Publications

Displaying 1 - 100 of 117
  • Ameka, F. K. (1999). Interjections. In K. Brown, & J. Miller (Eds.), Concise encyclopedia of grammatical categories (pp. 213-216). Oxford: Elsevier.
  • Ameka, F. K., De Witte, C., & Wilkins, D. (1999). Picture series for positional verbs: Eliciting the verbal component in locative descriptions. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 48-54). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.2573831.

    Abstract

    How do different languages encode location and position meanings? In conjunction with the BowPed picture series and Caused Positions task, this elicitation tool is designed to help researchers (i) identify a language’s resources for encoding topological relations; (ii) delimit the pragmatics of use of such resources; and (iii) determine the semantics of select spatial terms. The task focuses on the exploration of the predicative component of topological expressions (e.g., ‘the cassavas are lying in the basket’), especially the contrastive elicitation of positional verbs. The materials consist of a set of photographs of objects (e.g., bottles, cloths, sticks) in specific configurations with various ground items (e.g., basket, table, tree).

    Additional information

    1999_Positional_verbs_stimuli.zip
  • Bauer, B. L. M. (1999). Impersonal HABET constructions: At the cross-roads of Indo-European innovation. In E. Polomé, & C. Justus (Eds.), Language change and typological variation. Vol II. Grammatical universals and typology (pp. 590-612). Washington: Institute for the study of man.
  • Bock, K., & Levelt, W. J. M. (1994). Language production: Grammatical encoding. In M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 945-984). San Diego,: Academic Press.
  • Bohnemeyer, J. (1999). A questionnaire on event integration. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 87-95). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3002691.

    Abstract

    How do we decide where events begin and end? Like the ECOM clips, this questionnaire is designed to investigate how a language divides and/or integrates complex scenarios into sub-events and macro-events. The questionnaire focuses on events of motion, caused state change (e.g., breaking), and transfer (e.g., giving). It provides a checklist of scenarios that give insight into where a language “draws the line” in event integration, based on known cross-linguistic differences.
  • Bohnemeyer, J. (1999). Event representation and event complexity: General introduction. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 69-73). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3002741.

    Abstract

    How do we decide where events begin and end? In some languages it makes sense to say something like Dan broke the plate, but in other languages it is necessary to treat this action as a complex scenario composed of separate stages (Dan dropped the plate and then the plate broke). This document introduces issues concerning the linguistic and cognitive representations of event complexity and integration, and provides an overview of tasks that are relevant to this topic, including the ECOM clips, the Questionnaire on Event integration, and the Questionnaire on motion lexicalisation and motion description.
  • 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., & Caelen, M. (1999). The ECOM clips: A stimulus for the linguistic coding of event complexity. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 74-86). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.874627.

    Abstract

    How do we decide where events begin and end? In some languages it makes sense to say something like Dan broke the plate, but in other languages it is necessary to treat this action as a complex scenario composed of separate stages (Dan dropped the plate and then the plate broke). The “Event Complexity” (ECOM) clips are designed to explore how languages differ in dividing and/or integrating complex scenarios into sub-events and macro-events. The stimuli consist of animated clips of geometric shapes that participate in different scenarios (e.g., a circle “hits” a triangle and “breaks” it). Consultants are asked to describe the scenes, and then to comment on possible alternative descriptions.

    Additional information

    1999_The_ECOM_clips.zip
  • Bohnemeyer, J. (1998). Sententiale Topics im Yukatekischen. In Z. Dietmar (Ed.), Deskriptive Grammatik und allgemeiner Sprachvergleich (pp. 55-85). Tübingen, Germany: Max-Niemeyer-Verlag.
  • Bouman, M. A., & Levelt, W. J. M. (1994). Werner E. Reichardt: Levensbericht. In H. W. Pleket (Ed.), Levensberichten en herdenkingen 1993 (pp. 75-80). Amsterdam: Koninklijke Nederlandse Akademie van Wetenschappen.
  • Bowerman, M. (1989). Learning a semantic system: What role do cognitive predispositions play? In M. L. Rice, & R. L. Schiefelbusch (Eds.), The teachability of language (pp. 133-169). Baltimore: Paul H. Brookes.
  • Bowerman, M. (1994). Learning a semantic system: What role do cognitive predispositions play? [Reprint]. In P. Bloom (Ed.), Language acquisition: Core readings (pp. 329-363). Cambridge, MA: MIT Press.

    Abstract

    Reprint from: Bowerman, M. (1989). Learning a semantic system: What role do cognitive predispositions play? In M.L. Rice & R.L Schiefelbusch (Ed.), The teachability of language (pp. 133-169). Baltimore: Paul H. Brookes.
  • Brown, C. M., & Hagoort, P. (1989). De LAT-relatie tussen lichaam en geest: Over de implicaties van neurowetenschap voor onze kennis van cognitie. In C. Brown, P. Hagoort, & T. Meijering (Eds.), Vensters op de geest: Cognitie op het snijvlak van filosofie en psychologie (pp. 50-81). Utrecht: Grafiet.
  • 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. (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. (1999). The cognitive neuroscience of language: Challenges and future directions. In C. M. Brown, & P. Hagoort (Eds.), The neurocognition of language (pp. 3-14). Oxford: Oxford 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, P., & Levinson, S. C. (1999). Politeness: Some universals in language usage [Reprint]. In A. Jaworski, & N. Coupland (Eds.), The discourse reader (pp. 321-335). 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).
  • 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. (1989). Auditory lexical access: Where do we start? In W. Marslen-Wilson (Ed.), Lexical representation and process (pp. 342-356). Cambridge, MA: MIT Press.

    Abstract

    The lexicon, considered as a component of the process of recognizing speech, is a device that accepts a sound image as input and outputs meaning. Lexical access is the process of formulating an appropriate input and mapping it onto an entry in the lexicon's store of sound images matched with their meanings. This chapter addresses the problems of auditory lexical access from continuous speech. The central argument to be proposed is that utterance prosody plays a crucial role in the access process. Continuous listening faces problems that are not present in visual recognition (reading) or in noncontinuous recognition (understanding isolated words). Aspects of utterance prosody offer a solution to these particular problems.
  • Cutler, A., & Clifton, Jr., C. (1999). Comprehending spoken language: A blueprint of the listener. In C. M. Brown, & P. Hagoort (Eds.), The neurocognition of language (pp. 123-166). Oxford University Press.
  • Cutler, A. (1999). Foreword. In Slips of the Ear: Errors in the perception of Casual Conversation (pp. xiii-xv). New York City, NY, USA: Academic Press.
  • 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. (1999). Prosodische Struktur und Worterkennung bei gesprochener Sprache. In A. D. Friedrici (Ed.), Enzyklopädie der Psychologie: Sprachrezeption (pp. 49-83). Göttingen: Hogrefe.
  • Cutler, A. (1999). Prosody and intonation, processing issues. In R. A. Wilson, & F. C. Keil (Eds.), MIT encyclopedia of the cognitive sciences (pp. 682-683). Cambridge, MA: MIT Press.
  • Cutler, A. (1999). Spoken-word recognition. In R. A. Wilson, & F. C. Keil (Eds.), MIT encyclopedia of the cognitive sciences (pp. 796-798). Cambridge, MA: MIT Press.
  • D'Avis, F.-J., & Gretsch, P. (1994). Variations on "Variation": On the Acquisition of Complementizers in German. In R. Tracy, & E. Lattey (Eds.), How Tolerant is Universal Grammar? (pp. 59-109). Tübingen, Germany: Max-Niemeyer-Verlag.
  • 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., McGregor, B., & Schmidt, C. M. (1999). Story book stimulus for the elicitation of external possessor constructions and dative constructions ('the circle of dirt'). In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 140-144). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3002750.

    Abstract

    How involved in an event is a person that possesses one of the event participants? Some languages can treat such “external possessors” as very closely involved, even marking them on the verb along with core roles such as subject and object. Other languages only allow possessors to be expressed as non-core participants. This task explores possibilities for the encoding of possessors and other related roles such as beneficiaries. The materials consist of a sequence of thirty drawings designed to elicit target construction types.

    Additional information

    1999_Story_book_booklet.pdf
  • Enfield, N. J. (1999). Lao as a national language. In G. Evans (Ed.), Laos: Culture and society (pp. 258-290). Chiang Mai: Silkworm Books.
  • Hagoort, P., & Brown, C. M. (1994). Brain responses to lexical ambiguity resolution and parsing. In C. Clifton Jr, L. Frazier, & K. Rayner (Eds.), Perspectives on sentence processing (pp. 45-81). Hilsdale NY: Lawrence Erlbaum Associates.
  • Hagoort, P., Brown, C. M., & Osterhout, L. (1999). The neurocognition of syntactic processing. In C. M. Brown, & P. Hagoort (Eds.), The neurocognition of language (pp. 273-317). Oxford: Oxford University Press.
  • Hagoort, P. (1998). The shadows of lexical meaning in patients with semantic impairments. In B. Stemmer, & H. Whitaker (Eds.), Handbook of neurolinguistics (pp. 235-248). New York: Academic Press.
  • Hagoort, P. (1999). The uniquely human capacity for language communication: from 'pope' to [po:p] in half a second. In J. Russell, M. Murphy, T. Meyering, & M. Arbib (Eds.), Neuroscience and the person: Scientific perspectives on divine action (pp. 45-56). California: Berkeley.
  • 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. (1989). Informatiegedragskunde: Pijler van de moderne informatieverzorging. In A. F. Marks (Ed.), Sociaal-wetenschappelijke informatie en kennisvorming in onderzoek, onderzoeksbeleid en beroep (pp. 31-35). Amsterdam: SWIDOC.
  • Kempen, G. (1989). Language generation systems. In I. S. Bátori, W. Lenders, & W. Putschke (Eds.), Computational linguistics: An international handbook on computer oriented language research and applications (pp. 471-480). Berlin/New York: Walter de Gruyter.
  • Kempen, G. (1998). Sentence parsing. In A. D. Friederici (Ed.), Language comprehension: A biological perspective (pp. 213-228). Berlin: Springer.
  • Kempen, G. (1999). Visual Grammar: Multimedia for grammar and spelling instruction in primary education. In K. Cameron (Ed.), CALL: Media, design, and applications (pp. 223-238). Lisse: Swets & Zeitlinger.
  • Kita, S., & Ozyurek, A. (1999). Semantische Koordination zwischen Sprache und spontanen ikonischen Gesten: Eine sprachvergleichende Untersuchung. In Max-Planck-Gesellschaft (Ed.), Jahrbuch 1998 (pp. 388-391). Göttingen: Vandenhoeck & Ruprecht.
  • Klein, W., & Musan, R. (Eds.). (1999). Das deutsche Perfekt [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (113).
  • 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. (1999). Die Lehren des Zweitspracherwerbs. In N. Dittmar, & A. Ramat (Eds.), Grammatik und Diskurs: Studien zum Erwerb des Deutschen und des Italienischen (pp. 279-290). Tübingen: Stauffenberg.
  • 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. (1994). Für eine rein zeitliche Deutung von Tempus und Aspekt. In R. Baum (Ed.), Lingua et Traditio: Festschrift für Hans Helmut Christmann zum 65. Geburtstag (pp. 409-422). Tübingen: Narr.
  • Klein, W. (1994). Keine Känguruhs zur Linken: Über die Variabilität von Raumvorstellungen und ihren Ausdruck in der Sprache. In H.-J. Kornadt, J. Grabowski, & R. Mangold-Allwinn (Eds.), Sprache und Kognition (pp. 163-182). Heidelberg, Berlin, Oxford: Spektrum.
  • Klein, W. (Ed.). (1989). Kindersprache [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (73).
  • Klein, W. (1989). La variation linguistique. In P. Cadiot, & N. Dittmar (Eds.), La sociolinguistique en pays de langue allemande (pp. 101-124). Lille: Presses Universitaires de Lille.
  • Klein, W. (1994). Learning how to express temporality in a second language. In A. G. Ramat, & M. Vedovelli (Eds.), Società di linguistica Italiana, SLI 34: Italiano - lingua seconda/lingua straniera: Atti del XXVI Congresso (pp. 227-248). Roma: Bulzoni.
  • Klein, W., & Dittmar, N. (Eds.). (1994). Interkulturelle Kommunikation [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (93).
  • Klein, W. (Ed.). (1998). Kaleidoskop [Special Issue]. Zeitschrift für Literaturwissenschaft und Linguistik, (112).
  • 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.
  • Klein, W., & Perdue, C. (1989). The learner's problem of arranging words. In B. MacWhinney, & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp. 292-327). Cambridge: Cambridge University Press.
  • 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. (1994). Psycholinguistics. In A. M. Colman (Ed.), Companion Encyclopedia of Psychology: Vol. 1 (pp. 319-337). London: Routledge.

    Abstract

    Linguistic skills are primarily tuned to the proper conduct of conversation. The innate ability to converse has provided species with a capacity to share moods, attitudes, and information of almost any kind, to assemble knowledge and skills, to plan coordinated action, to educate its offspring, in short, to create and transmit culture. In conversation the interlocutors are involved in negotiating meaning. Speaking is most complex cognitive-motor skill. It involves the conception of an intention, the selection of information whose expression will make that intention recognizable, the selection of appropriate words, the construction of a syntactic framework, the retrieval of the words’ sound forms, and the computation of an articulatory plan for each word and for the utterance as a whole. The question where communicative intentions come from is a psychodynamic question rather than a psycholinguistic one. Speaking is a form of social action, and it is in the context of action that intentions, goals, and subgoals develop.
  • Levelt, W. J. M. (1999). Language. In G. Adelman, & B. H. Smith (Eds.), Elsevier's encyclopedia of neuroscience (2nd enlarged and revised edition) (pp. 1005-1008). Amsterdam: Elsevier Science.
  • Levelt, W. J. M. (1989). De connectionistische mode: Symbolische en subsymbolische modellen van het menselijk gedrag. In C. M. Brown, P. Hagoort, & T. Meijering (Eds.), Vensters op de geest: Cognitie op het snijvlak van filosofie en psychologie (pp. 202-219). Utrecht: Stichting Grafiet.
  • Levelt, W. J. M. (1999). Producing spoken language: A blueprint of the speaker. In C. M. Brown, & P. Hagoort (Eds.), The neurocognition of language (pp. 83-122). Oxford University Press.
  • Levelt, W. J. M. (1994). The skill of speaking. In P. Bertelson, P. Eelen, & G. d'Ydewalle (Eds.), International perspectives on psychological science: Vol. 1. Leading themes (pp. 89-103). Hove: Erlbaum.
  • Levelt, W. J. M. (1989). Working models of perception: Five general issues. In B. A. Elsendoorn, & H. Bouma (Eds.), Working models of perception (pp. 489-503). London: Academic Press.
  • Levinson, S. C. (1989). Conversation. In E. Barnouw (Ed.), International encyclopedia of communications (pp. 407-410). New York: Oxford University Press.
  • Levinson, S. C. (1999). Deixis. In K. Brown, & J. Miller (Eds.), Concise encyclopedia of grammatical categories (pp. 132-136). Oxford: Elsevier.
  • Levinson, S. C. (1994). Deixis. In R. E. Asher (Ed.), Encyclopedia of language and linguistics (pp. 853-857). Oxford: Pergamon Press.
  • Levinson, S. C. (1998). Deixis. In J. L. Mey (Ed.), Concise encyclopedia of pragmatics (pp. 200-204). Amsterdam: Elsevier.
  • Levinson, S. C. (1999). Deixis and Demonstratives. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 29-40). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.2573810.

    Abstract

    Demonstratives are key items in understanding how a language constructs and interprets spatial relationships. They are also multi-functional, with applications to non-spatial deictic fields such as time, perception, person and discourse, and uses in anaphora and affect marking. This item consists of an overview of theoretical distinctions in demonstrative systems, followed by a set of practical queries and elicitation suggestions for demonstratives in “table top” space, wider spatial fields, and naturalistic data.
  • Levinson, S. C. (1999). General Questions About Topological Relations in Adpositions and Cases. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 57-68). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.2615829.

    Abstract

    The world’s languages encode a diverse range of topological relations. However, cross-linguistic investigation suggests that the relations IN, AT and ON are especially fundamental to the grammaticised expression of space. The purpose of this questionnaire is to collect information about adpositions, case markers, and spatial nominals that are involved in the expression of core IN/AT/ON meanings. The task explores the more general parts of a language’s topological system, with a view to testing certain hypotheses about the packaging of spatial concepts. The questionnaire consists of target translation sentences that focus on a number of dimensions including animacy, caused location and motion.
  • Levinson, S. C. (1999). Hypotheses concerning basic locative constructions and the verbal elements within them. In D. Wilkins (Ed.), Manual for the 1999 Field Season (pp. 55-56). Nijmegen: Max Planck Institute for Psycholinguistics. doi:10.17617/2.3002711.

    Abstract

    Languages differ widely in terms of how they encode the fundamental concepts of location and position. For some languages, verbs have an important role to play in describing situations (e.g., whether a bottle is standing or lying on the table); for others, verbs are not used in describing location at all. This item outlines certain hypotheses concerning four “types” of languages: those that have verbless basic locatives; those that use a single verb; those that have several verbs available to express location; and those that use positional verbs. The document was originally published as an appendix to the 'Picture series for positional verbs' (https://doi.org/10.17617/2.2573831).
  • 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. (1999). Language and culture. In R. Wilson, & F. Keil (Eds.), MIT encyclopedia of the cognitive sciences (pp. 438-440). Cambridge: MIT press.
  • Levinson, S. C., & Haviland, J. B. (Eds.). (1994). Space in Mayan languages [Special Issue]. Linguistics, 32(4/5).
  • Levinson, S. C., & Senft, G. (1994). Wie lösen Sprecher von Sprachen mit absoluten und relativen Systemen des räumlichen Verweisens nicht-sprachliche räumliche Aufgaben? In Jahrbuch der Max-Planck-Gesellschaft 1994 (pp. 295-299). München: Generalverwaltung der Max-Planck-Gesellschaft München.
  • McDonough, L., Choi, S., Bowerman, M., & Mandler, J. M. (1998). The use of preferential looking as a measure of semantic development. In C. Rovee-Collier, L. P. Lipsitt, & H. Hayne (Eds.), Advances in Infancy Research. Volume 12. (pp. 336-354). Stamford, CT: Ablex Publishing.
  • McQueen, J. M., & Cutler, A. (1998). Morphology in word recognition. In A. M. Zwicky, & A. Spencer (Eds.), The handbook of morphology (pp. 406-427). Oxford: Blackwell.
  • Nijhof, S., & Zwitserlood, I. (1999). Pluralization in Sign Language of the Netherlands (NGT). In J. Don, & T. Sanders (Eds.), OTS Yearbook 1998-1999 (pp. 58-78). Utrecht: UiL OTS.
  • Noordman, L. G., & Vonk, W. (1998). Discourse comprehension. In A. D. Friederici (Ed.), Language comprehension: a biological perspective (pp. 229-262). Berlin: Springer.

    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.
  • Patterson, R. D., & Cutler, A. (1989). Auditory preprocessing and recognition of speech. In A. Baddeley, & N. Bernsen (Eds.), Research directions in cognitive science: A european perspective: Vol. 1. Cognitive psychology (pp. 23-60). London: Erlbaum.
  • Schiller, N. O., Van Lieshout, P. H. H. M., Meyer, A. S., & Levelt, W. J. M. (1999). Does the syllable affiliation of intervocalic consonants have an articulatory basis? Evidence from electromagnetic midsagittal artculography. In B. Maassen, & P. Groenen (Eds.), Pathologies of speech and language. Advances in clinical phonetics and linguistics (pp. 342-350). London: Whurr Publishers.
  • Senft, G. (1999). Bronislaw Kasper Malinowski. In J. Verschueren, J.-O. Östman, J. Blommaert, & C. Bulcaen (Eds.), Handbook of pragmatics: 1997 installment. Amsterdam: Benjamins.
  • Senft, G. (1994). Darum gehet hin und lehret alle Völker: Mission, Kultur- und Sprachwandel am Beispiel der Trobriand-Insulaner von Papua-Neuguinea. In P. Stüben (Ed.), Seelenfischer: Mission, Stammesvölker und Ökologie (pp. 71-91). Gießen: Focus.
  • 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., & Heeschen, V. (1989). Humanethologisches Tonarchiv. In Generalverwaltung der MPG (Ed.), Max-Planck-Gesellschaft Jahrbuch 1989 (pp. 246). Göttingen: Vandenhoeck and Ruprecht.
  • Senft, G. (1998). Zeichenkonzeptionen in Ozeanien. In R. Posner, T. Robering, & T.. Sebeok (Eds.), Semiotics: A handbook on the sign-theoretic foundations of nature and culture (Vol. 2) (pp. 1971-1976). Berlin: de Gruyter.
  • Seuren, P. A. M. (1994). Categorial presupposition. In R. E. Asher, & J. M. Y. Simpson (Eds.), The Encyclopedia of Language and Linguistics (vol. 2) (pp. 477-478). Oxford: Pergamon Press.
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