The Oxford Handbook of Psycholinguistics

With contributions from the fields of psychology, linguistics, cognitive neuroscience, attention, genetics, development, and neuropsychology divided into five themed sections, this new edition of The Oxford Handbook of Psycholinguistics is unparalleled in its breadth of coverage.

The ability to communicate quickly and flexibly through both spoken and written language is one of the defining characteristics of the human race. Yet it remains a mysterious process. The science of psycholinguistics attempts to uncover the mechanisms and representations underlying human language. This interdisciplinary field has seen massive developments over the last decades, with a broad expansion of the research base, and the incorporation of new experimental techniques such as brain imaging and computational modelling. The result is that real progress is being made in the understanding of the key components of language in the mind.

This new and expanded edition of The Oxford Handbook of Psycholinguistics brings together the views of over 80 experts in various domains of psycholinguistic research, offering a comprehensive and authoritative review of the field. With contributions from the fields of psychology, linguistics, cognitive neuroscience, attention, genetics, development, and neuropsychology divided into five themed sections, this new edition of The Oxford Handbook of Psycholinguistics is unparalleled in its breadth of coverage.

The comprehensive nature of this book coupled with the accessibility of the short chapter format makes this handbook essential reading for students and researchers in the fields of psychology, linguistics and neuroscience.

...a comprehensive book that adeptly covers research in psycholinguistics from an array of disciplines and study techniques...for those with the requisite background and interest, this will be an extensive and worthwhile reference.

Auteur
Shirley-Ann Rueschemeyer is an Associate Professor in Psychology at the University of York, UK. She received her first degree from the University of Regensburg in Germany. She completed her PhD at the Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany, and spent several years as a research fellow at the Donders Centre for Cognition in Nijmegen, NL. Her research has focused on understanding the role of the social world in language comprehension, the neural correlates of language comprehension, and bilingual language comprehension. M. Gareth Gaskell is a Professor of Psychology at the University of York, UK. He received his first degree from Cambridge University, UK and was awarded a PhD from Birkbeck College, University of London, UK. Professor Gaskell has strong interests in both psycholinguistics and memory, with a particular focus on the interface between the two. He has developed a model of spoken-word recognition, and has studied written and spoken language perception and production across a wide range of languages. More recently he has explored the involvement of sleep in the process of learning and consolidating linguistic knowledge in adults and children.

Contenu

• Part One: Language Comprehension

• Section One: Sublexical and Lexical Level

• 1: Laurence White: Segmentation of speech

• 2: Michael S. Vitevitch, Cynthia S.Q. Siew, and Nichol Castro: Spoken word recognition

• 3: Kathleen Rastle: Visual word recognition

• 4: Lotte Meteyard and Gabriella Vigliocco: Lexico-semantics

• 5: Jennifer Rodd: Lexical Ambiguity

• 6: Ton Dijkstra and Walter JB van Heuven: Visual word recognition in multilinguals

• 7: Elizabeth Jefferies and Hannah Thompson: Varieties of Semantic Deficit: Single Word Comprehension

• Section Two: Sentence and Discourse Level

• 8: Maryellen C. MacDonald and Yaling Hsiao: Sentence comprehension

• 9: Evelyn C. Ferstl: Text Comprehension

• 10: Arturo E. Hernandez, Eva M. Fernandez, and Noemí Aznar-Besé: Bilingual sentence processing

• 11: David Caplan: Sentence level aphasia

• 12: David P. Corina and Laurel A. Lawyer: Language in Deaf Populations: Signed Language and Orthographic Processing

• Part Two: Language Production

• Section One: Sublexical Level

• 13: Grant Walker and Gregory Hickok: Speech Production: Integrating Psycholinguistic, Neuroscience, and Motor Control Perspectives

• 14: Carolyn McGettigan and Pascale Tremblay: Links between Perception and Production: Examining the roles of motor and premotor cortices in understanding speech

• Section Two: Lexical Level

• 15: Linda R. Wheeldon and Agnieszka E. Konopka: Spoken word production: Representation, Retrieval and Integration

• 16: Laurel Brehm and Matthew Goldrick: Connectionist Principles in Theories of Speech Production

• 17: Brenda Rapp and Markus F. Damian: From Thought to Action: Producing Written Language

• 18: Victor S. Ferreira, Adam Morgan, and L. Robert Slevc: Grammatical Encoding

• Section Three: Sentence and Discourse Level

• 19: Francesca M. Branzi, Marco Calabria, and Albert Costa: Cross-linguistic/bilingual language production

• 20: Peter Indefrey: The relationship between syntactic production and comprehension

• 21: Myrna F. Schwartz: Word production and related processes: evidence from aphasia

• 22: Andriy Myachykov, Mikhail Pokhoday, and Russell Tomlin: Attention and Structural Choice in Sentence Production

• Part Three: Interaction and Communication

• Section One:

• 23: Sarah Brown-Schmidt and Daphna Heller: Perspective-Taking During Conversation

• 24: Simon Garrod, Alessia Tosi, and Martin J. Pickering: Alignment during Interaction

• 25: Asli Özyürek: Role of Gesture in Language Processing: Towards a Unified Account for Production and Comprehension

• 26: Alan Garnham: Pragmatics and Inference

• 27: Ira Noveck: Experimental Pragmatics

• 28: Jos J. A. van Berkum: Language Comprehension, Emotion and Sociality: aren't we missing something?

• Part Four: Language Development and Evolution

• Section One: Ontogenetic Development

• 29: Katherine Demuth: Development of Prosodic Phonology

• 30: Lucia Sweeney and Rebecca Gomez: How Well Does Statistical Learning Address The Challenges of Real World Language Learning?

• 31: Marilyn May Vihman: First Word Learning

• 32: Susan A. Gelman and Steven O. Roberts: Language and conceptual development

• 33: Julia Udden and Claudia Männel: Artifical Grammar Learning and its Neurobiology in Relation to Language Processing and Development

• 34: Marianna E. Hayiou-Thomas, Julia M. Carroll, and Margaret J. Snowling: Developmental Dyslexia

• 35: Cristina McKean, James Law, Angela Morgan, and Sheena Reilly: Developmental Language Disorder

• Section Two: Phylogenetic Development

• 36: Bart de Boer and Tessa Verhoef: Evolution of Speech

• 37: Paolo Devanna, Dan Dediu, and Sonja C. Vernes: The Genetics of Language: from Complex Genes to Complex Communication

• 38: Cathleen O'Grady and Kenny Smith: Models of Language Evolution

• Part Five: Methodological Advances in Psycholinguistic Research

• Section One:

• 39: Dale J. Barr: Generalizing over encounters: statistical and theoretical considerations

• 40: Thomas P. Urbach and Marta Kutas: Cognitive Electrophysiology of Language

• 41: Olaf Hauk: Source estimation, connectivity and pattern analysis of EEG/MEG data in psycholinguistics

• 42: Roel M. Willems and Marcel A. J. van Gerven: New fMRI methods for the study of language

• 43: Adeen Flinker, Vitoria Piai, and Robert T. Knight: Intracranial electrophysiology in language research