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Wittgenstein scholarship has continued to grow at a pace few could have anticipated - a testament both to the fertility of his thought and to the thriving state of contemporary philosophy. In response to this ever-growing interest in the field, we are delighted to announce the publication of a second series of critical assessments on Wittgenstein, emphasising both the breadth and depth of contemporary Wittgenstein research.As well as papers on the nature and method of Wittgenstein's philosophy, this second collection also relates to a broader range of topics, including psychology, politics, art, music and culture.
This is the facsimile 1911 reprint of Victoria Lady Welby's very last publication Significs and Language. The Articulate form of our Expressive and Interpretative resources. This volume also includes two major essays from the author's hands, 'Meaning and Metaphor' (reprinted from The Monist 3:4, 1893), and 'Sense, Meaning and Interpretation' (reprinted from Mind 5:17 and 18, 1896), and a selection of several noteworthy and unpublished essays. In the introduction to this volume the editor H. Walter Schmitz exemplifies how Lady Welby developed her significs in discussion and cooperation with numerous highly divergent scientists and scholars of her times; how her ideas influenced other scholars in Europe and the US; and how significs sank to near oblivion and was finally recovered.
'When, why, and how did language evolve?' 'Why do only humans have language?' This book looks at these and other questions about the origins and evolution of language. It does so via a rich diversity of perspectives, including social, cultural, archaeological, palaeoanthropological, musicological, anatomical, neurobiological, primatological, and linguistic. Among the subjects it considers are: how far sociality is a prerequisite for language; the evolutionary links between language and music; the relation between natural selection and niche construction; the origins of the lexicon; the role of social play in language development; the use of signs by great apes; the evolution of syntax; the evolutionary biology of language; the insights offered by Chomsky's biolinguistic approach to mind and language; the emergence of recursive language; the selectional advantages of the human vocal tract; and why women speak better than men. The authors, drawn from all over the world, are prominent linguists, psychologists, cognitive scientists, archaeologists, primatologists, social anthropologists, and specialists in artificial intelligence. As well as explaining what is understood about the evolution of language, they look squarely at the formidable obstacles to knowing more - the absence of direct evidence, for example; the problems of using indirect evidence; the lack of a common conception of language; confusion about the operation of natural selection and other processes of change; the scope for misunderstanding in a multi-disciplinary field, and many more. Despite these difficulties, the authors in their stylish and readable contributions to this book are able to show just how much has been achieved in this most fruitful and fascinating area of research in the social, natural, and cognitive sciences.
First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
The aim of this book is to serve as an introduction to students and professionals who require an understanding of developmental psychology, but who have no background knowledge. The text outlines some of the main areas of developmental psychology, and as such, seeks to offer a broad overview of contemporary interest in the subject. It provides a description of development, both normal and abnormal, and presents explanations of the way in which development progresses and why it takes a particular form. It is aimed at GCSE students, A level students, first year psychology undergraduates and school teachers.
Language, cognition, and memory are traditionally studied together prior to a researcher specializing in any one area. They are studied together initially because much of the development of one can affect the development of the others. Most books available now either tend to be extremely broad in the areas of all infant development including physical and social development, or specialize in cognitive development, language acquisition, or memory. Rarely do you find all three together, despite the fact that they all relate to each other. This volume consists of focused articles from the authoritative Encyclopedia of Infant and Early Childood Development, and specifically targets the ages 0-3. Providing summary overviews of basic and cutting edge research, coverage includes attention, assessment, bilingualism, categorization skills, critical periods, learning disabilities, reasoning, speech development, etc. This collection of articles provides an essential, affordable reference for researchers, graduate students, and clinicians interested in cognitive development, language development, and memory, as well as those developmental psychologists interested in all aspects of development. - Focused content on age 0-3- saves time searching for and wading through lit on full age range for developmentally relevant info - Concise, understandable, and authoritative—easier to comprehend for immediate applicability in research
First published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children's Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.
The origin, development, and nature of language has been the focus of theoretical debate among philosophers for many centuries. Following the pioneering clinical observations 150 years ago of loss of language following a cerebral lesion, language started to be considered a biological system, that could be investigated scientifically. As a consequence, an increasing number of scientists began to search for its anatomical and functional basis and its links with other such cognitive systems. The relatively recent introduction of neuroimaging tools, such as PET and fMRI, has brought rapid and groundbreaking developments to the field of Neurolinguistics. In this book, Denes harnesses these advances to adopt a biolinguistic approach to the study of a subject that increasingly sees the collaboration of linguists, experimental psychologists, neuroscientists and clinicians. Talking Heads reviews the latest research to provide a concise analysis of the multifaceted aspects of language which focuses both on theoretical aspects and physical implementation. Following an up-to-date description of acquired language disorders, and their contribution to the design of a functional architecture of language, the book illustrates the neurological process involved in the production and comprehension of spoken and written language, as well as investigating the neurological and functional systems responsible for sign language production and first and second language acquisition. With a glossary of the anatomical and linguistic terms, this book provides an invaluable resource to undergraduate and graduate students of psychology, psycholinguistics and linguistics.