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Chapter 9: On the meaning of meaning
General reading
Aitchison, J. (1994). Words in the mind: an introduction to the mental lexicon (2nd edn). Oxford: Blackwell.
Key_ findings
Garnham, A. (1981). Mental models as representations of text. Memory & Cognition, 9, 560-565.
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Chapter 10: Exercising the vocal organs
General reading
This is another important topic that has not been dealt with in any general non-specialist readings.
Key findings
Baars, B. J., Motley, M. T., & MacKay, D. (1975). Output editing for lexical status from artificially elicited slips of the tongue. Journal of Verbal Learning and Verbal Behaviour, 14, 382-391.
Beattie, G. W., Cutler, A., & Pearson, M. (1982). Why is Mrs Thatcher interrupted so often? Nature, 300, 744-747.
Ford, M. (1982). Sentence planning units: Implications for the speaker's representation of meaningful relations underlying sentences. In J. Bresnan (Eds.), The mental representation of grammatical relations, pp. 797-827. Cambridge, MA: MIT Press.
Gee, J. P., & Grosjean, F. (1983). Performance structures: A psycholinguistic and linguistic appraisal. Cognitive Psychology, 15, 411-458.
Levelt, W. J. M., Schriefers, H., Vorberg, D., Meyer, A. S., Pechmann, T., & Havinga, J. (1991). The time course of lexical access in speech production: A study of picture naming. Psychological Review, 98, 122-142.
Schriefers, H., Meyer, A. S., & Levelt, W. J. M. (1990). Exploring the time course of lexical access in language production: Picture-Word interference studies. Journal of Memory and Language, 29, 86-102.
van Turennout, M., Hagoort, P., & Brown, C. (1997) Electro- phsyiological evidence on the time course of semantic and phonological processes in speech production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 787-806.
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Fodor, J. A., Bever, T. G., & Garrett, M. F. (1974). The psychology of language: An introduction to psycholinguistics and generative grammar. New York: McGraw-Hill.
Foss, D. J., & Hakes, D. T. (1978). Psycholinguistics: An introduction to the psychology of language. Englewood Cliffs, NJ: Prentice-Hall.
Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press/Bradford Books.
Levelt, W. J. M. (Ed.) (1993). Lexical access in speech production. Cambridge, MA: Blackwell Publishers.
Levelt, W. J. M. (1995). The ability to speak: From intentions to spoken words. European Review, 3, 13-23.
Meyer, A. S. (1990). The time course of phonological encoding in language production: The encoding of successive syllables of a word. Journal of Memory and Language, 29, 524-545.
Meyer, A. S. (1991). The time course of phonological encoding in language production: Phonological encoding inside a syllable. Journal of Memory and Language, 30, 69-89.
Schriefers, H., Zwitserlood, P., & Roelofs, A. (1991). Morphological decomposition vs. left-to-right matching. Journal cf Memory and Language, 30, 26-47.
Chapter 11: The written word
General reading
Ellis, A. W. (1993). Reading, writing and dyslexia: A cognitive analysis (2nd edn). Hove: Lawrence Erlbaum Associates.
Key findings
McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17, 578-586.
McConkie, G. W., & Rayner, K. (1976). Asymmetry of the perceptual span in reading. Bulletin of the Psychonomic Society, 8, 365-368.
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64.
Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
O'Regan, J. K., & Levy-Schoen, A. (1987). Eye-movement strategy and tactics in word recognition and reading. In M. Coltheart (Ed.), Attention and Performance XII: The psychology of reading, pp. 363-383. Hove: Lawrence Erlbaum Associates.
Rayner, K. (1975). Parafoveal identification during a fixation in reading. Acta Psycholegica, 39, 271-282.
Share, D. L. (1995). Phonological decoding and self-teaching: sine qua non of reading acquisition. Cognition, 55, 151-218.
Van Orden, G. C. (1987). A rows is a rose: Spelling, sound, and reading. Memory & Cognition, 15, 181-198.
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Gough, P. B., Ehri, L. C., & Treiman, R. (Eds.) (1992). Reading acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 57, 329-354.
Morals, J., Content, A., Cary, L., Mehler, J., & Segui, J. (1989). Syllabic segmentation and literacy. Language and Cognitive Processes, 4, 57-67.
Rayner, K., & Polatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.
Rayner, K., Sereno, S. C., Morris, R. K., Schmauder, A. R., & Clifton, C. (1989). Eye movements and on-line language comprehension processes. Language and Cognitive Processes, 4, SI 21-50.
Snowling, M. J. (1996). Contemporary approaches to the teaching of reading. Journal of Child Psychology and Psychiatry, 37, 139-148.
Chapter 12: When it all goes wrong
General reading
Ellis, A. W. (1993). Reading, writing and dyslexia: A cognitive analysis (2nd edn). Hove: Lawrence Erlbaum Associates.
Sacks, O. (1986). The man who mistook his wife for a hat. London: Duckworth.
Key findings
Ellis, A. W., & Young, A. W. (1988). Human cognitive neuropsychology. Hove: Lawrence Erlbaum Associates.
Franklin, S., Howard, D., & Patterson, K. (1994). Abstract word meaning deafness. Cognitive Neuropsychology, 11, 1-34.
Gopnik, M. (1990). Genetic basis of grammar defect. Nature, 347, 26.
Hulme, C. (1981). Reading retardation and multi-sensory teaching. London: Routledge & Kegan Paul.
Lambon Ralph, M. A., Sage, K., & Ellis, A. W. (1996). Word meaning blindness: A new form of acquired dyslexia. Cognitive Neuropsychology, 13,617-639.
Miceli, G., & Capasso, R. Semantic errors as evidence for the independence and the interaction of orthographic and phonological word forms. Language and Cognitive Processes (in press).
Olson, R. K., & Wise, B. W. (
1992). Reading on the computer with orthographic and speech feedback. Reading and Writing, 4, 107-144.
Van Riper, C. (1982). The nature of stuttering (2nd edn). Englewood Cliffs, NJ: Prentice-Hall.
Vargha-Khadem, F., Watkins, K., Alcock, K., Fletcher, P., & Passingham, R. (1995). Praxic and nonverbal cognitive deficits in a large family with a genetically transmitted speech and language disorder. Proceedings of the National Academy of Sciences of the USA, 92, 930-933.
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Badecker, B., & Caramazza, A. (1985). On consideration of method and theory governing the use of clinical categories in neurolinguistics and cognitive neuropsychology: The case against agrammatism. Cognition, 20, 97-125.
Caplan, D. (1992). Language: Structure, processing, and disorders. Cambridge, MA: MIT Press/Bradford Books.
Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149-180.
Code, C. (Ed.) (1991). The characteristics of aphasia. Hove: Lawrence Erlbaum Associates.
Gopnik, M., & Crago, M. B. (1991). Familial aggregation of a developmental language disorder. Cognition, 39, 1-50.
Parkin, A. J. (1996). Explorations in cognitive neuropsychology. Oxford: Blackwell.
Plant, D., & Shallice, T. (1994). Connectionist modelling in cognitive neuropsychology: A case study. Hove: Lawrence Erlbaum Associates.
Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. E. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 52, 25-82.
Snowling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford: Blackwell.
Snowling, M. J. (1995). Phonological processing and developmental dyslexia. Journal of Research in Reading, 18, 132-138.
Chapter 13: Wiring-up a brain
General reading
There are, again surprisingly, no non-specialist readings which describe work on neural networks.
Key findings
Elman, J. L. (1990). Finding structure in time. Cognitive Science, 14, 179-211.
Elman, J. L. (1990). Representation and structure in connectionist models. In G. T. M. Altmann (Ed.), Cognitive models of speech processing: Psycholinguistic and computational perspectives, pp. 345-382. Cambridge, MA: MIT Press/Bradford Books.
Jordan, M. I. (1986). Serial order: A parallel distributed processing approach Report No. 8604. Institute of Cognitive Science, University of California, San Diego.
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Bechtel, W., & Abrahamsen, A. (1991). Connectionism and the mind. Cambridge, MA: Basil Blackwell.
Cottrell, G. W., & Plunkett, K. (1994). Acquiring the mapping from meaning to sounds. Connection Science, 6, 379-412.
Ellis, N., & Humphreys, G. (1997). Connectionist models in psychology. Hove: Erlbaum (UK) Taylor & Francis.
Elman, J. L. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48, 71-99.
Elman, J. L. (1995). Language as a dynamical system. In R. F. Port & T. V. Gelder (Eds.), Mind as motion, pp. 195-225. Cambridge, MA: MIT Press/Bradford Books.
Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press/Bradford Books.
Rumelhart, D. E. and McClelland, J. L. (1986) Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge, MA: MIT Press/Bradford Books.
Chapter 14: The descent from Babel
General reading
Aitchison, J. (1996). The seeds of speech: Language origin and evolution. Cambridge: Cambridge University Press.
Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge: Cambridge University Press.
Dunbar, R. (1996). Grooming, gossip and the evolution of language. London: Faber and Faber.
Key finding
Cavalli-Sforza, L. L., Piazza, A., Menozzi, P., & Mountain, J. L. (1988). Reconstruction of human evolution: Bringing together genetic, archaeological and linguistic data. Proceedings of the National Academy of Sciences of the USA, 85, 6002-6006.
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Flood, J. (1995). Archaeology of the dreamtime: the story of prehistoric Australia and its people, (Revised edition). Sydney: Angus & Robertson.
Katzner, K. (1986). The languages of the world. London: Routledge.
Moseley, C. and Asher, R. E. (1994). Atlas of the world's languages. London: Routledge.
Index
acoustic offset 70
acting-out task 94
adjective 86, 149, 193, 217
affix 66-7, 148
derivational 67
inflectional 67
Afro-Asiatic languages 227
alphabet 55, 162-4, 166, 169, 178-9
Armenian 231
Cyrillic 231
Semitic 162
Altaic languages 227
ambiguity
and pronouns 104, 106-7
and stress 98-9
lexical 78-9, 85, 89, 103
main verb vs. passive 91, 93
syntactic 85, 89-93, 98, 100, 220-I
American Sign Language 104; see also sign
language
Ancient Greek 162
aphasia 185; see also production, deficits of
Arabic 162, 165, 169
Aranoff, Mark 66
articulation 59-60, 62, 74-5, 148, 152,
155, 181, 203-4; see also coarticulation
associative learning 38, 107, 121, 135, 146,
168-9
attention 36, 40, 103. 166
Australasian 227
Australian 12
Aztecs 230
Baars, Bernard 154
Babel
the legend xi
the tower xi, 4
baby 57
early learning 10, 14-16
in utero 10-12, 14-16
newborn 1, 4-5, 13, 16-20, 22, 31, 45,
48
see also non-nutritive sticking
Basque 227
ben Yehuda, Eliezer 231
Bertonciui, Josianne 17
Bickerton, Derek 52
book 160,164
brain 35, 111, 181, 205
Bruegel, Pieter 4
Carroll, Lewis 117-18
case-marking 88, 113, 115, 230
categorical perception 24-31, 61, 74
Cavalli-Sforza, Luigi 228
Cherokee 163, 231
child-directed speech 36, 45, 49
children 94, 106-7, 164-71, 178
chimpanzee 39, 225
China 52
chinchilla 28, 31
Chinese 17, 54, 134, 162-3, 169, 173-4,
178,229-30
Chornsky, Noam 3, 42, 45, 116
clause 156
clause boundary 48
click 230
co-articulation 60-3, 74
comprehension deficits 189-91
concepts 121-2, 147-8, 152, 156-7, 173
context 75-9, 81, 94-8, 120-1, 135, 155,
172,205,216-17
continuity 132
conversation 119, 132, 141
tum-taking 141-2
Crain, Stephen 94, 96
creole 52
critical period 51
cuneiform 161-2
Czech 227
DeCasper, Anthony 14-16
definition 136
Dell, Gary 152
demotic script 161
Descartes, Rene 121
dictionary 2, 54-5, 80, 118
see also mental lexicon
duration 12, 48
dysgraphia 196
dyslexia 178, 185
acquired 193-6
deep 193-4
developmental 182, 193, 197-202
intervention studies 200
phonological 194-6, 198
predictors of 199, 201
surface 195-6, 198
ear 29
Eimas, P
eter 26, 30
electroencephalogram 111
Elman,Jeffrey 212-15
English 12-13, 17, 25-6, 42, 56-8, 60-1,
66-7,86,88,114,162-3,165,169,
173-4,227,230
experience 121-2, 145, 205, 220
eye movement 95-6, 172-8
Finnish 165, 227, 230
fixation 174-7
folklore, Aboriginal 232
Ford, Marylin 156
French 12-13, 56, 57-8, 60-3, 227
frequency 11-13, 25, 30
frequency of occurrence 71, 73, 79, 93,
96-7,100,170-2
Frisian 106
function word 52, 189, 202
gap 108-16
Gamham, Alan 124-5
Garrett, Merrill 152
Gaskell, Gareth 75
Gee, Paul 157
gender 230
genetic code 160
German 88, 112, 114, 227, 230
gesture 84, 119
Gleitman, Lila 40, 47
glue ear 204
Gopnik, Myrna 203
grammar 32, 40, 44, 84-9, 102, 108, 112,
128,145-7,190-1
acquisition of 41-51, 223-4
see also word order
grammar gene 203
grammatical preference 91-3, 95
Greek 227
Grosjean, Francois 157
Gypsy 228
Hamburger, Henry 94
Hawaii 52
Hawaiian 230
hearing 10
hearing impairment 16, 204
Hebrew 67, 86, 162, 173-4, 176,
231
heritability 202-4
hieroglyphics 161-3, 178-9, 231
Hinton, Geoffrey 211
hiragana 162
historical linguistics 228
Hottentot 230
Humpty Dumpty 118
Hungarian 227
Icelandic 227
Incas 230
Indo-European languages 227-9
infant 23, 26, 30, 58, 63, 76
inference 131-5
infix 57, 66
inflection 42-3, 51-2, 67, 119, 136, 149,
174, 189, 202
innateness 19, 22, 45-8, 51, 53, 105-7
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