In Becoming Human, Jennifer Greenwood proposes a novel theory of the development of human emotionality. In doing so, she makes important contributions to the nature-nurture debate in emotion theory and the intracranialist–transcranialist debate in philosophy of mind. Greenwood shows that the distinction between nature and nurture is unfounded; biological and cultural resources are deeply functionally integrated throughout the developmental process.
Language allows us to express and comprehend an unbounded number of thoughts. This fundamental and much-celebrated property is made possible by a division of labor between a large inventory of stored items (e.g., affixes, words, idioms) and a computational system that productively combines these stored units on the fly to create a potentially unlimited array of new expressions. A language learner must discover a language’s productive, reusable units and determine which computational processes can give rise to new expressions.
When children are late in hitting developmental milestones, parents worry. And no delay causes more parental anxiety than late talking, which is associated in many parents’ minds with such serious conditions as autism and severe intellectual disability. In fact, as children’s speech expert Stephen Camarata points out in this enlightening book, children are late in beginning to talk for a wide variety of reasons. For some children, late talking may be a symptom of other, more serious, problems; for many others, however, it may simply be a stage with no long-term complications.
Adults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don’t seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime.
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.
Codeswitching is the alternate use of two or more languages among bilingual interlocutors. It is distinct from borrowing, which involves the phonological and morphological integration of a word from one language into another. Codeswitching involves the mixing of phonologically distinctive elements into a single utterance: Mi hermano bought some ice cream. This volume examines the grammatical properties of languages mixed in this way, focusing on cases of language mixing within a sentence.
Each edition of this classic reference has proved to be a benchmark in the developing field of cognitive neuroscience. The fifth edition of The Cognitive Neurosciences continues to chart new directions in the study of the biological underpinnings of complex cognitio—the relationship between the structural and physiological mechanisms of the nervous system and the psychological reality of the mind. It offers entirely new material, reflecting recent advances in the field.
Children with specific language impairment (SLI) show a significant deficit in spoken language that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. More prevalent than autism and at least as prevalent as dyslexia, SLI affects approximately seven percent of all children; it is longstanding, with adverse effects on academic, social, and (eventually) economic standing.
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.
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?