Cognition and Pragmatics -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface to the series -- Acknowledgements -- Perspectives on language and cognition -- 1. Language and cognition: Defining aspects of human nature -- 2. Language without mind: Structuralism and behaviorism -- 3. Language and mind: The mentalist era -- 4. Language and cognition: A twin pair -- 5. The contents of this volume -- References -- Artificial intelligence -- 1. Introduction -- 2. A brief historical note -- 3. The physical symbol system hypothesis -- 4. Paradigms for the representation of knowledge -- 4.1 State-space search -- 4.2 Logic-based formalisms -- 4.3 Semantic network formalisms and frames -- 4.4 Rule-based formalisms -- 5. Linguistic symbol manipulation in semantics and pragmatics -- 5.1 Semantics -- 5.2 Knowledge and intentions -- 5.3 Utterances in context -- 5.4 Modeling the user -- 5.4.1 User modeling and dialog systems -- 5.4.2 Dimensions of user models -- 5.4.3 Construction of a user model -- 5.4.4 Instantiating the user model: Collecting evidence in dialog -- 5.5 Generating discourse -- 6. Epilogue -- References -- Categorization -- 1. The classical view of categorization -- 2. Challenges and alternatives to the classical view -- 2.1 Graded structure and prototypes -- 2.2 Non-arbitrariness and coherence of categories -- 3. Modeling problems and critiques of graded structure -- 3.1 Mathematical models -- 3.2 Critiques of graded structure -- 4. Categories as theories -- 5. Conclusion -- References -- Cerebral representation of language -- 1. Introduction -- 2. Dyshyponoia -- 3. Right-hemisphere involvement -- 4. Implicit pragmatic competence and metapragmatic knowledge -- 5. Inference -- 6. The legitimacy of sentence grammars -- 7. Semantics and pragmatics in the interpretation of an utterance.

8. Language vs. verbal communication: What's in a name? -- 9. Conclusion -- References -- Cognitive grammar -- 1. Introduction -- 2. Organization -- 3. Conceptualist semantics -- 4. Grammar as symbolization -- References -- Cognitive science -- 1. Definition -- 2. History of contributing fields -- 2.1. Philosophy -- 2.2 Artificial intelligence -- 2.3 Psychology -- 2.4 Linguistics -- 2.5 Neuroscience -- 2.6 Current directions -- 3. Methods -- 3.1. Methods for investigating behavior -- 3.1.1 Psychological experiments -- 3.1.2 Naturalistic observation and ethnography -- 3.1.3 Linguistic methodologies -- 3.1.4 Eye tracking -- 3.2 Neuroscience techniques -- 3.2.1 Neuropsychology and lesion studies -- 3.2.2 Brain imaging -- 3.2.3 Event-related potentials -- 3.3 Computational techniques -- 3.3.1 Computational modeling -- 3.3.2 Corpus research -- 4. Issues -- 4.1. The mind-body problem -- 4.2 From genes to behavior -- 4.3 Representation and rationality -- 5. Cognitive science and pragmatics -- 5.1. Definition -- 5.2 Methods -- 5.3 Issues -- 5.4 Convergent interests -- 5.4.1 World knowledge and cultural knowledge -- 5.4.2 Mappings -- 5.4.3 Conceptual integration -- 5.5 Conclusions -- References -- Comprehension vs. production -- 1. Introduction -- 2. The structure of the lexicon -- 3. Building syntax -- 4. The speaker as a listener -- 5. Conclusions -- References -- Connectionism -- 1. Introduction -- 2. Connectionist modeling -- 2.1 Learning within the perceptron -- 2.2 Backpropagation -- 2.3 Self-organizing feature maps -- 3. Connectionist modeling and pragmatics -- 4. Discussion -- References -- Consciousness and language -- 1. Properties of consciousness -- 2. Foci of consciousness -- 3. Activation cost -- 4. Discourse topics -- 5. Immediacy and displacement -- 6. Conclusion -- References -- Developmental psychology -- 1. Historical overview.

2. The concept of development -- 3. Major research issues -- 3.1. Causes of development -- 3.2 Continuities and discontinuities -- 3.3 Critical periods -- 3.4 Individual and group differences -- 4. Points of view on development -- 4.1. Biological-maturational perspectives -- 4.2 Triggering theories -- 4.3 Constructivism -- 4.4 Socialization and learning -- 5. Methods of study -- 5.1 Longitudinal vs. cross-sectional studies -- 5.2 Comparative and ethnographic research -- 5.3 Individual differences -- 5.4 Sampling and generalization -- 6. Pragmatic perspectives on development -- 7. Some relations of pragmatics to developmental issues -- 7.1. Sources of language development -- 7.2 Language of reference in relation to cognition -- 7.3 Effects of talk on thought -- 7.4 The relation of social development and language -- 7.5 The development of instrumental language -- 7.6 Egocentrism, perspective-taking, social cognition and language change -- 7.7 Play with and through language -- 7.8 Learning social styles and identities -- 7.9 Bilingualism and bicultural development -- 8. Collaborative research potential -- References -- Experimentation -- 1. Theoretical approaches to science -- 2. Empirical approaches to science -- 3. Experimentation -- 3.1 Issues in experimental design -- 3.1.1 Operationalization of the experimental hypothesis -- 3.1.2 Independent and dependent variables -- 3.1.3 Choosing the dependent variable: How to best tap into the targeted process -- 3.1.4 The orthogonal experimental design -- 3.1.5 The concept of matching and the necessity of a control condition -- 3.1.6 Manipulations within or between participants (or items) -- 3.1.7 The counterbalancing technique -- 3.2 The rationale behind statistical significance testing -- 3.2.1 Basic assumption: The observed difference is due to chance.

3.2.2 Calling a result statistically significant is taking a calculated risk -- 3.2.3 Main effects and interaction effects -- 3.3 Statistical tests -- 3.3.1 Types of measurement scales -- 3.3.2 Non-parametric statistics -- 3.3.2.1 The chi-square test -- 3.3.2.2 The Wilcoxon and Mann-Whitney test -- 3.3.3 Parametric statistics -- 3.3.3.1 Some general remarks -- 3.3.3.2 The student's t-test -- 3.3.3.3 Analysis of Variance (ANOVA) -- 3.3.3.4 Measuring the associative strength between variables -- 4. Conclusion -- References -- Language acquisition -- 1. Introduction -- 2. Central issues and main controversies -- 2.1 Nativism -- 2.2 Modularity -- 2.3 Lexical principles -- 2.4 Empiricism -- 2.5 Learning mechanisms: Bootstrapping -- 2.5.1 Distributional bootstrapping -- 2.5.2 Semantic bootstrapping -- 2.5.3 Syntactic bootstrapping -- 2.5.4 Prosodic bootstrapping -- 2.6 Variation -- 2.6.1 Crosslinguistic variation -- 2.6.2 Inter-individual variation -- 2.6.3 Intra-individual variation -- 3. Methodologies -- 3.1 Large-scale corpora collections -- 3.2 Computer simulations -- 3.3 Brain imaging techniques -- 4. Early language development: A quantitative description -- 5. Early language development: A qualitative description -- 6. Later language development -- 6.1 Development during the school years -- 6.2 The nature of later linguistic acquisition -- 6.2.1 Developing reflective linguistic abilities -- 6.2.2 Continuing linguistic development -- References -- Metalinguistic awareness -- 1. Introduction -- 2. Conceptualizing metalanguage -- 2.1. Metalanguage and object language -- 2.2 Constitutive and creative functions of metalanguage -- 3. Metalanguage, metalinguistic activity, and metalinguistic awareness -- 3.1. The problem of metalinguistic awareness -- 3.2 Language structure and metapragmatic awareness.

3.3 Metapragmatic performance, social power, and cultural context -- 4. Linguistic/empirical studies of metalinguistic structure, activity, and awareness -- 5. Linguistic ideology -- 6. Awareness and intentionality: Cognitive and developmental approaches to metalinguistic activity -- 6.1 Metalinguistic activity in learning to write -- 6.2 Metalinguistic awareness in young children and schoolchildren -- 7. Conclusion: Metalinguistic creativity, awareness, and the social structuring of communication -- References -- Perception and language -- 1. Overview and introduction -- 2. Relativity and determinism -- 2.1 Perception, language and higher-order cognitive processes -- 3. Structural constraints upon cognition -- 3.1 The language-perception interface -- 3.2 The perception-action interface -- 3.3 The language-action interface -- 3.4 The perception-consciousness interface -- 3.5 The language-consciousness interface -- 3.6 The consciousness-action interface -- 4. Conclusions -- References -- Psycholinguistics -- 1. The birth, adolescence, and adulthood of psycholinguistics -- 2. Major goals -- 3. Major theoretical models -- 3.1 The nature of mental processes and representations -- 3.1.1 The early models -- 3.1.2 Interactive-activation models -- 3.1.3 Connectionist models -- 3.1.4 Exemplar models -- 3.2 Rules or no rules: That's the question -- 4. Major methodologies -- 4.1 Corpus research -- 4.2 Experimentation -- 4.2.1 Chronometric studies -- 4.2.2 Brain imaging -- 4.3 Simulation -- 5. Major research techniques -- 5.1 Using single words to discover important representational factors -- 5.2 Priming -- 5.3 Inducing interference -- 6. Studies on language perception -- 6.1 The process of visual word recognition -- 6.1.1 Processes at the prelexical processing level -- 6.1.1.1 Prelexical morphological decomposition -- 6.1.1.2 Prelexical phonological recoding.

6.1.2 Factors determining the accessibility of a lexical representation.