Cambridge New York : Cambridge University Press, 2012.
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Part of the series Cambridge handbooks in psychology;Cambridge handbooks in psychology.
Notes:
- Our ability to speak, write, understand speech, and read is critical to our ability to function in today’s society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities, and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students, and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics — Provided by publisher.
- Includes bibliographical references and index.
- Section 1. Speech Perception: 1. Speech perception / Carol A. Fowler and James S. Magnuson 2. Neural bases of speech perception: phonology, streams and auditory word forms / Sophie Scott 3. Learning the sounds of language / Jenny R. Saffran and Sarah D. Sahni — Section 2. Spoken Word Recognition: 4. Current directions in research in spoken word recognition / Arthur G. Samuel and Meghan Sumner 5. Computational models of spoken word recognition / James S. Magnuson, Daniel Mirman and Harlan D. Harris 6. Finding the words: how young children develop skill in interpreting spoken language / Anne Fernald and Michael Frank 7. Event-related potentials and magnetic fields associated with spoken word recognition / Randy L. Newman, Kelly Forbes, and John F. Connolly — Section 3. Written Word Recognition: 8. Visual word recognition in skilled adult readers / Michael J. Cortese and David A. Balota 9. Computational models of reading: connectionist and dual-route approaches / Mark S. Seidenberg 10. Decoding, orthographic learning and the development of visual word recognition / Kate Nation 11. How does the brain read words? / Rebecca Sandak, Stephen J. Frost, Jay G. Rueckl, Nicole Landi, W. Einar Mencl, Leonard Katz. and Kenneth R. Pugh — Section 4. Semantic Memory: 12. The human conceptual system / Lawrence W. Barsalou 13. Computational models of semantic memory / George S. Cree and Blair C. Armstrong 14. Developing categories and concepts / Linda B. Smith and Eliana Colunga — Section 5. Morphological Processing: 15. Derivational morphology and skilled reading: an empirical overview / Kevin Diependaele, Jonathan Grainger, and Dominiek Sandra 16. The neural basis of morphology: a tale of two mechanisms? / Anna Woollams and Karalyn Patterson — Section 6. Sentence Comprehension: 17. Individual differences in sentence processing / Thomas A. Farmer, Jennifer B. Misyak, and Morten H. Christiansen 18. The neurobiology of sentence comprehension / Lee Osterhout, Albert Kim, and Gina R. Kuperberg 19. Computational and
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