By Willem Levelt
How will we have the capacity to communicate and comprehend language? How do young children gather those abilities and the way does the mind help them? This e-book offers a private historical past of the lads and girls whose intelligence, superb insights, fads, fallacies cooperations, and rivalries created the self-discipline we name psycholinguistics.
content material: ORIENTATION ; 1. 1951 ; constructing THE self-discipline: 1770-1900 ; 2. Inventing a Psychology of Language ; three. From Bumps to Diagrams: Tracing Language within the mind ; four. Language Acquisition and the Diary Explosion ; five. Language within the Laboratory and Modeling Microgenesis ; 6. Willem Wundt's Grand Synthesis ; TWENTIETH-CENTURY PSYCHOLINGUISTICS ahead of THE 'COGNITIVE REVOLUTION' ; 7. New views: Structuralism and the Psychology of Imageless idea ; eight. Verbal Behaviour ; nine. Speech Acts and features ; 10. Language Acquisition: Wealth of knowledge, dearth of conception ; eleven. Language within the mind: The lures of holism ; 12. Empirical reports of Speech and Language utilization ; thirteen. a brand new Cross-Linguistic standpoint and Linguistic Relativity ; 14. Psychology of Language throughout the 3rd Reich ; PSYCHOLINGUISTICS RE-ESTABLISHED ; 15. Psycholinguistics Post-War, Pre-Chomsky
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Additional resources for A history of psycholinguistics : the pre-Chomskyan era
In all other respects, Miller’s review of the empirical facts in the study of human verbal behavior demonstrates his thorough knowledge of over half a century of empirical research. The text goes back to Galton’s (1879) work on word associations, McKeen Cattell’s (1889) pioneering work on letter reading, and Merkel’s (1885) work on the effect of numbers of alternatives on the reaction time in disjunctive reactions. , 1951) moment. In spite of this, Miller did not feel that history had endowed us with a coherent science.
It was triggered by the late eighteenth-century discovery of the Indo-European language family. The second root, also originating by the end of the eighteenth century, was the empirical study of language in the brain; it became an advanced science during the second half of the nineteenth century, especially after Broca’s and Wernicke’s discoveries, and is the topic of Chapter 3. The third root is formed by the empirical study of the child’s acquisition of language. It had received some attention on and off since Rousseau first published his Émile in 1762, but became the subject of systematic empirical study, a fad almost, after Taine and Darwin published their biographical developmental notes in 1877.
These works do not reference each other. Tiedemann also rejects the proposition that God invented language for human beings, but his argument differs from Herder’s; his is a reductio ad absurdum argument. Languages are very different and cannot have a single common source, according to Tiedemann. Hence, divine creation must have been the creation of many different perfect languages. But then, savage peoples must have lost the richness of the languages God gave them, because these languages are now rough and poor.
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