CLL 340: Psycholinguistics: Related Individual Ebooks

The studies of the Japanese language and psycholinguistics have advanced quite significantly in the last half century thanks to the progress in the study of cognition and brain mechanisms associated with language acquisition, use, and disorders, and in particular, because of technological developments in experimental techniques employed in psycholinguistic studies. This volume contains 18 chapters that discuss our brain functions, specifically, the process of Japanese language acquisition - how we acquire/learn the Japanese language as a first/second language - and the mechanism of Japanese language perception and production - how we comprehend/produce the Japanese language. In turn we address the limitations of our current understanding of the language acquisition process and perception/production mechanism. Issues for future research on language acquisition and processing by users of the Japanese language are also presented. Chapter titles 1. Learning to become a native listener of Japanese (Reiko Mazuka) 2. The nature of the count/mass distinction in Japanese (Mutsumi Imai & Junko Kanero) 3. Grammatical deficits in Japanese children with Specific Language Impairment (Shinji Fukuda, Suzy E. Fukuda, & Tomohiko Ito) 4. Root infinitive analogues in Child Japanese (Keiko Murasugi) 5. Acquisition of scope (Takuya Goro) 6. Narrative development in L1 Japanese (Masahiko Minami) 7. L2 acquisition of Japanese (Yasuhiro Shirai) 8. The modularity of grammar in L2 acquisition (Mineharu Nakayama & Noriko Yoshimura) 9. Tense and aspect in Japanese as a second language (Alison Gabriele & Mamori Sugita Hughes) 10. Language acquisition and brain development: Cortical processing of a foreign language (Hiroko Hagiwara) 11. Resolution of branching ambiguity in speech (Yuki Hirose) 12. The role of learning in theories of English and Japanese sentence processing (Franklin Chang) 13. Experimental syntax: word order in sentence processing (Masatoshi Koizumi) 14. Relative clause processing in Japanese: psycholinguistic investigation into typological differences (Baris Kahraman & Hiromu Sakai) 15. Processing of syntactic and semantic information in the human brain: evidence from ERP studies in Japanese. (Tsutomu Sakamoto) 16. Issues in L2 Japanese sentence processing: similarities/differences with L1 and individual differences in working memory (Koichi Sawasaki & Akiko Kashiwagi-Wood) 17. Sentence production models to consider for L2 Japanese sentence production research (Noriko Iwasaki) 18. Processing of the Japanese language by native Chinese speakers (Katsuo Tamaoka)

Psycholinguistic and Cognitive Inquiries into Translation and Interpreting presents perspectives and original studies that aim to diversify traditional approaches in translation and interpreting research and improve the quality and generalizability of the field. The volume is divided into two parts: Part I includes an introductory discussion on the input of psycholinguistics and cognitive science to translation and interpreting along with two state-of-the-art chapters that discuss valid experimental designs while critically reviewing and building on existing work. Part II subsequently presents original studies which explore the performance of expert and novice translators using a variety of methodologies such as eye tracking, keystroke logging, retrospective protocols, and post-editing machine translation. It also presents contributions for exploratory studies on interpreting and for testing several constructs such as language competence and the role of expertise, redundancy, and working memory capacity. This volume is intended to act as a valuable reference for scholars, practitioners, translators, graduate and advanced undergraduate students, and anyone wishing to gain an overview of current issues in translation and interpreting from psycholinguistic and cognitive domains.

"Integrating research in linguistics, philosophy, semiotics, neurophenomenology, and literary studies, The Communicative Mind presents a thought-provoking and multifaceted investigation into linguistic meaning construction. It explores the various ways in which the intersubjectivity of communicating interactants manifests itself in language structure and use and argues for the indispensability of dialogue as a semantic resource in cognition. The view of the mind as highly conditioned by the domain of interpersonal communication is supported by an extensive range of empirical linguistic data from fiction, poetry and written and spoken everyday language, including rhetorically "creative" metaphors and metonymies. The author introduces Cognitive Linguistics to the notion of enunciation, which refers to the situated act of language use, and demonstrates the centrality of subjectivity and turn-taking interaction in natural semantics. The theoretical framework presented takes contextual relevance, viewpoint shifts, dynamicity, and the introduction into discourse of elements with no real-world counterparts (subjective motion, fictivity and other forms of non-actuality) to be vital components in the construction of meaning. The book engages the reader in critical discussions of cognitive-linguistic approaches to semantic construal and addresses the philosophical implications of the identified strengths and limitations. Among the theoretical advances in what Brandt refers to as the cognitive humanities is Fauconnier and Turner's theory of conceptual integration of "mental spaces" which has proved widely influential in Cognitive Poetics and Linguistics, offering a philosophy of language bridging the gap between pragmatics and semantics. With its constructive criticism of the "general mechanism" hypothesis, according to which "blending" can explain everything from the origin of language to binding in perception, Brandt's book brings the scope and applicability of Conceptual Integration Theory into the arena of scientific debate.The book contains five main chapters entitled Enunciation: Aspects of Subjectivity in Meaning Construction, The Subjective Conceptualizer: Non-actuality in Construal, Conceptual Integration in Semiotic Meaning Construction, Meaning Construction in Literary Text, and Effects of Poetic Enunciation: Seven Types of Iconicity."

How do we manage to speak and understand language? How do children acquire these skills and how does the brain support them? These psycholinguistic issues have been studied for more than two centuries. Though many Psycholinguists tend to consider their history as beginning with the Chomskyan "cognitive revolution" of the late 1950s/1960s, the history of empirical psycholinguistics actually goes back to the end of the 18th century. This is the first book to comprehensively treat this"pre-Chomskyan" history. It tells the fascinating history of the doctors, pedagogues, linguists and psychologists who created this discipline, looking at how they made their important discoveries about the language regions in the brain, about the high-speed accessing of words in speaking andlistening, on the child's invention of syntax, on the disruption of language in aphasic patients and so much more. The book is both a history of ideas as well of the men and women whose intelligence, brilliant insights, fads, fallacies, cooperations, and rivalries created this discipline. Psycholinguistics has four historical roots, which, by the end of the 19th century, had merged. By then, the discipline, usually called the psychology of language, was established. The first root was comparative linguistics, which raised the issue of the psychological origins of language. The secondroot was the study of language in the brain, with Franz Gall as the pioneer and the Broca and Wernicke discoveries as major landmarks. The third root was the diary approach to child development, which emerged from Rousseau's Emile. The fourth root was the experimental laboratory approach to speechand language processing, which originated from Franciscus Donders' mental chronometry. Wilhelm Wundt unified these four approaches in his monumental Die Sprache of 1900. These four perspectives of psycholinguistics continued into the 20th century but in quite divergent frameworks. There was German consciousness and thought psychology, Swiss/French and Prague/Viennese structuralism,Russian and American behaviorism, and almost aggressive holism in aphasiology. As well as reviewing all these perspectives, the book looks at the deep disruption of the field during the Third Reich and its optimistic, multidisciplinary re-emergence during the 1950s with the mathematical theory ofcommunication as a major impetus.A tour de force from one of the seminal figures in the field, this book will be essential reading for all linguists, psycholinguists, neuroscientists, and psychologists with an interest in language.

In this book, the authors present topical research in the study of the psychology of language both in structural and functional terms. Topics included in this compilation include the psychological and neurological computational approaches to different aspects of language; the evolution of human language; communication difficulties in children identified with psychiatric problems; statistical language learning; simple sentence comprehension of the Japanese language; and linguistic diversity as an important civil rights issue in medical and mental health encounters.

Neurolinguistic and Psycholinguistic Perspectives on SLA is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. It is divided into two major sections: the first part demonstrates the ways in which the latest developments in non-invasive techniques of brain monitoring allow researchers to test hypothesis related to biological foundations of language acquisition, including also accounts of emotional factors, limbic communication and evidence from language disorders. The second part offers psycholinguistic modelling of a number of components of second language competence, such as the acquisition of reading and writing, handling of foreign language vocabulary and the nature of bi- and multilingualism. It is a valuable collection for active researchers in the field, as well as for postgraduate students in language acquisition, psycholinguistics and neurolinguistics.