The Articulate Mammal (48 page)

Wallman (1992) provides an overview of earlier ape-language projects, which includes other famous animals, such as Sarah (a chimp), Koko (a gorilla) and Chantek (an orang-utan) whose achievements have been omitted here due to lack of space.

The linguistic abilities of children and chimps are compared in Greenfield and Savage-Rumbaugh (1993) and Savage-Rumbaugh
et al.
(1993). For further discussion, see Rumbaugh and Washburn (2004), Savage-Rumbaugh
et al.
(1998) and Shanker
et al.
(1999).

CHAPTER 3

This chapter took its inspiration from Lenneberg’s pioneering (1967) work, which is still worth reading, though certain sections are now out of date.

Springer and Deutsch (1998), Greenfield (1997) and Firlik (2006) are brief readable introductions to the brain as a whole. Cotterill (1998) ranges more widely.

Obler and Gjerlow (1999) is a user-friendly discussion of language in the brain, Hugdahl and Davidson (2003) and also Pulvermüller (2002) provide more detailed accounts.

Deacon (1997) looks at brain evolution, and discusses differences between the brains of humans and other primates. Müller (1996) discusses linguistic specializations within the brain, and how they come about. Kempen (2000) discusses a recent controversy.

Techniques for studying the brain are outlined in Blumstein (1995), Posner and Raichle (1994) and Raichle (1994).

CHAPTER 4

The early part of this chapter is based on Lenneberg (1967), who is now regarded as an insightful pioneer.

The section on the stages of child language is based on Brown (1973) which contains a comprehensive summary of his own work with the ‘Harvard children’, Adam, Eve and Sarah, in the early stages of language acquisition. Lust and Foley (2004) also contains some key articles about these children. For further information on child language, see the reading suggestions for
Chapter 6
.

Scovel (1988) and Newport (1991) discuss the ‘critical period’ issue. The Nicaraguan language project is reported in Kegl (1994), Senghas (1994) and Kegl
et al.
(1999).

Chapter 5

This chapter is based on Chomsky (1965) for his ‘classical’ transformational grammar, and Chomsky (1986) for his later views. His more recent ideas are taken from Chomsky (1995a, 1995b, 2000, 2002). McGilvray (2005) contains a variety of views in a book assessing Chomsky’s legacy. Tomasello’s views are from Tomasello (2003).

CHAPTER 6

Numerous books now exist on child language: O’Grady (2005) is a concise introduction, and Chiat (2000) outlines problems which may arise.

A number of useful books of readings are available. See Berko-Gleason (1993), Bloom (1994), Fletcher and MacWhinney (1995) and especially Lust and Foley (2004).

Boysson-Bardies (1999) explores the early stages of speech; Jusczyk (1997) looks at the capacity for speech perception; Vihman (1996) discusses the overlap of babbling with speech; Hirsch-Pasek and Golinkoff (1996)
explore early language comprehension; Barrett (1985) analyses one-word utterances.

Brown (1973) and Braine (1976) are ‘classics’ on the beginnings of syntax; Bloom (1991) summarizes her earlier work with Kathryn, Eric and Gia.

O’Grady (1997) explores syntactic development in general. Past tenses and learning network (connectionist) approaches to them are discussed in Pinker and Prince (1988), Marcus
et al.
(1992), Kim
et al.
(1994), Plunkett (1995) and Elman
et al.
(1996). Shirai and Andersen (1995) present an alternative account. Bybee (1995) compares various views.

Vocabulary learning is not dealt with in this book: Aitchison (2003a) outlines what is involved. More extensive coverage can be found in Anglin (1993), Clark (1993), Gleitman and Landau (1994) and Bloom (2000).

CHAPTER 7

The books of readings suggested for
Chapter 6
also contain work relevant to this chapter.

Cognitive development in general and its relation to language is outlined in McShane (1991) and Gopnik
et al.
(1999).

Of the linguistic ‘savants’, Laura (Marta) is discussed in Yamada (1988, 1990), Christopher in Smith and Tsimpli (1995), and Kate in Dowker
et al.
(1996). Children with exceptional linguistic ability in general are dealt with in Boucher (1998) and Rondal (1994).

Child-directed speech is examined in Gallaway and Richards (1994), which views itself as a sequel to the widely read earlier work by Snow and Ferguson (1977). On language understanding, see Bishop (1997).

The ‘bootstrapping’ question is explored in Pinker (1989). Comments on his views and further work on the topic are found widely, e.g. Baker (1992), Braine (1992, 1994), Tomasello (1992) and Lieven and Pine (1995).

Slobin (1986a, 1986b, 1986c, 1992, 1997a, 1997b) documents the acquisition of a wide range of languages.

Methods of analysing children’s language are discussed in Bennett-Kastor (1988) and McDaniel
et al.
(1996).

CHAPTER 8

This chapter is based on the same basic Chomsky writings as
Chapter 5
.

CHAPTER 9

Fodor, Bever and Garrett (1974) is now outdated, but provides a reliable account of much early work on the attempts by psycholinguists to test the
plausibility of a transformational grammar. Watt (1970) was the first person to propose the archival nature of a classic transformational grammar.

CHAPTER 10

Altmann and Shillcock (1993) Berko-Gleason and Bernstein-Ratner (1998), McQueen (2004), and Miller and Eimas (1995) are books of readings which contain information on a range of comprehension issues. Altmann (1997), Harley (2001), Jackendoff (2002) and Pinker (1994) deal readably with some controversial topics.

Handel (1989) discusses how humans deal with sound in general. Nygaard and Pisoni (1995) give an outline of speech perception.

Tanenhaus and Trueswell (1995) provide a historical overview of the changing views on sentence comprehension over the last quarter century. Bever (1970) was the original ‘classic’ paper on perceptual strategies; Frazier and Clifton (1996) provide an updated view of syntactic strategies. Tanenhaus
et al.
(1993) discuss the integration of lexical and grammatical information.

Comprehending words is dealt with more fully in Aitchison (2003a). Further information on the lexicon is available in Bard and Shillcock (1993), Cutler (1995) and Marslen-Wilson (1989, 1993). Seidenberg (1995) examines visual word recognition.

The relationship between perception and production is explored in Cutler (2005).

CHAPTER 11

Levelt (1989) presents a wide-ranging overview of speech production. Bock (1995), Fowler (1995) and Harley (2001) also provide overviews.

Boomer and Laver (1968) was the ‘classic’ article that started serious work on ‘slips of the tongue’. It is reprinted in Fromkin (1973) and Laver (1991). The slips of the tongue in this chapter are mainly from my own collection, supplemented by examples from Fromkin (1973, 1980) and Cutler (1982). Dell (1995) and Dell
et al.
(1993) discuss tongue slips and speech production within a connectionist framework.

On the lexicon, see Aitchison (2003a), Levelt (1993), Levelt
et al.
(1999), Marslen-Wilson (1989) and Miller (1991).

Gathercole and Baddeley (1993) explore the role of short term memory. Caplan (1987) looks at aphasia. Shenk (2001/2002) is a highly readable introduction to Alzheimer’s disease.

CHAPTER 12

Altmann (1997) provides a non-technical introduction to connectionism.

Rumelhart and McClelland (1986) and McClelland and Rumelhart (1986) are early ‘classics’ on the topic. See also McClelland (1988) for a brief overview of this approach.

References have been provided in the text for other future prospects in psycholinguistics.

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