Search results for ""Author Ewa Dabrowska""
Edinburgh University Press Language, Mind and Brain: Some Psychological and Neurological Constraints on Theories of Grammar
Human languages reside in human brains, and it is undeniable that properties of the mind/brain place strong constraints on linguistic structure. Yet most linguists know little about the psychology of language and even less about its neural substrate. Language, Mind and Brain explores these constraints and shows how linguistics could benefit by incorporating insights from research on language acquisition, language processing, neurolinguistics and other disciplines concerned with human linguistic abilities. The first part of the book offers a useful introduction to the relevant issues for readers with little prior knowledge of these disciplines. In the second part, the cognitive underpinnings of language are discussed in more detail in three case studies chosen to illuminate complementary aspects of linguistic structure (the semantics of locative terms, morphological rules, the syntax of English questions). The final chapter is devoted to approaches to language which meet the requirements outlined earlier, with particular prominence given to cognitive and construction grammar. Features * A unique contribution to the debate on the relationship between language and other cognitive processes * Accessible text which introduces readers to a psychologically realistic theory of language * Includes a definitive introduction and case studies to illustrate key topics.
£29.99
Georgetown University Press Language Mind and Brain Some Psychological and Neurological Constraints on Theories of Grammar
Explores how properties of the human mind/brain constrain linguistic structure and how linguistics can benefit by combining traditional linguistic methodologies with insights from research on language acquisition, processing, and impairment.
£59.95
John Wiley and Sons Ltd Individual Differences in First and Second Language Ultimate Attainment and their Causes
Most language acquisition researchers assume, either implicitly or explicitly, that all first language learners converge on the same grammar. This outcome contrasts sharply with the outcome of L2 acquisition, which is characterized by large individual differences, particularly in adult learners. Futhermore, adult learners rarely, if ever, attain native-like competence. In this issue, eminent scholars from both first and second language acquisition investigate potential causes of individual differences in ultimate attainment. In doing so, they challenge the concept of nativeness and the role of the native speaker in ultimate attainment, they provide further insight into how cognitive ability affects acquisition and attainment, and they problematize the role of time and temporal grainsize in studying ultimate attainment. Taken together, the work presented in this issue provides expectations and lays out the challenges before us on the road to understanding the caues of individual differences in ultimate attainment.
£33.95
