Bøger i Studies in Theoretical Psycholinguistics serien

This book presents a comprehensive, state-of-the-art treatment of the acquisition of Indo- and Non-Indo-European languages in various contexts, such as L1, L2, L3/Ln, bi/multilingual, heritage languages, pathology as well as language impairment, and sign language acquisition.

This book presents a comprehensive, state-of-the-art treatment of the acquisition of Indo- and Non-Indo-European languages in various contexts, such as L1, L2, L3/Ln, bi/multilingual, heritage languages, pathology as well as language impairment, and sign language acquisition.

How children acquire competence in verb placement in languages in which verb placement in matrix clauses does not coincide with that in embedded clauses is not well understood.

This work is a psycho linguistic investigation of the processing of tense (more specifically, the English past tense): When it is interpreted, how it is interpreted, and what it is interpreted with respect to.

Computational Psycholinguistics: An Interdisciplinary Approach to the Study of Language investigates the architecture and mechanisms which underlie the human capacity to process language.

To capture this fact we must posit an innate mechanism which meets two opposite constraints: it must be broad enough to account for the diversity of human language, and narrow enough so that the child does not make irrelevant hypotheses about his own language, particularly ones from which there is no recovery.

One line of investigation supporting the view of language as a genetic endowment is closely linked to traditional research on language acquisition and argues as follows: If language is innate there must be phenomena that should be accessible from birth in one form or the other.

This book looks closely at a particular set of linguistic structures with respect to both linguistic theory and language development, exploring the relationship between the theoretical claims and the results of a series of language acquisition experiments.

This volume presents the results of psycholinguistic research into various aspects of the grammar of quantification. The investigations involve children and adults, speakers of different languages, using a variety of experimental paradigms. A shared aspect of the studies is that they present their experimental results as evidence evaluating linguistic theories of quantification. Topics discussed include the interpretation of universal, comparative, and superlative quantifiers, quantifier spreading, scope interaction between pairs of quantifiers and between quantifiers and wh-phrases, distributivity and cumulativity, the interaction of quantifier interpretation with information structure, the disambiguating role of prosody, the functional overlap between universal quantification and perfectivity, and much more. The focus on experimental evidence makes this book essential reading for linguists (syntacticians, semanticists and pragmatists), psycholinguists and psychologists interested in quantification.

This book contains papers that were written to honor Professor Lyn Frazier on the occasion of her retirement from the University of Massachusetts Amherst.

This volume presents the results of psycholinguistic research into various aspects of the grammar of quantification. The investigations involve children and adults, speakers of different languages, using a variety of experimental paradigms. A shared aspect of the studies is that they present their experimental results as evidence evaluating linguistic theories of quantification. Topics discussed include the interpretation of universal, comparative, and superlative quantifiers, quantifier spreading, scope interaction between pairs of quantifiers and between quantifiers and wh-phrases, distributivity and cumulativity, the interaction of quantifier interpretation with information structure, the disambiguating role of prosody, the functional overlap between universal quantification and perfectivity, and much more. The focus on experimental evidence makes this book essential reading for linguists (syntacticians, semanticists and pragmatists), psycholinguists and psychologists interested in quantification.

This book asserts that language is a signaling system rather than a code, based in part on such research as the finding that 5-year-old English and Dutch children use pronouns correctly in their own utterances, but often fail to interpret these forms correctly when used by someone else.

Top researchers in prosody and psycholinguistics present their research and their views on the role of prosody in processing speech and also its role in reading. How are they used to assign a default prosody/intonation in silent reading, and more generally what is the role of phonology in reading?

Reports on joint work by researchers from different theoretical and linguistic backgrounds offer new insights on the interaction of linguistic code and context in language production and comprehension.

It makes for an ideal set of readings for advanced university courses on experimental studies of meaning and is a must-read for anyone interested in experimental research on meaning in natural language.

This volume focuses on recursion and reveals a host of new theoretical arguments, philosophical perspectives, formal representations and empirical evidence from parsing, acquisition and computer models, highlighting its central role in modern science.

The theory of language acquisition is a young but increasingly active field. Language Acquisition and Syntactic Theory presents one of the first detailed studies of comparative syntax acquisition.

INTRODUCTION Formal learning theory, as the name suggests, studies the learnability of different classes of formal objects (languages, grammars, theories, etc.) under different formal models of learning.

Reports on joint work by researchers from different theoretical and linguistic backgrounds offer new insights on the interaction of linguistic code and context in language production and comprehension.

This volume focuses on recursion and reveals a host of new theoretical arguments, philosophical perspectives, formal representations and empirical evidence from parsing, acquisition and computer models, highlighting its central role in modern science.

It makes for an ideal set of readings for advanced university courses on experimental studies of meaning and is a must-read for anyone interested in experimental research on meaning in natural language.

The theory of language acquisition is a young but increasingly active field. Language Acquisition and Syntactic Theory presents one of the first detailed studies of comparative syntax acquisition.

Linguistic theory has recently experienced a shift in its conceptual approach from the formulation of descriptively adequate accounts of languages to the definition of principles and parameters claimed to reflect the initial structure of the language faculty, often termed Universal Grammar (UG).

We look to linguistic theory (a) for the formulation of testable hypotheses which are coherent with a general theoretical model of language competence, and which, by empirical confirmation or disconfirmation, will have consequences which can be integra~ed in a general theory of language and of mind.

In this book Archibald describes two studies conducted within a parametric framework in the area of second language acquisition.

It is demonstrated how the fluent and non-fluent characteristics of the major aphasia syndromes follow directly from the properties of cognitive modules. Detailed linguistic descriptions of Broca's and Wernicke's aphasia in Chinese are provided, including a summary of diagnostics of aphasia type.

in Chomsky, 1986, has led to explosive developments in the study of natural language as well as to significant advances in the study of first language (L I) acquisition. Full development of a theory of UG demands study and understanding of the nature of both the formal properties of language and of the language acquisition process itself.

This book argues in favour of cross-linguistic variation in sentence processing by providing empirical data from ambiguity resolution in Greek as L1 and L2.

INTRODUCTION Formal learning theory, as the name suggests, studies the learnability of different classes of formal objects (languages, grammars, theories, etc.) under different formal models of learning.