DOCSLIB.ORG

Oral Language and Reading: Papers Collected from the 1967 Spring Institutes on the Elementary Language Arts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Oral Language and Reading: Papers Collected from the 1967 Spring Institutes on the Elementary Language Arts DOCUMENT RESUME ED 071.099 CS 200 339 AUTHOR Walden, James, TITLE Ed. Oral Languageand Reading: Papers Collectedfrom the 1967 SpringInstitutes on the Arts. Elementary Language INSTITUTION National Councilof Teachers Ill. of English,Champaign, PUB DATE 69 NOTE 117p. AVAILABLE FROMNational Council of Teachersof English, Road, Urbana,Ill. 61801 1111 Kenyon (Stock No. 26974,$1.95 non-member, $1.75member) EDRS PRICE MF -$0.65 HC-$6.58 DESCRIPTORS *Applied Linguistics;Dialects; Elementary *English Instruction; Education; Inservice TeacherEducation; Language Arts;Language Learning Research; Linguistics; Levels; Language *Oral Communication;Oral Expression; OralReading; Development; *Reading Psycholinguistics;*Reading Instruction; ReadingPrograms; Reading Research;Teaching Methods ABSTRACT This book dealswith the topics is relatedto reading and of how orallanguage how the Englishteacher can exploit thisrelationship. The effectively the 1967 NCTE contents of thebook arepapers from spring institutesfor elementary supervisors. WalterJ. Moore examines teachers and and points out the role of the the value ofthis book for reading teacher education inlinguistics. A directing inservice relation to the knowledge ofpsycholinguistics in teaching ofelementary language John B. Carroll. arts is discussedby Jean Berko Gleasonoutlines recent children uselanguage at various findings on how findings to age levels andrelates these teaching practices.Wick R. Miller reading-language discusses the acquisitionrelationship and methods are lessimportant than suggests that teaching Henry J. Sustakoski the child'spersonal initiative. summarizes recentdiscoveries in illustrates theirrelevance for linguistics and classroom problems English teachers.Three types of David W. Reed, involving linguisticsand reading and thereasons for using are examined by dialect are setforth by Roger more than one English in language W. Shuy. Thefunction ox: oral learning andsome ways in which language other aspects of it can becombined with the linguisticprogram are suggested Loban. (Thisdocument previously by Walter announced as ED029 026.) (LIO 1 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO. OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU CATION POSITION OR POUCY El RAE WINO:1416E41N13 REf1131146 Papers Collected from the1967 Spring Instituteson the Elementary LanguageArts Edited by James Walden, IndianaUniversity NATIONAL COUNCIL OFTEACHERS OF ENGLISH 508 South Sixth Street Champaign, Illinois 61820 NOTE COMMITTEE ON PUBLICATIONS Robert F. Hogan, NCTE Executive Secretary, Chairman Charlotte S. Huck, Ohio State University John C. Maxwell, Upper Midwest Regional Educational Laboratory Henry W. Sams, Pennsylvania State University Mildred E. Webster, St. Joseph (Michigan) High School CONSULTANT READERS Arthur Applebee, Harvard University Jane Arnold, Clearwater (Florida) Public Schools Leroy Curtis, Wayne State University Verna. L. Newsome, formerly University of Wisconsin-Milwaukee James Wilsford, BostonNorthampton Language Program, Peninsula, Ohio EDITORIAL SERVICES Cynthia H. Smith, NOTE Headquarters BOOK DESIGN Norma Phillips, NCTE Headquarters Library of Congress Catalog Card Number: 76.78447 SBN Number: 8141-26974 NCTE Stock Number: 26974 PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED FITN..ational Council of Teachers of English TO ERIC ANO ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER Copyright 1969 National Council of Teachers of English 508 South Sixth Street, Champaign, Illinois 61820 Printed in the United States of America EONTENTS Peg. FOREWORD vii ORAL LANGUAGE AND READING: AN INTRODUCTORY COMMENT,Walter J. Moore is PSYCHOLINGUISTICS AND THE ELEMENTARY LANGUAGE ARTS.John B. Carroll I LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD Jean Berko Gleason 15 LANGUAGE ACQUISITION AND READING,Wick R. Miller 31 SOME CONTRIBUTIONS OF LINGUISTIC SCIENCETO THE TEACHING OF READING,Henry J. Sustakoski 49 LINGUISTICS AND READING, ONCE MORE,David W. Reed 75 LOCATING THE SWITCHING DEVICES OF ORALLANGUAGE Roger W. Shuy 89 ORAL LANGUAGE AND LEARNING,Walter Loban 101 FBREWEIRD A growing interest in oral languageand the everpresPnt preoccupation with reading prompted theplanners of the 1967 Spring Institutes of the National Councilof Teachers of English to bring together distinguished scholarsto discuss problems and trends in each area. General consultantsand local chairmen were selected to help participan's translate theideas into plans of action. The director and staff coordinator wishto recognize the con- tributions marla by the consultants andlocal chairmen. Their names follow: Detroit Institute. General Consultant: Muriel Crosby, Wil- mington Public Schools, Wilmington,Delaware; Local Chair- man: Harry T. Hahn, Professor of Education, OaklandUniver- sity, Rochester, Michigan. Charleston Institute. General Consultant:Virginia Reid, Oakland Public Schools, Oakland, California; Local Chairman : Lorena Anderson, State Department ofEducation, Charleston, West Virginia. Sacramento Institute. General Consultant:Margaret Early, Professor of Education. Syracuse University;Local Chairman : Helen Strickland, Curriculum Coordinator,Placer County Schools, Auburn, California. I wish to express my thanks to these staffmembers for their valuable assista;:ce in arranging for andconducting the insti- tutes. Thanks go also to James It Squire,at that time NCTE Executive Secretary, to Robert P. Hogan,present Executive Secretary, and to Eldonna L. Evertts, staffcoordinator for the Spring Institutes, who all servedas members of the planning committee. James Walden Indiana University vii OR% b4INGIIIIGE 41NEIREMING: 41N INTRBEMETBRYEEIMMENT Courses offered in teacher preparationinstitutions today do not presume to equip teachers for all the tasksin the teaching of reading. Writers in the professionhave emphasized that suc- cessful teachers must become familiarwith individual difrerences, formulate specific objectives, drawup plans for observation, acquire knowledge of available books,pay attention to vocabulary growth, and gain insight into oral reading.Whatever the list of tasks confronting them, and it is usuallylong, teachers must recognize the immensity of the job if theyare to develop an effective and efficient program. That teachers donot always master these techniques, thereby making readingseem even more complex to the child than it needs to be, isavowed by some writers who go so far as tosay that many children fail to learn because the methods used by the schools actuallyprevent them f! om learning. Writing over a decade ago in thepages of Elementary English, Stahl observed : ... not only must the teacher have thoroughly mastered and understood the reading process, but lie must beprepared to in- terpret this process to each and every pupil, attemptingto adapt the process to each individual's own capabilities andachievements. [italics supplied] I Hence, it is necessary to consider on-the-jobor in(:::-. ice activities for teachers which will further develop techniquesand methods which have been introduced in preservice, training.Inservice education should emphasize recommended practices. OralLan- guage and Reading can help to provide sucha direct emphasis. But, prior to a consideration of Oral Languageand Reading, inservice programs must adopta definite point of view, must 1 Stanley Stahl, Jr., "An InService Approach to theImprovement of Developmental Reading Instruction," Elementary English, 34(May 1957), 313. ix x. Oral Language and Reading define the role of the teacher of reading. From this viewpoint, this description, a conception of what is involved may emerge. But views are many and varied. The story is a long one, and its telling is not yet completed. The National Committee on Reading in its 1937 report di- vided the responsibility for reading instruction among teachers of reading, teachers of content, and librarians. In attempting to distribute responsibility among all staff members of a school, this committee adopted the slogan "Every teacher a teacher of reading" and described the responsibilities that teachers of content subjects should assume toward reading instruction? In the interval that has elapsed since the 1937 report appeared, this slogan has been emphasized repeatedly. Would that one could say that the slogan has made teachers of subjects aware of reading problems and of their own roles in providing reading guidance ! One reason why teachers have failed to embrace the notion that all teachers are teachers of reading is that they have not been clear as to why they should ue. They have not seen reading related to the basic purposes of the content fields in such a way as to make clear the significance of reading problems, nor what they, as content teachers, may do to assist in solving such prob- lems. To convince a content area teacher of his responsibility to provide guidance in reading in the area of his concern has been a task that increasingly large numbers of reading experts have had to shoulder. But the question arises: Have they succeeded? The answer has to be "no!" Does the same fate lie ahead for those who would convince teachers that they have responsibilities with re- spect to linguistics? It need not be! A good deal depends on what is meant by the term "reading." To the linguist,
Load more

Recommended publications
  • THE DEVELOPMENT of LANGUAGE, 6/E
    THE DEVELOPMENT OF LANGUAGE, 6/e © 2005 Jean Berko Gleason, Boston University 0-205-39414-0 Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. The colors in this document are not an accurate representation of the final textbook colors. sample chapter The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com CHAPTER10 Language and Literacy in the School Years Richard Ely Boston University n the first few years of life, children master the rudiments of their native language. This remarkable achievement appears to require little conscious effort, and it oc- Icurs in a wide variety of contexts (Gallaway & Richards, 1994). By their third birthday, children have acquired a large and varied lexicon. They string together mul- tiword utterances, participate appropriately in conversations, and make simple jokes. They even begin to talk about objects and events that are not present in their imme- diate context (Snow, Tabors, & Dickinson, 2001). By the time children enter kindergarten, usually around age five, they have ac- quired a relatively sophisticated command of language, an accomplishment that has sometimes led researchers to believe that language development is essentially complete. However, major tasks still await the child, and developments that are as dramatic as those of the early years are yet to come (Nippold, 2000). This chapter will describe changes that occur during the school years. We will pay particular attention to two trends that are qualitatively different from earlier developments: The first is children’s growing ability to produce connected multiutterance language as seen, for example, in their personal narratives.
    [Show full text]
  • At a Meeting of the Faculty of Arts and Sciences on March 2, 2010, the Following Minute Was Placed Upon the Records
    At a meeting of the FACULTY OF ARTS AND SCIENCES on March 2, 2010, the following tribute to the life and service of the late Andrew Mattei Gleason was spread upon the permanent records of the Faculty. ANDREW MATTEI GLEASON BORN: November 4, 1921 DIED: October 17, 2008 “Have you ever thought of this?” is how Andrew Gleason often preceded the formulation of some idea, or some question, to his mathematical colleagues and students. Usually we had not (thought of the idea) and even if we had, we would not have expressed it in as clarifying, or as enticing, a manner as he did. The “this” could range quite broadly: ideas related to transformation groups and his famous solution to Hilbert’s Fifth Problem, to measure theory, projective geometry, Hilbert Spaces, or to combinatorics, to graph theory, to coding theory, or—and this was also one of Gleason’s many great loves—to the teaching and perfection of mathematical skills at any level (how to treat measuring when teaching first- graders; reforming the teaching of Calculus; and savoring the latest Putnam Competition exam questions). Quite a span. Andrew Gleason’s own early education had a significant geographical span. He graduated from high school in Yonkers, New York, having also taken courses in Berkeley, California. His undergraduate years at Yale were spent largely taking graduate level courses. When Andy graduated in 1942, he joined the U.S. Navy as a member of a group of 8–10 mathematicians working to crack enemy codes.* In 1946 Gleason came to Harvard, having been elected as a Junior Fellow of the Society of Fellows.
    [Show full text]
  • Two-Word Utterances Chomsky's Influence
    Two-Word Utterances When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on “structure.”) So our story begins with what is colloquially known as the “two-word stage.” The transition to 2-word utterances has been called “perhaps, the single most disputed issue in the study of language development” (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous “over-regularization”—which again shows, of course, that children are systematic, not simply copying what they here.
    [Show full text]
  • Srcd Oral History Interview
    Jean Berko Gleason Born in Cleveland, OH Spouse – Andrew Gleason A.B. (1953) Radcliffe College, A.M (1955) Radcliffe College, Ph.D. (1958) Radcliffe College/Harvard University Major Employment: Boston University – 1975-2004, Professor Boston University – 2004-Present, Professor Emerita Major Areas of Work: Linguistics SRCD Affiliation Editorial Board for Child Development (1971-77) SRCD ORAL HISTORY INTERVIEW Jean Berko Gleason Interviewed by Richard Ely In Cambridge, Massachusetts June 2, 1998 Ely: My name is Richard Ely and I'm here interviewing Jean Berko Gleason. We are in her home in Cambridge, Massachusetts. Today is Tuesday, June 2nd, 1998. We have some questions here; we will begin with questions addressing her general intellectual history. The first question, describe your family background along with any childhood and adolescent experiences that may be of interest. Include the educational and occupational characteristics of your parents, where you were born, where you grew up, what your schooling was like and any military experiences you may have. Also include earlier work experiences. Gleason: Okay, my parents were immigrants from Transylvania; they were Hungarian speakers and I was born in Cleveland, Ohio and went to public school in Cleveland, Ohio. I graduated from Cleveland Heights High School in 1949 or thereabout and then came to Radcliffe as an undergraduate. My father was in the construction business, more or less. He was rather an unsuccessful businessman, but my mother and father did not go to college. I had one brother who was six years older than I was and he had cerebral palsy, but he was very, very bright and I think that my interactions with him probably had a substantial effect on my life.
    [Show full text]
  • Elliot Lee Saltzman, Phd Boston University Education: Bachelor Of
    Elliot Lee Saltzman, PhD Boston University Education: Bachelor of Arts Harvard College Psychology (June/1970) Doctor of Philosophy University of Minnesota Developmental Psychology (June/1979) Employment and Positions Held: Research Fellow Department of Cognitive and Neural Systems, Boston University Boston, MA (from Sept. 1996 to 2011) Associate Professor Department of Physical Therapy and Athletic Training, Boston University Boston, MA (from Sept. 1996 to present) Assistant Professor in Residence Department of Psychology, and Center for the Ecological Study of Perception and Action, University of Connecticut Storrs, CT (from 1985 to present) Research Scientist Haskins Laboratories New Haven, CT 1981-present Postdoctoral Fellow (National Institute of Child Health and Human Development) Department of Kinesiology, University of Washington Seattle, Washington, and Haskins Laboratories, New Haven, CT (from 1979 to July 1982) Affiliate Assistant Professor Department of Kinesiology, University of Washington Seattle, WA (from 1976 to 1981) Predoctoral trainee (National Institutue of Child Health and Human Development) Institute of Child Development and Center for Research in Human Learning, University of Minnesota Minneapolis, MN (from 1972 to 1976) Part-time research assistant to Dr. Jean Berko-Gleason and Dr. Elliot G. Mishler Laboratory in Social Psychiatry, Harvard Medical School and Massachusetts Mental Health Center Boston, MA (from 1971 to 1972) Full-time research assistant to Dr. Torsten Wiesel Department of Neurobiology, Harvard Medical School Boston, MA (from 1970 to 1972) Peer Reviewed Publications: Loverro, K. L., Saltzman, E., Hasselquist, L., & Lewis, C. L. (2018). Local dynamic stability is affected by soldier-relevant torso loads and gait speeds. Medicine and Science in Sports and Exercise, 50 (5; Supplement) [Abstract].
    [Show full text]
  • Cognition Assessment Using the NIH Toolbox Sandra Weintraub, Sureyya S
    Cognition assessment using the NIH Toolbox Sandra Weintraub, Sureyya S. Dikmen, Robert K. Heaton, et al. Neurology 2013;80;S54-S64 DOI 10.1212/WNL.0b013e3182872ded This information is current as of March 11, 2013 The online version of this article, along with updated information and services, is located on the World Wide Web at: http://www.neurology.org/content/80/11_Supplement_3/S54.full.html Neurology ® is the official journal of the American Academy of Neurology. Published continuously since 1951, it is now a weekly with 48 issues per year. Copyright © 2013 American Academy of Neurology. All rights reserved. Print ISSN: 0028-3878. Online ISSN: 1526-632X. Cognition assessment using the NIH Toolbox Sandra Weintraub, PhD ABSTRACT Sureyya S. Dikmen, PhD Cognition is 1 of 4 domains measured by the NIH Toolbox for the Assessment of Neurological and Robert K. Heaton, PhD Behavioral Function (NIH-TB), and complements modules testing motor function, sensation, and David S. Tulsky, PhD emotion. On the basis of expert panels, the cognition subdomains identified as most important for Philip D. Zelazo, PhD health, success in school and work, and independence in daily functioning were Executive Function, Patricia J. Bauer, PhD Episodic Memory, Language, Processing Speed, Working Memory, and Attention. Seven measures Noelle E. Carlozzi, PhD were designed to tap constructs within these subdomains. The instruments were validated in Jerry Slotkin, PhD English, in a sample of 476 participants ranging in age from 3 to 85 years, with representation from David Blitz, MA both sexes, 3 racial/ethnic categories, and 3 levels of education. This report describes the develop- Kathleen Wallner-Allen, ment of the Cognition Battery and presents results on test-retest reliability, age effects on perfor- PhD mance, and convergent and discriminant construct validity.
    [Show full text]
  • Open Xingrenxudissertation.Pdf
    The Pennsylvania State University The Graduate School College of the Liberal Arts EXPLORING THE IMPACT OF AGING THROUGH TRANSITIVITY: A SYSTEMIC FUNCTIONAL APPROACH TO CHINESE ELDERS’ NARRATIVES A Dissertation in Applied Linguistics by Xingren Xu ©2008 Xingren Xu Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2008 The dissertation of Xingren Xu was reviewed and approved* by the following: Sinfree B. Makoni Associate Professor of Applied Linguistics Dissertation Adviser Chair of Committee Sandra J. Savignon Professor of Applied Linguistics Xiaofei Lu Assistant Professor of Applied Linguistics Xiaoye You Assistant Professor of English Joan Kelly Hall Professor of Applied Linguistics and Education Head of the Department of Applied Linguistics *Signatures are on file in the Graduate School. ii ABSTRACT The research applies transitivity of Systemic Functional Theory (SFT) to examine age impact on picture-elicited narratives of elderly Chinese participants. The choice of using SFT is that SFT studies language through “context of situation” and reveals meaning potential in the context. Transitivity of SFT is compatible with Chinese language, and it provides a solution to the problem raised by Makoni, Lin and Schrauf who argue that the analysis is complicated because it is difficult to use Western views when analyzing Chinese texts. Transitivity and its 6 processes uncover subtle aspects of participants’ performances in picture-elicited narratives, and thus they provide a detailed understanding of age impact which cannot be obtained otherwise. The research uses 60 Chinese participants whose age range is from 50 to 79 years old. The participants are equally divided into three age groups: A (50-59 years old), B (60-69 years old) and C (70-79 years old) with 10 males and 10 females in each group.
    [Show full text]
  • Jean Berko Gleason Curriculum Vitae 2018
    Jean Berko Gleason Curriculum Vitae 2018 Office: Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston MA 02215 http://www.bu.edu/psych/faculty/gleason/ Contact: Phone: (617) 230-0957 Email preferred: [email protected] Education: A.B. History and Literature, cum laude, Radcliffe College, 1953 A.M. Linguistics, Radcliffe College, 1955 Ph.D. Linguistics and Social Psychology, Radcliffe-Harvard, 1958 Postdoctoral Fellow, MIT, 1958-59 Occupation: 2005- Professor Emerita, Department of Psychological and Brain Sciences, Boston University 1975-2005: Professor, Department of Psychology, Boston University Department Chair 1985-89; Acting Chair, spring 1997 1975- Graduate Program in Applied Linguistics, BU: Progam Director 1982-85 Other Professional Experience 1994-2005: Research Fellow, Department of Cognitive and Neural Systems, BU 1997-2001: Director, Graduate Program in Human Development, Department of Psychology 1961-2000: Research Associate, Goodglass Aphasia Research Center, Boston University School of Medicine, USVA Medical Center, Boston 1991, 1999: Visiting Scholar, Harvard Graduate School of Education 1987-94: Board of Trustees, Center for Applied Linguistics, Washington, D.C. 1981-85: Member, Mental Retardation Research Committee, National Institute of Child Health and Human Development, National Institutes of Health, Washington Spring '81, '83, Winter '88: Research Scholar in Residence, Linguistics Institute, Hungarian Academy of Sciences, Budapest 1982-1985: Director, Graduate Program for the Study
    [Show full text]
  • Jean Berko Gleason Curriculum Vitae
    Jean Berko Gleason Curriculum Vitae Biographical Summary Jean Berko Gleason is one of the world’s leading experts on children’s language. She currently is professor emerita in the Department of Psychological and Brain Sciences at Boston University and is also a faculty member and former director of BU's Graduate Program in Applied Linguistics. She has been a visiting scholar at Stanford University, Harvard, and the Linguistics Institute of the Hungarian Academy of Sciences in Budapest. She received her undergraduate and graduate degrees from Harvard/Radcliffe. She has been president of the International Association for the Study of Child Language, and is the author and editor of leading textbooks on language development and psycholinguistics. She created the Wug Test, the best known experimental study of children’s language acquisition. She has published more than 125 articles on aphasia, language attrition, language development in children, gender differences in parents' speech, and cross-cultural differences. Her work is frequently cited in the professional literature, and has been featured in the popular press and on television. She is currently featured in the PBS award-winning online Nova Science Now series “The Secret Life of Scientists” as well as on the Web at the World Science Festival. Office: Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall, Boston MA 02215 http://www.bu.edu/psych/faculty/gleason/ Contact: Phone: (617) 864-5095 Email preferred: [email protected] Education: A.B. History and
    [Show full text]
  • Jean Berko Gleason Curriculum Vitae 2004
    Jean Berko Gleason Curriculum Vitae 2004 Office: Department of Psychology, Boston University, 64 Cummington St., Boston MA 02215 Phone: (617) 353-4647, FAX: (617) 353-6933 e-mail: [email protected] Home: 110 Larchwood Drive, Cambridge MA 02138 Phone: (617) 864-5095 FAX: (617) 864-7876 Cell phone: (617) 230-0957 Education: A.B. History and Literature, cum laude, Radcliffe College, 1953 A.M. Linguistics, Radcliffe College, 1955 Ph.D. Linguistics and Social Psychology, Radchffe-Harvard, 1958 Postdoctoral Fellow, MIT, 1958-59 Current Occupation: 1975-present: Professor, Department of Psychology, Boston University (Department Chair 1985-89) (Acting Chair, spring 1997) 1975-present: Faculty, Graduate Program in Applied Linguistics, BU (Director 1982-85) 1994-present: Research Fellow, Department of Cognitive and Neural Systems, BU Other Professional Experience: 1997 -2001: Director, Graduate Program in Human Development, Department of Psychology 1961- 2000: Research Associate, Goodglass Aphasia Research Center, Boston University School of Medicine, USVA Medical Center, Boston 1991, 1999: Visiting Scholar, Harvard Graduate School of Education (Spring Semester) 1987-94: Board of Trustees, Center for Applied Linguistics, Washington, D.C. 1981-85: Member, Mental Retardation Research Committee, National Institute of Child Health and Human Development, National Institutes of Health, Washington Spring '81, '83, Winter '88: Research Scholar in Residence, Linguistics Institute, Hungarian Academy of Sciences, Budapest 1982-1985: Director, Graduate Program
    [Show full text]
  • Psycholinguistics Introduction and Applications
    Psycholinguistics Introduction and Applications Second Edition Lise Menn, PhD With contributions by Nina F. Dronkers, PhD 5521 Ruffin Road San Diego, CA 92123 e-mail: [email protected] Website: http://www.pluralpublishing.com Copyright © by Plural Publishing, Inc. 2017 Typeset in 11.5/14 Palatino by Flanagan’s Publishing Services, Inc. Printed in the United States of America by McNaughton & Gunn, Inc. All rights, including that of translation, reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, recording, or otherwise, including photocopying, recording, taping, Web distribution, or information storage and retrieval systems without the prior written consent of the publisher. For permission to use material from this text, contact us by Telephone: (866) 758-7251 Fax: (888) 758-7255 e-mail: [email protected] Every attempt has been made to contact the copyright holders for material originally printed in another source. If any have been inadvertently overlooked, the publishers will gladly make the necessary arrangements at the first opportunity. Library of Congress Cataloging-in-Publication Data Menn, Lise, author. Psycholinguistics : introduction and applications / Lise Menn, with contri- butions by Nina F. Dronkers.— Second edition. p. ; cm. Includes bibliographical references and index. ISBN 978-1-59756-712-1 (alk. paper) — ISBN 1-59756-712-4 (alk. paper) I. Dronkers, Nina, contributor. II. Title. [DNLM: 1. Psycholinguistics
    [Show full text]
  • Graduate Program Guide 2020-21 Edition
    BOSTON UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES GRADUATE PROGRAM GUIDE 2020-21 EDITION (AUGUST 2020) 1 INTRODUCTION ........................................................................................................................... 4 1.1 THIS HANDBOOK ..................................................................................................................... 4 1.2 ESSENTIAL LINKS .................................................................................................................... 4 1.3 ADMINISTRATION OF THE LINGUISTICS DEPARTMENT .............................................................. 4 2 PROGRAM FACULTY ................................................................................................................... 5 2.1 CORE FACULTY........................................................................................................................ 5 2.2 AFFILIATED FACULTY .............................................................................................................. 7 2.3 VISITING RESEARCHERS........................................................................................................... 9 2.4 AFFILIATED RESEARCHERS ...................................................................................................... 9 2.5 PROFESSORS EMERITI (OF THE FORMER PROGRAM IN APPLIED LINGUISTICS) ..........................10 3 FACILITIES AND RESOURCES ...................................................................................................10 3.1 LINGUISTICS
    [Show full text]