Publications

Displaying 1 - 100 of 249
  • Ameka, F. K. (2002). The progressive aspect in Likpe: Its implications for aspect and word order in Kwa. In F. K. Ameka, & E. K. Osam (Eds.), New directions in Ghanaian linguistics: Essays in honor of the 3Ds (pp. 85-111). Accra: Black Mask.
  • Ameka, F. K. (1995). Body parts in Ewe grammar. In H. Chapell, & W. McGregor (Eds.), The grammar of inalienability: A typological perspective on body part terms and the part-whole relation (pp. 783-840). Berlin: De Gruyter.
  • Ameka, F. K. (2002). Constituent order and grammatical relations in Ewe in typological perspective. In K. Davidse, & B. Lamiroy (Eds.), The nominative & accusative and their counterparts (pp. 319-352). Amsterdam: John Benjamins.
  • Ameka, F. K. (2005). "The woman is seeable" and "The woman perceives seeing": Undergoer voice constructions in Ewe and Likpe. In M. Dakubu, & E. Osam (Eds.), Studies in languages of the Volta Basin (pp. 43-62). Legon: University of Ghana. Department of Linguistics.
  • Ameka, F. K. (2005). Forms of secondary predication in serializing languages: On depictives in Ewe. In N. P. Himmelmann, & E. Schultze-Berndt (Eds.), Secondary predication and adverbial modification: The typology of depictives (pp. 335-378). Oxford: Oxford University Press.
  • Ameka, F. K. (2005). Multiverb constructions on the West African littoral: Microvariation and areal typology. In M. Vulchanova, & T. A. Afarli (Eds.), Grammar and beyond: Essays in honour of Lars Hellan (pp. 15-42). Oslo: Novus.
  • Baayen, R. H. (2005). Data mining at the intersection of psychology and linguistics. In A. Cutler (Ed.), Twenty-first century psycholinguistics: Four cornerstones (pp. 69-83). Mahwah: Erlbaum.
  • 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. (2005). Innovation in Old French syntax and its Latin origins. In S. Kiss, L. Mondin, & G. Salvi (Eds.), Latin et langues romanes: Etudes de linguistique offertes à Jozsef Herman à l’occasion de son 80ème anniversaire (pp. 507-521). Tübingen: Niemeyer.
  • Bauer, B. L. M. (2005). Living in two worlds. In W. R. Louis (Ed.), Burnt orange Britannia (pp. 732-744). Austin: Harry Ransom Humanities Research Center.
  • Bauer, B. L. M. (1992). Evolution in language: Evidence from the Romance auxiliary. In B. Chiarelli, J. Wind, A. Nocentini, & B. Bichakjian (Eds.), Language origin: A multidisciplinary approach (pp. 517-528). Dordrecht: Kluwer.
  • Bock, K., & Levelt, W. J. M. (2002). Language production: Grammatical encoding. In G. T. Altmann (Ed.), Psycholinguistics: Critical concepts in psychology (pp. 405-452). London: Routledge.
  • Bohnemeyer, J., & Majid, A. (2002). ECOM causality revisited version 4. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 35-38). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Bohnemeyer, J. (1998). Temporale Relatoren im Hispano-Yukatekischen Sprachkontakt. In A. Koechert, & T. Stolz (Eds.), Convergencia e Individualidad - Las lenguas Mayas entre hispanización e indigenismo (pp. 195-241). Hannover, Germany: Verlag für Ethnologie.
  • Bohnemeyer, J. (1998). Sententiale Topics im Yukatekischen. In Z. Dietmar (Ed.), Deskriptive Grammatik und allgemeiner Sprachvergleich (pp. 55-85). Tübingen, Germany: Max-Niemeyer-Verlag.
  • Bohnemeyer, J. (2000). Where do pragmatic meanings come from? In W. Spooren, T. Sanders, & C. van Wijk (Eds.), Samenhang in Diversiteit; Opstellen voor Leo Noorman, aangeboden bij gelegenheid van zijn zestigste verjaardag (pp. 137-153).
  • Bowerman, M. (2002). Taalverwerving, cognitie en cultuur. In T. Janssen (Ed.), Taal in gebruik: Een inleiding in de taalwetenschap (pp. 27-44). The Hague: Sdu.
  • Bowerman, M. (2005). Why can't you "open" a nut or "break" a cooked noodle? Learning covert object categories in action word meanings. In L. Gershkoff-Stowe, & D. H. Rakison (Eds.), Building object categories in developmental time (pp. 209-243). Mahwah, NJ: Erlbaum.
  • Bowerman, M., & Pederson, E. (1992). Topological relations picture series. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 51). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.883589.

    Abstract

    This task is designed to elicit expressions of spatial relations. It was originally designed by Melissa Bowerman for use with young children, but was then developed further by Bowerman in collaboration with Pederson for crosslinguistic comparison. It has been used in fieldsites all over the world and is commonly known as “BowPed” or “TPRS”. Older incarnations did not always come with instructions. This entry includes a one-page instruction sheet and high quality versions of the original pictures.
  • Bowerman, M. (1992). Topological Relations Pictures: Topological Paths. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 18-24). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3512508.

    Abstract

    This entry suggests ways to elicit descriptions of caused motion involving topological relations (the domain of English put IN/ON/TOGETHER, take OUT/OFF/APART, etc.). There is a large amount of cross-linguistic variation in this domain. The tasks outlined here address matters such as the division of labor between the various elements of spatial semantics in the sentence. For example, is most of the work of expressing PATH done in a locative marker, or in the verb, or both?
  • Bowerman, M. (1992). Topological Relations Pictures: Static Relations. In S. C. Levinson (Ed.), Space stimuli kit 1.2 (pp. 25-28). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3512672.

    Abstract

    The precursor to the Bowped stimuli, this entry suggests various spatial configurations to explore using real objects, rather than the line drawings used in Bowped.
  • Bowerman, M. (2005). Linguistics. In B. Hopkins (Ed.), The Cambridge encyclopedia of child development (pp. 497-501). Cambridge: Cambridge University Press.
  • 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. (1979). The acquisition of complex sentences. In M. Garman, & P. Fletcher (Eds.), Studies in language acquisition (pp. 285-305). Cambridge: Cambridge University Press.
  • Bowerman, M. (2000). Where do children's word meanings come from? Rethinking the role of cognition in early semantic development. In L. Nucci, G. Saxe, & E. Turiel (Eds.), Culture, thought and development (pp. 199-230). Mahwah, NJ: Lawrence Erlbaum.
  • Brown, P. (1998). Early Tzeltal verbs: Argument structure and argument representation. In E. Clark (Ed.), Proceedings of the 29th Annual Stanford Child Language Research Forum (pp. 129-140). Stanford: CSLI Publications.

    Abstract

    The surge of research activity focussing on children's acquisition of verbs (e.g., Tomasello and Merriman 1996) addresses some fundamental questions: Just how variable across languages, and across individual children, is the process of verb learning? How specific are arguments to particular verbs in early child language? How does the grammatical category 'Verb' develop? The position of Universal Grammar, that a verb category is early, contrasts with that of Tomasello (1992), Pine and Lieven and their colleagues (1996, in press), and many others, that children develop a verb category slowly, gradually building up subcategorizations of verbs around pragmatic, syntactic, and semantic properties of the language they are exposed to. On this latter view, one would expect the language which the child is learning, the cultural milieu and the nature of the interactions in which the child is engaged, to influence the process of acquiring verb argument structures. This paper explores these issues by examining the development of argument representation in the Mayan language Tzeltal, in both its lexical and verbal cross-referencing forms, and analyzing the semantic and pragmatic factors influencing the form argument representation takes. Certain facts about Tzeltal (the ergative/ absolutive marking, the semantic specificity of transitive and positional verbs) are proposed to affect the representation of arguments. The first 500 multimorpheme combinations of 3 children (aged between 1;8 and 2;4) are examined. It is argued that there is no evidence of semantically light 'pathbreaking' verbs (Ninio 1996) leading the way into word combinations. There is early productivity of cross-referencing affixes marking A, S, and O arguments (although there are systematic omissions). The paper assesses the respective contributions of three kinds of factors to these results - structural (regular morphology), semantic (verb specificity) and pragmatic (the nature of Tzeltal conversational interaction).
  • Brown, P. (2000). ’He descended legs-upwards‘: Position and motion in Tzeltal frog stories. In E. V. Clark (Ed.), Proceedings of the 30th Stanford Child Language Research Forum (pp. 67-75). Stanford: CSLI.

    Abstract

    How are events framed in narrative? Speakers of English (a 'satellite-framed' language), when 'reading' Mercer Mayer's wordless picture book 'Frog, Where Are You?', find the story self-evident: a boy has a dog and a pet frog; the frog escapes and runs away; the boy and dog look for it across hill and dale, through woods and over a cliff, until they find it and return home with a baby frog child of the original pet frog. In Tzeltal, as spoken in a Mayan community in southern Mexico, the story is somewhat different, because the language structures event descriptions differently. Tzeltal is in part a 'verb-framed' language with a set of Path-encoding motion verbs, so that the bare bones of the Frog story can consist of verbs translating as 'go'/'pass by'/'ascend'/ 'descend'/ 'arrive'/'return'. But Tzeltal also has satellite-framing adverbials, grammaticized from the same set of motion verbs, which encode the direction of motion or the orientation of static arrays. Furthermore, vivid pictorial detail is provided by positional verbs which can describe the position of the Figure as an outcome of a motion event; motion and stasis are thereby combined in a single event description. (For example:  jipot jawal "he has been thrown (by the deer) lying­_face_upwards_spread-eagled". This paper compares the use of these three linguistic resources in Frog Story narratives from  Tzeltal adults and children, looks at their development in the narratives of children, and considers the results in relation to those from Berman and Slobin's (1996) comparative study of adult and child Frog stories.
  • Brown, P. (2002). Everyone has to lie in Tzeltal. In S. Blum-Kulka, & C. E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition (pp. 241-275). Mahwah, NJ: Erlbaum.

    Abstract

    In a famous paper Harvey Sacks (1974) argued that the sequential properties of greeting conventions, as well as those governing the flow of information, mean that 'everyone has to lie'. In this paper I show this dictum to be equally true in the Tzeltal Mayan community of Tenejapa, in southern Mexico, but for somewhat different reasons. The phenomenon of interest is the practice of routine fearsome threats to small children. Based on a longitudinal corpus of videotaped and tape-recorded naturally-occurring interaction between caregivers and children in five Tzeltal families, the study examines sequences of Tzeltal caregivers' speech aimed at controlling the children's behaviour and analyzes the children's developing pragmatic skills in handling such controlling utterances, from prelinguistic infants to age five and over. Infants in this society are considered to be vulnerable, easily scared or shocked into losing their 'souls', and therefore at all costs to be protected and hidden from outsiders and other dangers. Nonetheless, the chief form of control (aside from physically removing a child from danger) is to threaten, saying things like "Don't do that, or I'll take you to the clinic for an injection," These overt scare-threats - rarely actually realized - lead Tzeltal children by the age of 2;6 to 3;0 to the understanding that speech does not necessarily convey true propositions, and to a sensitivity to the underlying motivations for utterances distinct from their literal meaning. By age 4;0 children perform the same role to their younger siblings;they also begin to use more subtle non-true (e.g. ironic) utterances. The caretaker practice described here is related to adult norms of social lying, to the sociocultural context of constraints on information flow, social control through gossip, and the different notion of 'truth' that arises in the context of non-verifiability characteristic of a small-scale nonliterate society.
  • Brown, P. (2005). Linguistic politeness. In U. Ammon, N. Dittmar, K. J. Mattheier, & P. Trudgill (Eds.), Sociolinguistics: An international handbook of the science of language and society (pp. 1410-1416). Berlin: Mouton de Gruyter.

    Abstract

    This is an encyclopedia entry surveying research and theoretical approaches to politeness phenomena in language usage.
  • Brown, P. (2002). Language as a model for culture: Lessons from the cognitive sciences. In R. G. Fox, & B. J. King (Eds.), Anthropology beyond culture (pp. 169-192). Oxford: Berg.

    Abstract

    This paper surveys the concept of culture as used in recent work in cognitive science, assessing the very different (and sometimes minimal) role 'culture' plays in different branches and schools of linguistics: generative approaches, descriptive/comparative linguistics, typology, cognitive linguistics, semantics, pragmatics, psycholinguistics, linguistic and cognitive anthropology. The paper then describes research on one specific topic, spatial language and conceptualization, describes a methodology for studying it cross-linguistically and cross-culturally. Finally, it considers the implications of results in this area for how we can fruitfully conceptualize 'culture', arguing for an approach which shifts back and forth between individual mind and collective representations, between universals and particulars, and ties 'culture' to our biological roots.
  • Brown, P., & Levinson, S. C. (2000). Frames of spatial reference and their acquisition in Tenejapan Tzeltal. In L. Nucci, G. Saxe, & E. Turiel (Eds.), Culture, thought, and development (pp. 167-197). Mahwah, NJ: Erlbaum.
  • Brown, P. (1998). How and why are women more polite: Some evidence from a Mayan community. In J. Coates (Ed.), Language and gender (pp. 81-99). Oxford: Blackwell.
  • Brown, C. M., & Hagoort, P. (2000). On the electrophysiology of language comprehension: Implications for the human language system. In M. W. Crocker, M. Pickering, & C. Clifton jr. (Eds.), Architectures and mechanisms for language processing (pp. 213-237). Cambridge University Press.
  • Brown, P., & Levinson, S. C. (1979). Social structure, groups and interaction. In H. Giles, & K. R. Scherer (Eds.), Social markers in speech (pp. 291-341). Cambridge University Press.
  • Brown, P., & Fraser, C. (1979). Speech as a marker of situation. In H. Giles, & K. Scherer (Eds.), Social markers in speech (pp. 33-62). Cambridge: Cambridge University Press.
  • Brown, P. (1995). Politeness strategies and the attribution of intentions: The case of Tzeltal irony. In E. Goody (Ed.), Social intelligence and interaction (pp. 153-174). Cambridge: Cambridge University Press.

    Abstract

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

    Abstract

    This article is a reprint of chapter 1, the introduction to Brown and Levinson, 1987, Politeness: Some universals in language usage (Cambridge University Press).
  • Brown, 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.
  • 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.
  • Coenen, J., & Klein, W. (1992). The acquisition of Dutch. In W. Klein, & C. Perdue (Eds.), Utterance structure: Developing grammars again (pp. 189-224). Amsterdam: Benjamins.
  • 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., & Broersma, M. (2005). Phonetic precision in listening. In W. J. Hardcastle, & J. M. Beck (Eds.), A figure of speech: A Festschrift for John Laver (pp. 63-91). Mahwah, NJ: Erlbaum.
  • 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., Klein, W., & Levinson, S. C. (2005). The cornerstones of twenty-first century psycholinguistics. In A. Cutler (Ed.), Twenty-first century psycholinguistics: Four cornerstones (pp. 1-20). Mahwah, NJ: Erlbaum.
  • 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. (1979). Beyond parsing and lexical look-up. In R. J. Wales, & E. C. T. Walker (Eds.), New approaches to language mechanisms: a collection of psycholinguistic studies (pp. 133-149). Amsterdam: North-Holland.
  • Cutler, A. (2002). Lexical access. In L. Nadel (Ed.), Encyclopedia of cognitive science (pp. 858-864). London: Nature Publishing Group.
  • Cutler, A. (2005). Lexical stress. In D. B. Pisoni, & R. E. Remez (Eds.), The handbook of speech perception (pp. 264-289). Oxford: Blackwell.
  • Cutler, A., McQueen, J. M., Norris, D., & Somejuan, A. (2002). Le rôle de la syllable. In E. Dupoux (Ed.), Les langages du cerveau: Textes en l’honneur de Jacques Mehler (pp. 185-197). Paris: Odile Jacob.
  • Cutler, A. (2000). How the ear comes to hear. In New Trends in Modern Linguistics [Part of Annual catalogue series] (pp. 6-10). Tokyo, Japan: Maruzen Publishers.
  • Cutler, A., & Norris, D. (1979). Monitoring sentence comprehension. In W. E. Cooper, & E. C. T. Walker (Eds.), Sentence processing: Psycholinguistic studies presented to Merrill Garrett (pp. 113-134). Hillsdale: Erlbaum.
  • 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. (1992). Processing constraints of the native phonological repertoire on the native language. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (Eds.), Speech perception, production and linguistic structure (pp. 275-278). Tokyo: Ohmsha.
  • Cutler, A. (1998). Prosodic structure and word recognition. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 41-70). Heidelberg: Springer.
  • Cutler, A. (1992). Psychology and the segment. In G. Docherty, & D. Ladd (Eds.), Papers in laboratory phonology II: Gesture, segment, prosody (pp. 290-295). Cambridge: Cambridge University Press.
  • Cutler, A. (2000). Real words, phantom words and impossible words. In D. Burnham, S. Luksaneeyanawin, C. Davis, & M. Lafourcade (Eds.), Interdisciplinary approaches to language processing: The international conference on human and machine processing of language and speech (pp. 32-42). Bangkok: NECTEC.
  • Cutler, A. (1995). Spoken word recognition and production. In J. L. Miller, & P. D. Eimas (Eds.), Speech, language and communication (pp. 97-136). New York: Academic Press.

    Abstract

    This chapter highlights that most language behavior consists of speaking and listening. The chapter also reveals differences and similarities between speaking and listening. The laboratory study of word production raises formidable problems; ensuring that a particular word is produced may subvert the spontaneous production process. Word production is investigated via slips and tip-of-the-tongue (TOT), primarily via instances of processing failure and via the technique of via the picture-naming task. The methodology of word production is explained in the chapter. The chapter also explains the phenomenon of interaction between various stages of word production and the process of speech recognition. In this context, it explores the difference between sound and meaning and examines whether or not the comparisons are appropriate between the processes of recognition and production of spoken words. It also describes the similarities and differences in the structure of the recognition and production systems. Finally, the chapter highlights the common issues in recognition and production research, which include the nuances of frequency of occurrence, morphological structure, and phonological structure.
  • Cutler, A. (1995). Spoken-word recognition. In G. Bloothooft, V. Hazan, D. Hubert, & J. Llisterri (Eds.), European studies in phonetics and speech communication (pp. 66-71). Utrecht: OTS.
  • Cutler, A. (1995). The perception of rhythm in spoken and written language. In J. Mehler, & S. Franck (Eds.), Cognition on cognition (pp. 283-288). Cambridge, MA: MIT Press.
  • Cutler, A. (1992). The perception of speech: Psycholinguistic aspects. In W. Bright (Ed.), International encyclopedia of language: Vol. 3 (pp. 181-183). New York: Oxford University Press.
  • Cutler, A. (1992). The production and perception of word boundaries. In Y. Tohkura, E. Vatikiotis-Bateson, & Y. Sagisaka (Eds.), Speech perception, production and linguistic structure (pp. 419-425). Tokyo: Ohsma.
  • Cutler, A., & McQueen, J. M. (1995). The recognition of lexical units in speech. In B. De Gelder, & J. Morais (Eds.), Speech and reading: A comparative approach (pp. 33-47). Hove, UK: Erlbaum.
  • Cutler, A. (1992). Why not abolish psycholinguistics? In W. Dressler, H. Luschützky, O. Pfeiffer, & J. Rennison (Eds.), Phonologica 1988 (pp. 77-87). Cambridge: Cambridge University Press.
  • Danziger, E. (1995). Intransitive predicate form class survey. In D. Wilkins (Ed.), Extensions of space and beyond: manual for field elicitation for the 1995 field season (pp. 46-53). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3004298.

    Abstract

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

    Abstract

    Expressions of human activities and states are a rich area for cross-linguistic comparison. Some languages of the world treat human posture verbs (e.g., sit, lie, kneel) as a special class of predicates, with distinct formal properties. This survey examines lexical, semantic and grammatical patterns for posture verbs, with special reference to contrasts between “stative” (maintaining a posture), “inchoative” (adopting a posture), and “agentive” (causing something to adopt a posture) constructions. The enquiry is thematically linked to the more general questionnaire 'Intransitive Predicate Form Class Survey'.
  • Dimroth, C., & Watorek, M. (2005). Additive scope particles in advanced learner and native speaker discourse. In Hendriks, & Henriëtte (Eds.), The structure of learner varieties (pp. 461-488). Berlin: Mouton de Gruyter.
  • Dimroth, C., & Lasser, I. (Eds.). (2002). Finite options: How L1 and L2 learners cope with the acquisition of finiteness [Special Issue]. Linguistics, 40(4).
  • Dirksmeyer, T. (2005). Why do languages die? Approaching taxonomies, (re-)ordering causes. In J. Wohlgemuth, & T. Dirksmeyer (Eds.), Bedrohte Vielfalt. Aspekte des Sprach(en)tods – Aspects of language death (pp. 53-68). Berlin: Weißensee.

    Abstract

    Under what circumstances do languages die? Why has their “mortality rate” increased dramatically in the recent past? What “causes of death” can be identified for historical cases, to what extent are these generalizable, and how can they be captured in an explanatory theory? In pursuing these questions, it becomes apparent that in typical cases of language death various causes tend to interact in multiple ways. Speakers’ attitudes towards their language play a critical role in all of this. Existing categorial taxonomies do not succeed in modeling the complex relationships between these factors. Therefore, an alternative, dimensional approach is called for to more adequately address (and counter) the causes of language death in a given scenario.
  • Drude, S. (2005). A contribuição alemã à Lingüística e Antropologia dos índios do Brasil, especialmente da Amazônia. In J. J. A. Alves (Ed.), Múltiplas Faces da Históriadas Ciência na Amazônia (pp. 175-196). Belém: EDUFPA.
  • Drude, S. (2002). Fala masculina e feminina em Awetí. In A. D. Rodrigues, & A. S. A. C. Cabral (Eds.), Línguas indígenas Brasileiras: Fonologia, gramática e história. (Atas do I Encontro Internacional do Grupo de Trabalho sobre Línguas Indígenas da ANPOLL). vol. 1 (pp. 177-190). Belém: EDUFPA.
  • Eibl-Eibesfeldt, I., Senft, B., & Senft, G. (1998). Trobriander (Ost-Neuguinea, Trobriand Inseln, Kaile'una) Fadenspiele 'ninikula'. In Ethnologie - Humanethologische Begleitpublikationen von I. Eibl-Eibesfeldt und Mitarbeitern. Sammelband I, 1985-1987. Göttingen: Institut für den Wissenschaftlichen Film.
  • Eisenbeiss, S. (2000). The acquisition of Determiner Phrase in German child language. In M.-A. Friedemann, & L. Rizzi (Eds.), The Acquisition of Syntax (pp. 26-62). Harlow, UK: Pearson Education Ltd.
  • Enfield, N. J. (2002). Semantics and combinatorics of 'sit', 'stand', and 'lie' in Lao. In J. Newman (Ed.), The linguistics of sitting, standing, and lying (pp. 25-41). Amsterdam: Benjamins.
  • Enfield, N. J. (2002). Body 2002. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 19-32). Nijmegen: Max Planck Institute for Psycholinguistics.
  • Enfield, N. J. (2002). “Fish trap” task. In S. Kita (Ed.), 2002 Supplement (version 3) for the “Manual” for the field season 2001 (pp. 61). Nijmegen: Max Planck Institute for Psycholinguistics.
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    Abstract

    This chapter highlights the research in isolating genetic factors underlying specific language impairment (SLI), or developmental dysphasia, which exploits newly developed genotyping technology, novel statistical methodology, and DNA sequence data generated by the Human Genome Project. The author begins with an overview of results from family, twin, and adoption studies supporting genetic involvement and then goes on to outline progress in a number of genetic mapping efforts that have been recently completed or are currently under way. It has been possible for genetic researchers to pinpoint the specific mutation responsible for some speech and language disorders, providing an example of how the availability of human genomic sequence data can greatly accelerate the pace of disease gene discovery. Finally, the author discusses future prospects on how molecular genetics may offer new insight into the etiology underlying speech and language disorders, leading to improvements in diagnosis and treatment.
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  • De Hoop, H., & Narasimhan, B. (2005). Differential case-marking in Hindi. In M. Amberber, & H. de Hoop (Eds.), Competition and variation in natural languages: The case for case (pp. 321-345). Amsterdam: Elsevier.
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    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.

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