Before Steven Pinker wrote bestsellers on language and human nature, he wrote several technical monographs on language acquisition that have become classics in cognitive science. Learnability and Cognition, first published in 1989, brought together two big topics: how do children learn their mother tongue, and how does the mind represent basic categories of meaning such as space, time, causality, agency, and goals?
This book explores the relationships between language, music, and the brain by pursuing four key themes and the crosstalk among them: song and dance as a bridge between music and language; multiple levels of structure from brain to behavior to culture; the semantics of internal and external worlds and the role of emotion; and the evolution and development of language. The book offers specially commissioned expositions of current research accessible both to experts across disciplines and to non-experts.
Scholars have long been captivated by the parallels between birdsong and human speech and language. In this book, leading scholars draw on the latest research to explore what birdsong can tell us about the biology of human speech and language and the consequences for evolutionary biology.
How is the information we gather from the world through our sensory and motor apparatus converted into language? It is obvious that there is an interface between language and sensorimotor cognition because we can talk about what we see and do. In this book, Alistair Knott argues that this interface is more direct than commonly assumed. He proposes that the syntax of a concrete sentence--a sentence that reports a direct sensorimotor experience--closely reflects the sensorimotor processes involved in the experience.
Understanding speech in our native tongue seems natural and effortless; listening to speech in a nonnative language is a different experience. In this book, Anne Cutler argues that listening to speech is a process of native listening because so much of it is exquisitely tailored to the requirements of the native language. Her cross-linguistic study (drawing on experimental work in languages that range from English and Dutch to Chinese and Japanese) documents what is universal and what is language specific in the way we listen to spoken language.
When two or more languages are part of a child’s world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In particular, he explores problems of language ability when children use two languages for tasks related to schooling, especially in learning how to read and write.
This volume brings together contributions by prominent researchers in the fields of language processing and language acquisition on topics of common interest: how people refer to objects in the world, how people comprehend such referential expressions, and how children acquire the ability to refer and to understand reference.
In Language and Equilibrium, Prashant Parikh offers a new account of meaning for natural language. He argues that equilibrium, or balance among multiple interacting forces, is a key attribute of language and meaning and shows how to derive the meaning of an utterance from first principles by modeling it as a system of interdependent games.
Human communication is grounded in fundamentally cooperative, even shared, intentions. In this original and provocative account of the evolutionary origins of human communication, Michael Tomasello connects the fundamentally cooperative structure of human communication (initially discovered by Paul Grice) to the especially cooperative structure of human (as opposed to other primate) social interaction.
Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a "middle-class myth," dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical research. In Dyslexia, Learning, and the Brain, leading dyslexia researchers Roderick Nicolson and Angela Fawcett provide a uniquely broad and coherent analysis of dyslexia theory.