| List of Contributors | |
| Foreword | |
| The Study of Cognition | |
| The Cognitive Science of Language: Introduction | |
| The Invention of Language by Children: Environmental and Biological Influences on the Acquisition of Language | |
| Uniformity of Learning | |
| Milestones of Normal Development | |
| Altering the Learning Environment | |
| Changing the Learner's Mental Endowment | |
| Every Learner Is an Isolate | |
| Conclusions | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| The Case of the Missing Copula: The Interpretation of Zeroes in African-American English | |
| The General Problem of Cognitive Science: Extending Direct Perception by Inference | |
| The Surface of Language and What Lies Underneath | |
| A Sociolinguistic Approach to Linguistic Zeroes | |
| The Case of the Missing Copula | |
| Inherent Variation of the Copula | |
| Variable Copula in Sounding | |
| Searching for an Explanation | |
| A Solution to the Problem | |
| Evidence of Phonetic Conditioning | |
| Quantitative Confirmation | |
| The Opposing Effects of the Phonetic Environment | |
| Experimental Approaches to the Cognitive Status of the Copula | |
| A Deep Difference: The Case of Stressed Been | |
| Suggestions for Further Reading | |
| Problems | |
| Exercise | |
| References | |
| The Sound Structure of Mawu Words: A Case Study in the Cognitive Science of Speech. Mark Liberman | |
| Introduction | |
| Words in Mawu | |
| Conclusion | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Exploring Developmental Changes in Cross-Language Speech Perception | |
| Speech Perception Sensitivities in Very Young Infants | |
| Early Effects of the Language Environment | |
| Problems for the Maintenance View | |
| A New Approach: Functional Reorganization | |
| Residual Problems for the Functional Recorganization Hypothesis | |
| Summary | |
| Suggestions for Further Reading | |
| Problems | |
| Questions for Further Thought | |
| References | |
| Why the Child Holded the Baby Rabbits: A Case Study in Language Acquisition | |
| Introduction: The Creativity of Language Users | |
| Overregularization: A Case Study of Grammatical Creativity | |
| The Course of Rule Development | |
| Explaining Rule Development Is Not So Easy | |
| A Simple Explanation of Overregularization--That Works | |
| Evidence for the Blocking-Plus-Retrieval-Failure Theory | |
| Past Tense Overregularization and Connectionist Modeling | |
| Testing Rules Versus Analogies | |
| Conclusions | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Language Acquisition | |
| Introduction | |
| Modularity | |
| Human Uniqueness | |
| Language and Thought | |
| Learning and Innateness | |
| The Biology of Language Acquisition | |
| Evolution of Language | |
| Dissociations between Language and General Intelligence | |
| Maturation of the Language System | |
| The Course of Language Acquisition | |
| Explaining Language Acquisition | |
| Learnability Theory | |
| What Is Learned | |
| Input | |
| Positive Evidence | |
| Negative Evidence | |
| Motherese | |
| Prosody | |
| Context | |
| What and When Children Learn | |
| The Child's Language-Learning Algorithm | |
| Extracting Simple Correlations | |
| Using Prosody | |
| Using Context and Semantics | |
| Acquisition in Action | |
| Bootstrapping the First Rules | |
| The Organization of Grammar as a Guide to Acquisition | |
| Parameter-Setting and the Subset Principle | |
| Conclusion | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Speaking and Misspeaking | |
| Studying Slips of the Tongue | |
| The Freudian Approach | |
| A Cognitive Science Approach | |
| Kinds of Slips | |
| Word Errors and the Building of Sentences | |
| Semantic and Phonological Relations in Word Errors | |
| Phonological Errors | |
| Word and Sound Errors and Linguistic Creativity | |
| Conclusions--Slips and Cognitive Science | |
| Suggestions for Further Reading | |
| Problems | |
| Question for Further Thought | |
| References | |
| Comprehending Sentence Structure | |
| From Word String to Sentence Meaning | |
| Deducing Structure | |
| Empty Categories | |
| Ambiguity | |
| Anticipating ECs | |
| Using Linguistic Information | |
| Are Empty Categories Real? | |
| Linguistic Explanations | |
| Experimental Evidence | |
| Suggestions for Further Reading | |
| Problems | |
| Questions for Further Thought | |
| References | |
| Computational Aspects of the Theory of Grammar | |
| Introduction: Grammar and Computation | |
| Competence and Performance | |
| The Anatomy of a Processor | |
| Some Surprising Properties of Natural Grammars | |
| Constituents, Interpretations, and Rules | |
| Well-behaved Constructions | |
| Coordination, Parentheticals and Intonation Structure | |
| Constituency and Performance | |
| Computational Theories of Grammar | |
| The Context-Free Core | |
| Bounded Constructions | |
| Unbounded Constructions | |
| Turning the Problem Upside-down | |
| Constituents and Fragments | |
| A Lexical Grammar for a Fragment of English | |
| Implications for the Theory of Competence | |
| Implications for the Theory of Performance | |
| Concluding Observations | |
| Suggestions for Further Reading | |
| Problem | |
| Question for Further Thought | |
| References | |
| The Forms of Sentences | |
| Syntactic Structure | |
| Deep and Surface Structure | |
| A Case Study: Interrogative Inversion | |
| Further Evidence: Negative Sentences | |
| VP Deletion | |
| Conclusion | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Lexical Semantics and Compositionality | |
| How Might One Approach the Question "What Are Meanings?" | |
| Compositionality | |
| Two Useful Strategies | |
| Montague's Legacy | |
| Case Study I. Adjective Meanings | |
| Groundwork: Internal Structure of NPs: Syntax and Semantics | |
| The Semantics of Adjectives | |
| The Intersection Hypothesis | |
| Nonintersective Adjectives | |
| Nonsubsective Adjectives | |
| Adjectives as Functions | |
| Case Study 2: Vagueness, Context-Dependence, and Point of View | |
| Vagueness and Context-Dependence | |
| Context-Dependence and Point of View | |
| Compounds Versus Modifiers and the Limits of Compositionality | |
| Case Study 3: Meaning Shifts | |
| Type-Shifting and Meaning-Shifting Principles | |
| Natural Functions | |
| Conclusion | |
| Suggestions for Further Reading | |
| Problems | |
| Questions for Further Thought | |
| References | |
| Semantics | |
| Semantical Relations | |
| Knowledge of Meaning as Knowledge of Truth-Conditions | |
| Compositionality | |
| The Study of Meaning: Model-Theoretic Semantics | |
| Semantical Properties | |
| Directional Entailingness | |
| Conservativity | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Brain Regions of Relevance to Syntactic Processing | |
| The Clinical Material | |
| Sentences That Aphasic Patients Have Difficulty Understanding | |
| Some Initial Characterizations | |
| The Extent of the Syntactic Breakdown in Broca's Aphasia | |
| The Trace Deletion Hypothesis | |
| Trace-Deletion-Hypothesis Updates | |
| Processing Disruptions in Aphasic Comprehension | |
| Dissociations between Comprehension and Grammatical Judgment | |
| Priming and Gap-Filling | |
| Gap-Filling in Aphasia | |
| Concluding Remarks | |
| Wernicke's Aphasia and Functional Localization | |
| Broca's Aphasia and Functional Localization | |
| Suggestions for Further Reading | |
| Problems | |
| Question for Further Thought | |
| References | |
| Some Philosophy of Language | |
| Suggestions for Further Reading | |
| Problems | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
