Cover Page -- Title Page -- Copyright Page -- Contents -- Foreword -- Introduction: How Psycholinguistics Can Help Us Understand the Kinds of Problems People Can Have With Language -- 0.1 Everyday Language Problems -- 0.2 What Is the Difference Between Linguistics and Psycholinguistics? -- 0.3 What's an Example of a Psycholinguistic Explanation of a Language Problem? -- 0.4 The Plan of This Book -- 0.5 In Defense of My Writing Style: Apologia pro stilo suo -- Acknowledgments -- 1 Basic Linguistics: How to Describe Language Use and Language Knowledge -- 1A. Introduction, Phonetics, and Phonology -- 1.0 Terminology: Strategy for Learning About Language -- 1.1 Divide and (More or Less) Conquer: Levels of Spoken Language -- 1.2 The Level of Speech Sounds: The Sounds of Spoken Words -- 1.3 Syllables and How to Count Them -- 1B. Meaningful Units of Language -- 1.4 Morphemes: The Meaningful Units of Speech -- 1.5 Words -- 1.6 Utterances: Phrases, Clauses, and Sentences in Speech -- 1.7 Basic Syntactic and Semantic Roles: The Jobs That Words Do in Clauses -- 1.8 Pragmatics -- 1.9 The Gap Between What People Know and What They Do: Kinds of Linguistic Knowledge -- 1.10  Language Families and Language Types -- 2 How Brains Work -- 2.1 Thinking About the Brain: A Quick History -- 2.2 What Does It Mean to Say That the Brain Processes Information? -- 2.3 How Can a Bunch of Cells Learn or Know Something? -- 2.4 Activation and Its Spread -- 2.5 Top-Down and Bottom-Up Processing -- 2.6 Using our Knowledge of Language Patterns in Conversation -- 2.7 Language Areas in the Brain -- 2.8 Summary -- 3 Normal Speech Errors and How They Happen. I. From Idea to Word -- 3.1 What is Normal? (and Why Don't We Say "Abnormal"?) -- 3.2 Language Production: Describing the Basic Processes -- 3.3 Choosing What to Put Into Words and What to Focus On: The Message Level.

3.4 The Functional Level, Part I: Lemmas -- 3.5 The Functional Level, Part II: Semantic Functions -- 3.6 Summary of Language Production So Far -- 3.7 Applying Our Model to an Aphasic Speech Production Problem -- 4 Normal Speech Errors and How They Happen. II: Saying Words and Sounds in the Right Order -- 4.0 High-Speed Grammar: Making Phrases and Sentences in a Few Tenths of a Second -- 4.1 Getting Words Into The Right (And Wrong) Order -- 4.2 Errors in Word-Making: Word-Assembly Crashes -- 4.3 Errors in Word Sounds: A Herrible Mess at the Level of Phonological Encoding or a Foul-Up in Articulation? -- 4.4 Double Whammies and Worse: Multiple-Source Errors Versus Self-Monitoring -- 4.5 Summary of Sentence Production: From Ideas to Articulation -- 5 Experimental Studies of Normal Language Production and Comprehension:An Introduction to Experimental Methods in Psycholinguistics and Neurolinguistics -- 5.0 The Plan for This Chapter -- 5.1 Introduction to Psycholinguistic Experiments: Why Do People Do Them and How Do People Come Up With the Ideas for Them? -- 5.2 Memory Experiments -- 5.3 Production Experiments I: Finding Needed Words- Or Not -- 5.4 Production Experiments II: Planning Sentences -- 5.5 Comprehension Experiments I: Discriminating Between Similar Speech Sounds and Recognizing Words -- 5.6 Comprehension Experiments II: How Understanding Unfolds in Time -- 5.7 What Brain Imaging Adds to Psycholinguistic Studies: A First Look at Neurolinguistics -- 5.8 Summary -- 6 Analyzing Aphasic Speech and Communication: The Psycholinguistics of Adult Acquired Language Disorders -- 6.0 Why There's High Cost of Being Slow and Sounding Weird: Who Do They Think I Am? -- 6.1 Introduction to Aphasia -- 6.2 Aphasic Language Is Not Like Child Language -- 6.3 Aphasic Language Production.

6.4 Figuring Out the Psycholinguistics Behind (Some) Aphasic Speech Production Errors -- 6.5 Psycholinguistic Considerations in Studying Aphasic Comprehension -- 6.6 Classifying Aphasias: The Boston Syndrome Categories and Some Reasons Why There Are Controversies About Them -- 6.7 Aphasia in Native Bilingual and Second-Language Speakers -- 6.8 Trying to Predict Communicative Success: Interaction, Gesture, and Communication -- 6.9 Brain Plasticity and New Hopes for Therapy -- 7 Developmental Psycholinguistics: Studies of First Language Acquisition -- 7.0 A Wealth of Studies, a Rich Topic -- 7.1 Output, Input, Intake, Imitation: How Do We Find Out What Toddlers Know About Language? -- 7.2 Building a Grammar: What Toddlers Say -- 7.3 Do Toddlers Have Grammar in the First Year of Speaking? -- 7.4 Language From the Third Trimester to the Beginning of Speech: First the Sounds, Then Their Meanings -- 7.5 Phonological Development in Toddlers -- 7.6 Learning About Word Meanings -- 7.7 Summary and Conclusion -- 8 The Psycholinguistics of Reading and Learning to Read -- 8.0 Introduction: Why Teaching Reading Is Controversial -- 8.1 Reading as a Psycholinguistic Process -- 8.2 Reading for Meaning: What Happens After a Word Is Activated? -- 8.3 Psycholinguistics and the Phonics/Whole-Word Teaching Controversy -- 8.4 Where Reading Errors Come From: Activation and Competition in Reading -- 8.5 When Sounding out Words Won't Work for You and Your Students: Orthographic Dazzle, Dialect Awareness, Speech Rate, and Hyperdistinct Speech -- 8.6 Morphology and Reading -- 8.7 Reading Chinese, Japanese, and Korean -- 8.8 Reading and Language Disorders -- 8.9 Summary -- 9 First and Second Language Acquisition: A Psycholinguistic Approach to Their Similarities and Differences -- 9.0 How Is Learning a First Language Different From Learning a Second Language, and Why?.

9.1 How Does Learning Your First Language Change Your Brain? -- 9.2 What Happens When a New Data Set Meets an Experienced Brain? -- 9.3 What Else Is Different About the Older Learner? -- 9.4 What First-Language Learners and Second- Language Learners Have in Common -- 9.5 Language Processing in Bilingual Speakers -- 9.6 Accent Reduction: Psycholinguistics Meets the Sociolinguistics of Identity, Politics, and Prejudice -- 9.7 Psycholinguistics and Learning to Read and Write in a Second Language -- 9.8 Summary -- 10 Using Psycholinguistics in Testing, Teaching, and Therapy -- 10.0 Introduction -- 10.1 What Does It Mean To Look "Psycholinguistically" at Language Tasks? -- 10.2 Aphasia Testing: Clinical Testing and Its Problems -- 10.3 "Translating" Language Tests and Some Problems With Bilingual Aphasia Testing -- 10.4 The Long Road From a Psycholinguistic Idea to a Teaching or Remediation Method -- 10.5 Summary/Conclusion -- Afterword: Other Important Areas for Applying Psycholinguistics -- First Language Under Stress: Topics in Developmental Difficulty -- Language, Aging, and Hearing Loss -- Glossary -- Index.