigen Guaraní-Philologie: Akten der Guaraní-Tagung in Kiel und Berlin 25.-27. Mai 2000 (pp. 198-234). Berlin: Lit Verlag.Abstract
Der vorliegende Beitrag zum Kieler Symposium1 stellt die Resultate eines Teilbereichs meiner Arbeit zum Guarani vor, nämlich einen Vorschlag zur Analyse der Personenpräfixe dieser Sprache und der mit ihnen verbundenen grammatischen Kategorien. Die im Titel angedeutete lexikographische Fragestellung bedarf einer näheren Erläuterung, die ich im Zusammenhang mit einer kurzen Darstellung der Motivation für meine Untersuchungen geben will -
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. -
Drude, S. (2008). Inflectional units and their effects: The case of verbal prefixes in Guaraní. In R. Sackmann (
Ed. ), Explorations in integrational linguistics: Four essays on German, French, and Guaraní (pp. 153-189). Amsterdam: Benjamins.Abstract
With the present essay I pursue a threefold aim as will be explained in the following paragraphs. Since I cannot expect my readers to be familiar with the language studied, Guaran´ı, more information about this language will be given in the next subsection. -
Drude, S. (2012). Prospects for e-grammars and endangered languages corpora. In F. Seifart, G. Haig, N. P. Himmelmann, D. Jung, A. Margetts, & P. Trilsbeek (
Eds. ), Potentials of language documentation: Methods, analyses, and utilization (pp. 7-16). Honolulu: University of Hawai'i Press.Abstract
This contribution explores the potentials of combining corpora of language use data with language description in e-grammars (or digital grammars). We present three directions of ongoing research and discuss the advantages of combining these and similar approaches, arguing that the technological possibilities have barely begun to be explored. -
Drude, S. (2008). Tense, aspect and mood in Awetí verb paradigms: Analytic and synthetic forms. In K. D. Harrison, D. S. Rood, & A. Dwyer (
Eds. ), Lessons from documented endangered languages (pp. 67-110). Amsterdam: Benjamins.Abstract
This paper describes the verbal Tense-Aspect-Mood system of Awetí (Tupian, Central Brazil) in a Word-and-Paradigm approach. One classification of Awetí verb forms contains clear aspect categories. A second set of independent classifications renders at least four moods and contains a third major TAM classification, factuality, that has one mainly temporal category Future, while others are partially or wholly modal. Structural categories reflect the formal composition of the forms. Some forms are synthetic, ‘marked’ only by means of affixes, but many are analytic, containing auxiliary particles. With selected sample forms we demonstrate in detail the interplay of structural and functional categories in Awetí verb paradigms. -
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.
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Eisner, F. (2012). Perceptual learning in speech. In N. M. Seel (
Ed. ), Encyclopedia of the sciences of learning. Part 16 (2nd. ed., pp. 2583-2584). Berlin: Springer.Abstract
Definition Perceptual learning in speech describes a change in the mapping from acoustic cues in the speech signal to abstract linguistic representations. Learning leads to a lasting benefit to the listener by improving speech comprehension. The change can occur as a response to a specific feature (such as a talker- or accent idiosyncrasy) or to a global degradation of the signal (such as in synthesized or compressed speech). In perceptual learning, a top-down process is involved in causing the change, whereas purely bottom-up, signal-driven phenomena are considered to be adaptation. -
Eisner, F., & Scott, S. K. (2008). Speech and auditory processing in the cortex: Evidence from functional neuroimaging. In A. Cacace, & D. McFarland (
Eds. ), Controversies in central auditory processing disorder. San Diego, Ca: Plural Publishing. -
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. (2008). Verbs and multi-verb construction in Lao. In A. V. Diller, J. A. Edmondson, & Y. Luo (
Eds. ), The Tai-Kadai languages (pp. 83-183). London: Routledge. -
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., & Majid, A. (2008). Constructions in 'language and perception'. In A. Majid (
Ed. ), Field Manual Volume 11 (pp. 11-17). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.492949.Abstract
This field guide is for eliciting information about grammatical resources used in describing perceptual events and perception-based properties and states. A list of leading questions outlines an underlying semantic space for events/states of perception, against which language-specific constructions may be defined. It should be used as an entry point into a flexible exploration of the structures and constraints which are specific to the language you are working on. The goal is to provide a cross-linguistically comparable description of the constructions of a language used in describing perceptual events and states. The core focus is to discover any sensory asymmetries, i.e., ways in which different sensory modalities are treated differently with respect to these constructions. -
Enfield, N. J., Brown, P., & De Ruiter, J. (2012). Epistemic dimensions of polar questions: Sentence-final particles in comparative perspective. In J. P. De Ruiter (
Ed. ), Questions: Formal, functional and interactional perspectives (pp. 193-221). New York: Cambridge University Press. -
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. (2008). Common ground as a resource for social affiliation. In I. Kecskes, & J. L. Mey (
Eds. ), Intention, common ground and the egocentric speaker-hearer (pp. 223-254). Berlin: Mouton de Gruyter.
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