Publications

Displaying 1 - 100 of 117
  • 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.
  • Blomert, L., & Hagoort, P. (1987). Neurobiologische en neuropsychologische aspecten van dyslexie. In J. Hamers, & A. Van der Leij (Eds.), Dyslexie 87 (pp. 35-44). Lisse: Swets and Zeitlinger.
  • Bohnemeyer, J. (1998). Temporale Relatoren im Hispano-Yukatekischen Sprachkontakt. In A. Koechert, & T. Stolz (Eds.), Convergencia e Individualidad - Las lenguas Mayas entre hispanización e indigenismo (pp. 195-241). Hannover, Germany: Verlag für Ethnologie.
  • Bohnemeyer, J. (1998). Sententiale Topics im Yukatekischen. In Z. Dietmar (Ed.), Deskriptive Grammatik und allgemeiner Sprachvergleich (pp. 55-85). Tübingen, Germany: Max-Niemeyer-Verlag.
  • Bohnemeyer, J. (2000). Where do pragmatic meanings come from? In W. Spooren, T. Sanders, & C. van Wijk (Eds.), Samenhang in Diversiteit; Opstellen voor Leo Noorman, aangeboden bij gelegenheid van zijn zestigste verjaardag (pp. 137-153).
  • Bowerman, M. (1985). Beyond communicative adequacy: From piecemeal knowledge to an integrated system in the child's acquisition of language. In K. Nelson (Ed.), Children's language (pp. 369-398). Hillsdale, N.J.: Lawrence Erlbaum.

    Abstract

    (From the chapter) the first section considers very briefly the kinds of processes that can be inferred to underlie errors that do not set in until after a period of correct usage acquisition often seems to be a more extended process than we have envisioned summarize a currently influential model of how linguistic forms, meaning, and communication are interrelated in the acquisition of language, point out some challenging problems for this model, and suggest that the notion of "meaning" in language must be reconceptualized before we can hope to solve these problems evidence from several types of late errors is marshalled in support of these arguments (From the preface) provides many examples of new errors that children introduce at relatively advanced stages of mastery of semantics and syntax Bowerman views these seemingly backwards steps as indications of definite steps forward by the child achieving reflective, flexible and integrated systems of semantics and syntax (
  • Bowerman, M. (1987). Commentary: Mechanisms of language acquisition. In B. MacWhinney (Ed.), Mechanisms of language acquisition (pp. 443-466). Hillsdale, N.J.: Lawrence Erlbaum.
  • Bowerman, M. (1985). What shapes children's grammars? In D. Slobin (Ed.), The crosslinguistic study of language acquisition (pp. 1257-1319). Hillsdale, N.J.: Lawrence Erlbaum.
  • 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., & 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., & 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.
  • 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. (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., & Pearson, M. (1985). On the analysis of prosodic turn-taking cues. In C. Johns-Lewis (Ed.), Intonation in discourse (pp. 139-155). London: Croom Helm.
  • Cutler, A. (1985). Performance measures of lexical complexity. In G. Hoppenbrouwers, P. A. Seuren, & A. Weijters (Eds.), Meaning and the lexicon (pp. 75). Dordrecht: Foris.
  • 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. (1987). Speaking for listening. In A. Allport, D. MacKay, W. Prinz, & E. Scheerer (Eds.), Language perception and production: Relationships between listening, speaking, reading and writing (pp. 23-40). London: Academic Press.

    Abstract

    Speech production is constrained at all levels by the demands of speech perception. The speaker's primary aim is successful communication, and to this end semantic, syntactic and lexical choices are directed by the needs of the listener. Even at the articulatory level, some aspects of production appear to be perceptually constrained, for example the blocking of phonological distortions under certain conditions. An apparent exception to this pattern is word boundary information, which ought to be extremely useful to listeners, but which is not reliably coded in speech. It is argued that the solution to this apparent problem lies in rethinking the concept of the boundary of the lexical access unit. Speech rhythm provides clear information about the location of stressed syllables, and listeners do make use of this information. If stressed syllables can serve as the determinants of word lexical access codes, then once again speakers are providing precisely the necessary form of speech information to facilitate perception.
  • 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. (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.
  • 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.
  • 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
  • Friederici, A., & Levelt, W. J. M. (1987). Sprache. In K. Immelmann, K. Scherer, & C. Vogel (Eds.), Funkkolleg Psychobiologie (pp. 58-87). Weinheim: Beltz.
  • Gordon, P. C., Lowder, M. W., & Hoedemaker, R. S. (2016). Reading in normally aging adults. In H. Wright (Ed.), Cognitive-Linguistic Processes and Aging (pp. 165-192). Amsterdam: Benjamins. doi:10.1075/z.200.07gor.

    Abstract

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

    Abstract

    A neurobiological model of language is discussed that overcomes the shortcomings of the classical Wernicke-Lichtheim-Geschwind model. It is based on a subdivision of language processing into three components: Memory, Unification, and Control. The functional components as well as the neurobiological underpinnings of the model are discussed. In addition, the need for extension beyond the classical core regions for language is shown. Attentional networks as well as networks for inferential processing are crucial to realize language comprehension beyond single word processing and beyond decoding propositional content.
  • Hagoort, P. (1998). The shadows of lexical meaning in patients with semantic impairments. In B. Stemmer, & H. Whitaker (Eds.), Handbook of neurolinguistics (pp. 235-248). New York: Academic Press.
  • Hagoort, P. (2016). Zij zijn ons brein. In J. Brockman (Ed.), Machines die denken: Invloedrijke denkers over de komst van kunstmatige intelligentie (pp. 184-186). Amsterdam: Maven Publishing.
  • 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.

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  • Jordens, P. (1998). Defaultformen des Präteritums. Zum Erwerb der Vergangenheitsmorphologie im Niederlänidischen. In H. Wegener (Ed.), Eine zweite Sprache lernen (pp. 61-88). Tübingen, Germany: Verlag Gunter Narr.
  • Kempen, G., Anbeek, G., Desain, P., Konst, L., & De Semdt, K. (1987). Author environments: Fifth generation text processors. In Commission of the European Communities. Directorate-General for Telecommunications, Information Industries, and Innovation (Ed.), Esprit'86: Results and achievements (pp. 365-372). Amsterdam: Elsevier Science Publishers.
  • Kempen, G., Anbeek, G., Desain, P., Konst, L., & De Smedt, K. (1987). Author environments: Fifth generation text processors. In Commission of the European Communities. Directorate-General for Telecommunications, Information Industries, and Innovation (Ed.), Esprit'86: Results and achievements (pp. 365-372). Amsterdam: Elsevier Science Publishers.
  • Kempen, G. (1985). Artificiële intelligentie: Bouw, benutting, beheersing. In W. Veldkamp (Ed.), Innovatie in perspectief (pp. 42-47). Vianen: Nixdorf Computer B.V.
  • Kempen, G. (1998). Sentence parsing. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer.
  • Kempen, G., Schotel, H., & Pijls, J. (1985). Taaltechnologie en taalonderwijs. In J. Heene (Ed.), Onderwijs en informatietechnologie. Den Haag: Stichting voor Onderzoek van het Onderwijs (SVO).
  • 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. (1985). Ellipse, Fokusgliederung und thematischer Stand. In R. Meyer-Hermann, & H. Rieser (Eds.), Ellipsen und fragmentarische Ausdrücke (pp. 1-24). Tübingen: Niemeyer.
  • Klein, W. (1985). Argumentationsanalyse: Ein Begriffsrahmen und ein Beispiel. In W. Kopperschmidt, & H. Schanze (Eds.), Argumente - Argumentationen (pp. 208-260). München: Fink.
  • 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., & Klein, W. (1971). Formale Poetik und Linguistik. In Beiträge zu den Sommerkursen des Goethe-Instituts München (pp. 190-195).
  • Klein, W. (1987). L'espressione della temporalita in una varieta elementare di L2. In A. Ramat (Ed.), L'apprendimento spontaneo di una seconda lingua (pp. 131-146). Bologna: Molino.
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  • Klein, W. (1985). Sechs Grundgrößen des Spracherwerbs. In R. Eppeneder (Ed.), Lernersprache: Thesen zum Erwerb einer Fremdsprache (pp. 67-106). München: Goethe Institut.
  • 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.
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  • Kuijpers, C. T., Coolen, R., Houston, D., & Cutler, A. (1998). Using the head-turning technique to explore cross-linguistic performance differences. In C. Rovee-Collier, L. Lipsitt, & H. Hayne (Eds.), Advances in infancy research: Vol. 12 (pp. 205-220). Stamford: Ablex.
  • Levelt, W. J. M. (2016). Localism versus holism. Historical origins of studying language in the brain. In R. Rubens, & M. Van Dijk (Eds.), Sartoniana vol. 29 (pp. 37-60). Ghent: Ghent University.
  • Levelt, W. J. M. (2016). The first golden age of psycholinguistics 1865-World War I. In R. Rubens, & M. Van Dyck (Eds.), Sartoniana vol. 29 (pp. 15-36). Ghent: Ghent University.
  • Levelt, W. J. M., & De Swaan, A. (2016). Levensbericht Nico Frijda. In Koninklijke Nederlandse Akademie van Wetenschappen (Ed.), Levensberichten en herdenkingen 2016 (pp. 16-25). Amsterdam: KNAW.
  • Levelt, W. J. M. (1987). Hochleistung in Millisekunden - Sprechen und Sprache verstehen. In Jahrbuch der Max-Planck-Gesellschaft (pp. 61-77). Göttingen: Vandenhoeck & Ruprecht.
  • Levelt, W. J. M. (2000). Introduction Section VII: Language. In M. S. Gazzaniga (Ed.), The new cognitive neurosciences; 2nd ed. (pp. 843-844). Cambridge: MIT Press.
  • Levelt, W. J. M. (2000). Psychology of language. In K. Pawlik, & M. R. Rosenzweig (Eds.), International handbook of psychology (pp. 151-167). London: SAGE publications.
  • Levelt, W. J. M., & d'Arcais, F. (1987). Snelheid en uniciteit bij lexicale toegang. In H. Crombag, L. Van der Kamp, & C. Vlek (Eds.), De psychologie voorbij: Ontwikkelingen rond model, metriek en methode in de gedragswetenschappen (pp. 55-68). Lisse: Swets & Zeitlinger.
  • Levelt, W. J. M. (2000). Speech production. In A. E. Kazdin (Ed.), Encyclopedia of psychology (pp. 432-433). Oxford University Press.
  • Levelt, W. J. M., & Indefrey, P. (2000). The speaking mind/brain: Where do spoken words come from? In A. Marantz, Y. Miyashita, & W. O'Neil (Eds.), Image, language, brain: Papers from the First Mind Articulation Project Symposium (pp. 77-94). Cambridge, Mass.: MIT Press.
  • Levinson, S. C. (1998). Deixis. In J. L. Mey (Ed.), Concise encyclopedia of pragmatics (pp. 200-204). Amsterdam: Elsevier.
  • Levinson, S. C. (1998). Minimization and conversational inference. In A. Kasher (Ed.), Pragmatics: Vol. 4 Presupposition, implicature and indirect speech acts (pp. 545-612). London: Routledge.
  • Levinson, S. C. (2016). Language and mind: Let's get the issues straight! In S. D. Blum (Ed.), Making sense of language: Readings in culture and communication [3rd ed.] (pp. 68-80). Oxford: Oxford University Press.
  • Levinson, S. C. (2016). The countable singulare tantum. In A. Reuneker, R. Boogaart, & S. Lensink (Eds.), Aries netwerk: Een constructicon (pp. 145-146). Leiden: Leiden University.
  • Majid, A. (2016). Was wir von anderen Kulturen über den Geruchsinn lernen können. In Museum Tinguely (Ed.), Belle Haleine – Der Duft der Kunst. Interdisziplinäres Symposium (pp. 73-79). Heidelberg: Kehrer.
  • Majid, A. (2016). What other cultures can tell us about the sense of smell. In Museum Tinguely (Ed.), Belle haleine - the scent of art: interdisciplinary symposium (pp. 72-77). Heidelberg: Kehrer.
  • Matić, D., Hammond, J., & Van Putten, S. (2016). Left-dislocation, sentences and clauses in Avatime, Tundra Yukaghir and Whitesands. In J. Fleischhauer, A. Latrouite, & R. Osswald (Eds.), Exploring the Syntax-Semantics Interface. Festschrift for Robert D. Van Valin, Jr. (pp. 339-367). Düsseldorf: Düsseldorf University Press.
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    Abstract

    This paper reports the results of a study on the prosodic marking of broad and contrastive focus in three language varieties of which two are in contact: bilingual Peruvian Spanish, Quechua and Peninsular Spanish. An interactive communicative task revealed that the prosodic marking of contrastive focus was limited in all three language varieties. No systematic correspondence was observed between specific contour/accent types and focus, and the phonetic marking of contrastive focus was weak and restricted to phrase-final position. Interestingly, we identified two contours for bilingual Peruvian Spanish that were present in Quechua, but not in Peninsular Spanish, providing evidence for a prosodic transfer from Quechua to Spanish in Quechua-Spanish bilinguals.
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    Abstract

    Can studying left- and right-handers inform us about cognition? In this chapter, we give an overview of research showing that studying left- and right-handers is informative for understanding the way the brain is organized (i.e., lateralized), as there appear to be differences between left- and right-handers in this respect, but also on the behavioral level handedness studies can provide new insights. According to theories of embodied cognition, our body can influence cognition. Given that left- and right-handers use their bodies differently, this might reflect their performance on an array of cognitive tasks. Indeed, handedness can have an influence on, for instance, what side of space we judge as more positive, the way we gesture, how we remember things, and how we learn new words. Laterality research can, therefore, provide valuable information as to how we act and why
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    Abstract

    The human language processor is conceived as a system that consists of several interrelated subsystems. Each subsystem performs a specific task in the complex process of language comprehension and production. A subsystem receives a particular input, performs certain specific operations on this input and yields a particular output. The subsystems can be characterized in terms of the transformations that relate the input representations to the output representations. An important issue in describing the language processing system is to identify the subsystems and to specify the relations between the subsystems. These relations can be conceived in two different ways. In one conception the subsystems are autonomous. They are related to each other only by the input-output channels. The operations in one subsystem are not affected by another system. The subsystems are modular, that is they are independent. In the other conception, the different subsystems influence each other. A subsystem affects the processes in another subsystem. In this conception there is an interaction between the subsystems.
  • Ortega, G. (2016). Language acquisition and development. In G. Gertz (Ed.), The SAGE Deaf Studies Encyclopedia. Vol. 3 (pp. 547-551). London: SAGE Publications Inc.
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  • Schapper, A., San Roque, L., & Hendery, R. (2016). Tree, firewood and fire in the languages of Sahul. In P. Juvonen (Ed.), The Lexical Typology of Semantic Shifts (pp. 355-422). Berlin: de Gruyter Mouton.
  • Senft, G. (2016). "Masawa - bogeokwa si tuta!": Cultural and cognitive implications of the Trobriand Islanders' gradual loss of their knowledge of how to make a masawa canoe. In P. Meusburger, T. Freytag, & L. Suarsana (Eds.), Ethnic and Cultural Dimensions of Knowledge (pp. 229-256). Heidelberg: Springer Verlag.

    Abstract

    This paper describes how the Trobriand Islanders of Papua New Guinea used to construct their big seagoing masawa canoes and how they used to make their sails, what forms of different knowledge and expertise they needed to do this during various stages of the construction processes, how this knowledge was socially distributed, and the social implications of all the joint communal activities that were necessary until a new canoe could be launched. Then it tries to answer the question why the complex distributed knowledge of how to make a masawa has been gradually getting lost in most of the village communities on the Trobriand Islands; and finally it outlines and discusses the implications of this loss for the Trobriand Islanders' culture, for their social construction of reality, and for their indigenous cognitive capacities.
  • Senft, G. (1998). 'Noble Savages' and the 'Islands of Love': Trobriand Islanders in 'Popular Publications'. In J. Wassmann (Ed.), Pacific answers to Western hegemony: Cultural practices of identity construction (pp. 119-140). Oxford: Berg Publishers.
  • Senft, G. (2000). Introduction. In G. Senft (Ed.), Systems of nominal classification (pp. 1-10). Cambridge University Press.
  • Senft, G. (2016). Pragmatics. In K. B. Jensen, R. T. Craig, J. Pooley, & E. Rothenbuhler (Eds.), The International Encyclopedia of Communication Theory and Philosophy (pp. 1586-1598). Hoboken, NJ: John Wiley. doi:10.1002/9781118766804.wbiect165.

    Abstract

    This entry takes an interdisciplinary approach to linguistic pragmatics. It discusses how the meaning of utterances can only be understood in relation to overall cultural, social, and interpersonal contexts, as well as to culture-specific conventions and the speech events in which they are embedded. The entry discusses core issues of pragmatics such as speech act theory, conversational implicature, deixis, gesture, interaction strategies, ritual communication, phatic communion, linguistic relativity, ethnography of speaking, ethnomethodology, and conversation analysis. It takes a transdisciplinary view of the field, showing that linguistic pragmatics has its predecessors in other disciplines such as philosophy, psychology, ethology, ethnology, and sociology.
  • Senft, G. (2000). What do we really know about nominal classification systems? In Conference handbook. The 18th national conference of the English Linguistic Society of Japan. 18-19 November, 2000, Konan University (pp. 225-230). Kobe: English Linguistic Society of Japan.
  • Senft, G. (2000). What do we really know about nominal classification systems? In G. Senft (Ed.), Systems of nominal classification (pp. 11-49). Cambridge University Press.

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