Language in mind: an introduction to psycholinguistics
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; Oxford
Oxford University Press, Sinauer Associates
[2020]
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| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xii, 657 Seiten Illustrationen, Diagramme |
| ISBN: | 9781605357058 |
Internformat
MARC
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| 245 | 1 | 0 | |a Language in mind |b an introduction to psycholinguistics |c Julie Sedivy, University of Calgary |
| 250 | |a Second edition | ||
| 264 | 1 | |a New York ; Oxford |b Oxford University Press, Sinauer Associates |c [2020] | |
| 300 | |a xii, 657 Seiten |b Illustrationen, Diagramme | ||
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| 500 | |a Includes bibliographical references and index | ||
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| 653 | 0 | |a Psycholinguistics | |
| 653 | 0 | |a Cognition | |
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Datensatz im Suchindex
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| adam_text | Contents CHAPTER 1________________________________________ Science, Language, and the Science of Language 1 ■ box 1.1 Wrong or insightful? Isaac Asimov on testing students knowledge 2 1.1 What Do Scientists Know about Language? 3 1.2 Why Bother? 5 CHAPTER 2_________________________________ Origins of Human Language 9 2.1 Why Us? 11 ■ BOX 2.1 Hockett s design features of human language 13 ■ METHOD 2.1 Minding the gap between behavior and knowledge 17 2.2 The Social Underpinnings of Language 19 ■ RESEARCHERS AT WORK 2.1 Social scaffolding for language 23 ■ METHOD 2.2 Exploring what primates can t (or won t) do 25 2.3 The Structure of Language 26 ■ BOX 2.2 The recursive power of syntax 29 ■ LANGUAGE AT LARGE 2.1 Engineering the perfect language 31 ■ BOX 2.4 What can songbirds tell us about speaking? 38 2.5 How Humans Invent Languages 39 * LANGUAGE AT LARGE 2.2 From disability to diversity: Language studies and Deaf culture 45 2.6 Language and Genes 46 ■ BOX 2.5 Linguistic and non-linguistic impairments in Williams and Down syndromes 49 2.7 Survival of the Fittest Language? 53 ■ BOX 2.6 Evolution of a prayer 54 ■ DIGGING DEEPER Language evolution in the lab 59 2.4 The Evolution of Speech 33 ■ BOX 2.3 Practice makes perfect: The babbling stage of human infancy 35 CHAPTER 3__________________ Language and the Brain 63 3.1 Evidence from Damage to the Brain 65 ■ BOX 3.1 Phineas Gage and his brain 67 ■ LANGUAGE AT LARGE 3.1 One hundred names for love: Aphasia strikes a literary couple 68
vi Contents ■ METHOD 3.1 The need for language diversity in aphasia research 75 3.2 Mapping the Healthy Human Brain 78 ■ METHOD 3.2 Comparing apples and oranges infMRI 80 ■ BOX 3.2 The functional neuroanatomy of language 85 ■ LANGUAGE AT LARGE 3.2 Brain bunk: Separating science from pseudoscience 91 ■ BOX 3.3 Are Broca and Wernicke dead? 93 CHAPTER 3.3 The Brain in Real-Time Action 95 ■ LANGUAGE AT LARGE 3.3 Using EEG to assess patients in a vegetative state 102 ■ BOX 3.4 A musical P600 effect 104 ■ RESEARCHERS AT WORK 3.1 Using ERPs to detect cross-language activation 105 ■ DIGGING DEEPER Language and music 108 4_____________________________ Learning Sound Patterns 111 ■ BOX 4.3 Vowels 135 ■ METHOD 4.2 High-amplitude sucking 4.1 Where Are the Words? 113 ■ METHOD 4.1 The head-turn preference paradigm 115 ■ BOX 4.1 Phonotactic constraints across languages 120 4.4 Learning How Sounds Pattern 138 ■ BOX 4.4 Allophones in complementary distribution: Some crosslinguistic examples 140 4.2 Infant Statisticians 121 ■ BOX 4.2 ERPs reveal statistical skills in newborns 126 4.3 What Are the Sounds? 127 ■ LANGUAGE AT LARGE 4.1 The articulatory phonetics of beatboxing 131 CHAPTER 137 4.5 Some Patterns Are Easier to Learn than Others 143 ■ RESEARCHERS AT WORK 4.1 Investigating potential learning biases 146 ■ DIGGING DEEPER How does learning change with age and experience? 152 5______________________________ Learning Words 157 5.1 Words and Their Interface to Sound 158 5.2 Reference and Concepts 163 ■ BOX 5.1 Some sources of non-arbitrariness in spoken languages 167 ■ LANGUAGE AT LARGE 5.1
How different languages cut up the concept pie 170 5.3 Understanding Speakers’ Intentions 175 и RESEARCHERS AT WORK 5.1 Assessing the accuracy of adult speakers 178 ■ METHOD 5.1 Revisiting the switch task 180 5.4 Parts of Speech 181 5.5 The Role of Language Input 184 ■ BOX 5.2 Learning from bilingual input 5.6 Complex Words 189 190 * LANGUAGE AT LARGE 5.2 McLanguage and the perils of branding by prefix 192 ■ BOX 5.3 The very complex morphology of Czech 194 ■ BOX 5.4 Separate brain networks for words and rules? 198 ■ DIGGING DEEPER The chicken-and-egg problem of language and thought 201
Contents vii CHAPTER 6_______________________________ Learning the Structure of Sentences 205 6.1 The Nature of Syntactic Knowledge 206 ■ BOX 6.1 Stages of syntactic development 207 ■ LANGUAGE AT LARGE 6.1 Constituent structure and poetic effect 213 ■ BOX 6.2 Rules versus constructions 215 ■ BOX 6.3 Varieties of structural complexity 217 6.2 Learning Grammatical Categories 219 ■ RESEARCHERS AT WORK 6.1 The usefulness of frequent frames in Spanish and English 224 6.3 How Abstract Is Early Syntax? 226 ■ BOX 6.4 Quirky verb alterations 233 ■ BOX 6.5 Syntax and the immature brain 236 CHAPTER 6.4 Complex Syntax and Constraints on Learning 237 ■ BOX 6.6 Specific language impairment and complex syntax 239 ■ METHOD 6.1 The CHILDES database 246 6.5 What Do Children Do with Input? 248 ■ LANGUAGE AT LARGE 6.2 Language universals, alien tongues, and learnability 248 ■ METHOD 6.2 What can we learn from computer simulations of syntactic learning? 252 ■ DIGGING DEEPER Domain-general and domain-specific theories of language learning 253 7_____________________ Speech Perception 257 7.1 Coping with the Variability of Sounds ■ BOX 7.1 The articulatory properties of English consonants 261 ■ BOX 7.2 Variability in the pronunciation of signed languages 262 ■ BOX 7.3 Categorical perception in chinchillas 265 ■ METHOD 7.1 What can we learn from conflicting results? 267 7.2 Integrating Multiple Cues 268 ■ BOX 7.4 Does music training enhance speech perception? 270 259 7.3 Adapting to a Variety of Talkers 274 * LANGUAGE AT LARGE 7.1 To dub or not to dub? 275 ■ BOX 7.5 Accents and attitudes 276 ■
RESEARCHERS AT WORK 7.1 Adjusting to specific talkers 278 7.4 The Motor Theory of Speech Perception 286 * LANGUAGE AT LARGE 7.2 How does ventriloquism work? 290 ■ BOX 7.6 What happens to speech perception as you age? 293 ■ DIGGING DEEPER The connection between speech perception and dyslexia 294 CHAPTER 8________________ Word Recognition 299 8.1 A Connected Lexicon 300 ■ BOX 8.1 Controlling for factors that affect the speed of word recognition 304 ■ METHOD 8.1 Using the lexical decision task 307 ■ BOX 8.2 Words: All in the mind, or in the body too? 310 8.2 Ambiguity 311 ■ BOX 8.3 Why do languages tolerate ambiguity? 313 ■ RESEARCHERS AT WORK 8.1 Evidence for the activation of sunken meanings 316 ■ LANGUAGE AT LARGE 8.1 The persuasive power of word associations 319
viii Contents 8.3 Recognizing Spoken Words in Real Time 320 ■ BOX 8.4 Do bilingual people keep their languages separate? 325 ■ BOX 8.5 Word recognition in signed languages 328 chapter 8.4 Reading Written Words 330 ■ BOX 8.6 Do different writing systems engage the brain differently? 332 ■ LANGUAGE AT LARGE 8.2 Should English spelling be reformed? 334 ■ DIGGING DEEPER The great modular-versusinteractive debate 339 9_____________________________________________________________________ Understanding Sentence Structure and Meaning 343 9.1 Incremental Processing and the Problem of Ambiguity 345 ■ BOX 9.1 Key grammatical terms and concepts in English 348 ■ LANGUAGE AT LARGE 9.1 Crash blossoms run amok in newspaper headlines 351 ■ METHOD 9.1 Using reading times to detect misanalysis 352 9.2 Models of Ambiguity Resolution 353 ■ BOX 9.2 Two common psychological heuristics 355 ■ BOX 9.3 Not all reduced relatives lead to processing implosions 358 9.3 Variables That Predict the Difficulty of Ambiguous Sentences 359 CHAPTER ■ RESEARCHERS AT WORK 9.1 Subliminal priming of a verb s syntactic frame 363 ■ BOX 9.4 Doesn t intonation disambiguate spoken language? 368 9.4 Making Predictions 370 9.5 When Memory Fails 377 9.6 Variable Minds 381 ■ BOX 9.5 The language experience of bookworms versus socialites 385 ■ BOX 9.6 How does aging affect sentence comprehension? 388 ■ LANGUAGE AT LARGE 9.2 A psycholinguist walks into a bar... 391 ■ DIGGING DEEPER The great debate over the bilingual advantage 393 ю______________ Speaking: From Planning to Articulation 397 10.1 The Space between Thinking and
Speaking 399 ■ BOX 10.1 What spoken language really sounds like 400 ■ LANGUAGE AT LARGE 10.1 The sounds of silence: Conversational gaps across cultures 402 10.2 Ordered Stages in Language Production 404 ■ BOX 10.2 Common types of speech errors 406 ■ BOX 10.3 Learning to fail at speaking 410 10.3 Formulating Messages 412 ■ RESEARCHERS AT WORK 10.1 Message planning in real time 417 ■ LANGUAGE AT LARGE 10.2 Clean speech is not better speech 419 10.4 Structuring Sentences 420 ■ METHOD 10.1 Finding patterns in real-world language 424 * LANGUAGE AT LARGE 10.3 Language detectives track the unique prints of language users 428 10.5 Putting the Sounds in Words 429 ■ METHOD 10.2 The SLIP technique 431 ■ BOX 10.4 Was Freud completely wrong about speech errors? 436 ■ BOX 10.5 Patterns in speech errors 439 ■ DIGGING DEEPER Sentence production in other languages 440
Contents ix CHAPTER 11_________________ Discourse and Inference 445 11.1 From Linguistic Form to Mental Models of the World 447 ■ RESEARCHERS AT WORK 11.1 Probing for the contents of mental models 450 ■ BOX 11.1 Individual differences in visual imagery during reading 454 ■ METHOD 11.1 Converging techniques for studying mental models 456 ■ LANGUAGE AT LARGE 11.1 What does it mean to be literate? 460 11.2 Pronoun Problems 461 ■ BOX 11.2 Pronoun systems across languages 463 CHAPTER 12 11.3 Pronouns in Real Time 469 ■ BOX 11.3 Pronoun types and structural constraints 474 11.4 Drawing Inferences and Making Connections 477 я LANGUAGE AT LARGE 11.2 The Kuleshov effect: How inferences bring life to film 479 ■ BOX 11.4 Using brain waves to study the time course of discourse processing 484 11.5 Understanding Metaphor 488 ■ LANGUAGE AT LARGE 11.3 The use and abuse of metaphor 493 ■ DIGGING DEEPER Shallow processors or builders of rich meaning? 496 _________________________________ The Social Side of Language 501 12.1 Tiny Mind Readers or Young Egocentrics? 503 ■ RESEARCHERS AT WORK 12.1 Learning through social interaction 505 ■ BOX 12.1 Social gating is for the birds 508 ■ METHOD 12.1 Referential communication tasks 513 ■ BOX 12.2 Does language promote mind reading? 516 12.2 Conversational Inferences: Deciphering What the Speaker Meant 518 a LANGUAGE AT LARGE 12.1 On lying and implying in advertising 522 CHAPTER ■ BOX 12.3 Examples of scalar implicature 523 ■ BOX 12.4 Using conversational inference to resolve ambiguity 529 ■ LANGUAGE AT LARGE 12.2 Being polite, indirectly 530 12.3
Audience Design 534 12.4 Dialogue 544 я LANGUAGE AT LARGE 12.3 Why are so many professors bad at audience design? 545 ■ DIGGING DEEPER Autism research and its role in mind-reading debates 553 із_____ Language Diversity 557 ■ LANGUAGE AT LARGE 13.1 The great language extinction 558 13.1 What Do Languages Have in Common? 560 ■ BOX 13.1 Language change through language contact 563 13.2 Explaining Similarities across Languages 568 ■ RESEARCHERS AT WORK 13.1 Universals and learning biases 571 ■ METHOD 13.1 How well do artificial language learning experiments reflect real learning? 574
x Contents ■ BOX 13.2 Do genes contribute to language diversity? 576 ■ BOX 13.3 Can social pressure make languages less efficient? 580 13.3 Words, Concepts, and Culture 582 ■ BOX 13.4 Variations in color vocabulary 585 ■ BOX 13.5 ERP evidence for language effects on perception 592 Glossary 613 Literature Cited 622 Author Index 639 Subject Index 643 13.4 Language Structure and the Connection between Culture and Mind 594 ■ METHOD 13.2 Language intrusion and the variable Whorf effect 598 ■ BOX 13.6 Mark Twain on the awful memory taxing syntax of German 602 13.5 One Mind, Multiple Languages 603 я LANGUAGE AT LARGE 13.2 Can your language make you broke and fat? 608 ■ DIGGING DEEPER Are all languages equally complex? 610
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| spelling | Sedivy, Julie Verfasser (DE-588)1053925794 aut Language in mind an introduction to psycholinguistics Julie Sedivy, University of Calgary Second edition New York ; Oxford Oxford University Press, Sinauer Associates [2020] xii, 657 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Psycholinguistik (DE-588)4127537-8 gnd rswk-swf Psycholinguistics Cognition Psycholinguistik (DE-588)4127537-8 s DE-604 Erscheint auch als Online-Ausgabe 978-1-60535-836-9 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030913558&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sedivy, Julie Language in mind an introduction to psycholinguistics Psycholinguistik (DE-588)4127537-8 gnd |
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| title | Language in mind an introduction to psycholinguistics |
| title_auth | Language in mind an introduction to psycholinguistics |
| title_exact_search | Language in mind an introduction to psycholinguistics |
| title_full | Language in mind an introduction to psycholinguistics Julie Sedivy, University of Calgary |
| title_fullStr | Language in mind an introduction to psycholinguistics Julie Sedivy, University of Calgary |
| title_full_unstemmed | Language in mind an introduction to psycholinguistics Julie Sedivy, University of Calgary |
| title_short | Language in mind |
| title_sort | language in mind an introduction to psycholinguistics |
| title_sub | an introduction to psycholinguistics |
| topic | Psycholinguistik (DE-588)4127537-8 gnd |
| topic_facet | Psycholinguistik |
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