In Speaking, Willem "Pim" Levelt, Director of the Max-Planck-Institut für Psycholinguistik, accomplishes the formidable task of covering the entire process of speech production, from constraints on conversational appropriateness to articulation and self-monitoring of speech. Speaking is unique in its balanced coverage of all major aspects of the production of speech, in the completeness of its treatment of the entire speech process, and in its strategy of exemplifying rather than formalizing theoretical issues.
How do we manage to speak and understand language? How do children acquire these skills and how does the brain support them? This book provides a fascinating personal history of the men and women whose intelligence, brilliant insights, fads, fallacies, cooperations, and rivalries created the discipline we call psycholinguistics.
How do we manage to speak and understand language? How do children acquire these skills and how does the brain support them?These psycholinguistic issues have been studied for more than two centuries. Though many Psycholinguists tend to consider their history as beginning with the Chomskyan "cognitive revolution" of the late 1950s/1960s, the history of empirical psycholinguistics actually goes back to the end of the 18th century. This is the first book to comprehensively treat this "pre-Chomskyan" history. It tells the fascinating history of the doctors, pedagogues, linguists and psychologists who created this discipline, looking at how they made their important discoveries about the language regions in the brain, about the high-speed accessing of words in speaking and listening, on the child's invention of syntax, on the disruption of language in aphasic patients and so much more. The book is both a history of ideas as well of the men and women whose intelligence, brilliant insights, fads, fallacies, cooperations, and rivalries created this discipline. Psycholinguistics has four historical roots, which, by the end of the 19th century, had merged. By then, the discipline, usually called the psychology of language, was established. The first root was comparative linguistics, which raised the issue of the psychological origins of language. The second root was the study of language in the brain, with Franz Gall as the pioneer and the Broca and Wernicke discoveries as major landmarks. The third root was the diary approach to child development, which emerged from Rousseau's Émile. The fourth root was the experimental laboratory approach to speech and language processing, which originated from Franciscus Donders' mental chronometry. Wilhelm Wundt unified these four approaches in his monumental Die Sprache of 1900. These four perspectives of psycholinguistics continued into the 20th century but in quite divergent frameworks. There was German consciousness and thought psychology, Swiss/French and Prague/Viennese structuralism, Russian and American behaviorism, and almost aggressive holism in aphasiology. As well as reviewing all these perspectives, the book looks at the deep disruption of the field during the Third Reich and its optimistic, multidisciplinary re-emergence during the 1950s with the mathematical theory of communication as a major impetus. A tour de force from one of the seminal figures in the field, this book will be essential reading for all linguists, psycholinguists, and psychologists with an interest in language.
Almost four decades have passed since "Formal Grammars "first appeared in 1974. At that time it was still possible to rather comprehensively review for (psycho)linguists the relevant literature on the theory of formal languages and automata, on their applications in linguistic theory and in the psychology of language. That is no longer feasible. In all three areas developments have been substantial, if not breathtaking. Nowadays, an interested linguist or psycholinguist opening any text on formal languages can no longer see the wood for the trees, as it is by no means evident which formal, mathematical tools are really required for natural language applications. An historical perspective can be helpful here. There are paths through the wood that have been beaten since decades; they can still provide useful orientation. The origins of these paths can be traced in the three volumes of "Formal Grammars," brought together in the present re-edition. In a newly added postscript the author has sketched what has become, after all these years, of formal grammars in linguistics and psycholinguistics, or at least some of the core developments. This chapter may provide further motivation for the reader to make a trip back to some of the historical sources.
Volume 1: An Introduction to the Theory of Formal Languages and Automata, Volume 2: Applications in Linguistic Theory, Volume 3: Psycholinguistic Applications
Volume 1: An Introduction to the Theory of Formal Languages and Automata, Volume 2: Applications in Linguistic Theory, Volume 3: Psycholinguistic Applications
Almost four decades have passed since Formal Grammars first appeared in 1974. At that time it was still possible to rather comprehensively review for (psycho)linguists the relevant literature on the theory of formal languages and automata, on their applications in linguistic theory and in the psychology of language. That is no longer feasible. In all three areas developments have been substantial, if not breathtaking. Nowadays, an interested linguist or psycholinguist opening any text on formal languages can no longer see the wood for the trees, as it is by no means evident which formal, mathematical tools are really required for natural language applications. An historical perspective can be helpful here. There are paths through the wood that have been beaten since decades; they can still provide useful orientation. The origins of these paths can be traced in the three volumes of Formal Grammars, brought together in the present re-edition. In a newly added postscript the author has sketched what has become, after all these years, of formal grammars in linguistics and psycholinguistics, or at least some of the core developments. This chapter may provide further motivation for the reader to make a trip back to some of the historical sources.
How do we manage to speak and understand language? How do children acquire these skills and how does the brain support them? This book provides a personal history of the men and women whose intelligence, brilliant insights, fads, fallacies cooperations, and rivalries created the discipline we call psycholinguistics.
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