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In this groundbreaking book, Tomasello presents a comprehensive usage-based theory of language acquisition. Drawing together a vast body of empirical research in cognitive science, linguistics, and developmental psychology, Tomasello demonstrates that we don't need a self-contained "language instinct" to explain how children learn language. Their linguistic ability is interwoven with other cognitive abilities.
"... serious scholars of Vico as well as glottogeneticists will find much of value in this excellent monograph." -- New Vico Studies "... a provocative, well-researched argument which might find reapplication in the fields of anthropology, semiotics, archeology, psychology or even philosophy." -- Theological Book Review Danesi returns to the work of the 18th-century Italian philosopher Giambattista Vico to create a persuasive, original account of the evolution and development of language, one of the deep mysteries of human existence. The Vichian reconstruction of the origin of language is described at length, then evaluated in light of contemporary research in the cognitive, social, and biological sciences.
The South Asian languages, mainly Indo-Aryan and Dravidian, have become a focus of interest in the formal study of language as a natural consequence of the research program of the Principle and Parameters approach and an enforced interest in exploring the parametrical space of human language. The contributions to the present volume combine theoretical reasoning in syntax and phonology with a comparative research agenda in which South Asian languages figure prominently. The topics range from issues of clause structure, serial verb constructions, cleft- and question formation, to the question of what the proper syntactic format of modification should be, issues of binding theory and raising, and issues of complementation, the clausal periphery and clausal typing. The collection of articles concludes with two chapters on Dravidian and comparative phonology and a chapter on the shaping of phonological awareness by different writing systems. The authors and the editors devote this piece of work to Professor K.A. Jayaseelan, one of present-day India s most influential linguists.
This book contains 15 revised papers originally presented at a symposium at Rosendal, Norway, under the aegis of The Centre for Advanced Study (CAS) at the Norwegian Academy of Science and Letters. The overall theme of the volume is 'internal factors in grammatical change.' The papers focus on fundamental questions in theoretically-based historical linguistics from a broad perspective. Several of the papers relate to grammaticalization in different ways, but are generally critical of 'Grammaticalization Theory'. Further papers focus on the causes of syntactic change, pinpointing both extra-syntactic (exogenous) causes and – more controversially – internally driven (endogenous) causes. The volume is rounded up by contributions on morphological change 'by itself.' A wide range of languages is covered, including Tsova-Tush (Nakh-Dagestan), Zoque, and Athapaskan languages, in addition to Indo-European languages, both the more familiar ones and some less well-studied varieties.
Chomsky proposes a reformulation of the theory of transformational generative grammar that takes recent developments in the descriptive analysis of particular languages into account. Beginning in the mid-fifties and emanating largely form MIT, an approach was developed to linguistic theory and to the study of the structure of particular languages that diverges in many respects from modern linguistics. Although this approach is connected to the traditional study of languages, it differs enough in its specific conclusions about the structure and in its specific conclusions about the structure of language to warrant a name, "generative grammar." Various deficiencies have been discovered in the first attempts to formulate a theory of transformational generative grammar and in the descriptive analysis of particular languages that motivated these formulations. At the same time, it has become apparent that these formulations can be extended and deepened.The major purpose of this book is to review these developments and to propose a reformulation of the theory of transformational generative grammar that takes them into account. The emphasis in this study is syntax; semantic and phonological aspects of the language structure are discussed only insofar as they bear on syntactic theory.
Shows how leaders can access the deepest source of inspiration and vision • Includes dozens of tested exercises, practices, and real-world examples We live in a time of massive institutional failure, one that requires a new consciousness and a new collective leadership capacity. In this groundbreaking book, Otto Scharmer invites us to see the world in new ways and in so doing discover a revolutionary approach to leadership. What we pay attention to and how we pay attention is key to what we create. What prevents us from attending to situations more effectively is that we aren’t fully aware of and in touch with the inner place from which attention and intention originate. This is what Scharmer calls our blind spot. By moving through Scharmer’s U process, we consciously access the blind spot and learn to connect to our authentic Self—the deepest source of knowledge and inspiration—in the realm of “presencing,” a term coined by Scharmer that combines the concepts of presence and sensing. Based on ten years of research and action learning and interviews with over 150 practitioners and thought leaders, Theory U offers a rich diversity of compelling stories and examples and includes dozens of exercises and practices that allow leaders, and entire organizations, to shift awareness, connect with the best future possibility, and gain the ability to realize it.
Speech and phenomena.--Form and meaning.--Differance.
Blog Theory offers a critical theory of contemporary media. Furthering her account of communicative capitalism, Jodi Dean explores the ways new media practices like blogging and texting capture their users in intensive networks of enjoyment, production, and surveillance. Her wide-ranging and theoretically rich analysis extends from her personal experiences as a blogger, through media histories, to newly emerging social network platforms and applications. Set against the background of the economic crisis wrought by neoliberalism, the book engages with recent work in contemporary media theory as well as with thinkers such as Giorgio Agamben, Jean Baudrillard, Guy Debord, Jacques Lacan, and Slavoj ?i?ek. Through these engagements, Dean defends the provocative thesis that reflexivity in complex networks is best understood via the psychoanalytic notion of the drives. She contends, moreover, that reading networks in terms of the drives enables us to grasp their real, human dimension, that is, the feelings and affects that embed us in the system. In remarkably clear and lucid prose, Dean links seemingly trivial and transitory updates from the new mass culture of the internet to more fundamental changes in subjectivity and politics. Everyday communicative exchangesÑfrom blog posts to text messagesÑhave widespread effects, effects that not only undermine capacities for democracy but also entrap us in circuits of domination.
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory