A book on those who know and use two or more languages: Who are they? How do they do it?

Age-related changes in cognitive and language functions have been extensively researched over the past half-century. The older adult represents a unique population for studying cognition and language because of the many challenges that are presented with investigating this population, including individual differences in education, life experiences, health issues, social identity, as well as gender. The purpose of this book is to provide an advanced text that considers these unique challenges and assembles in one source current information regarding (a) language in the aging population and (b) current theories accounting for age-related changes in language function. A thoughtful and comprehensive review of current research spanning different disciplines that study aging will achieve this purpose. Such disciplines include linguistics, psychology, sociolinguistics, neurosciences, cognitive sciences, and communication sciences. As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.

The Sentence in Language and Cognition is about the significant role of the sentence in linguistic cognition and in the practical domains of human existence. Dr. Tista Bagchi has written a comprehensive assessment of the structure and cognitive function of the sentence and the clause in the context of real-world discourse and activities. The notions of sentencehood and clausehood with special reference to the semantic histories of the terms sentence and clause, including their ethical, legal, and administrative uses, are assessed. This is followed by a concise historical survey of the treatment of the sentence in a few of the ancient linguistic traditions, notably the Greek, Roman(-Alexandrian), Arab, and Sanskrit scholastic traditions. A wide variety of sentence types, from a cross-section of languages spoken in Asia, Europe, and the Americas, are presented by way of factual evidence for sentences and clauses as linguistic units. Formally defined notions of the sentence and the clause as syntactic constituents in major theoretical frameworks are examined and assessed for their essential properties and points of convergence. The Sentence in Language and Cognition is an essential book for advanced students and researchers of linguistics.

The Functions of Language and Cognition provides a forum for articulating a functional approach to language and cognition. This book discusses the influence of structural approaches to language and thought. Organized into 10 chapters, this book begins with an overview of a comprehensive alternative treatment of cognitive and linguistic functioning from a social, functional perspective. This text then discusses some considerations for a theory of skills and of cognitive development in general. Other chapters focus on acquisition of perceptual concepts rather than logical, verbal, or mathematical concepts. This book examines as well each of the possible limits in terms of their potential effects on cognitive development and in terms of the evidence regarding their actual effects. The final chapter deals with the influence of personal standards and strategies on therapy outcomes. This book is a valuable resource for graduate and upper-level undergraduate students in developmental psychology, clinical psychology, cognitive psychology, education, and rehabilitation.

This innovative volume provides a state-of-the-art overview of the relationship between language and cognition with a focus on bilinguals. It brings together contributions from international leading figures in various disciplines and showcases contemporary research on the emerging area of bilingual cognition. The first part of the volume discusses the relationship between language and cognition as studied in various disciplines, from psychology to philosophy to anthropology to linguistics, with chapters written by some of the major thinkers in each discipline. The second part concerns language and cognition in bilinguals. Following an introductory overview and contributions from established figures in the field, bilingual cognition researchers provide examples of their latest research on topics including time, space, motion, colors, and emotion. The third part discusses practical applications of the idea of bilingual cognition, such as marketing and translation. The volume is essential reading for researchers and postgraduate students with an interest in language and cognition, or in bilingualism and second languages.

The relationship between language and psychology is one that has been studied for centuries. Influencing one another, these two fields uncover how the human mind's processes are interrelated. Psycholinguistics and Cognition in Language Processing is a critical scholarly resource that examines the mystery of language and the obscurity of psychology using innovative studies. Featuring coverage on a broad range of topics, such as language acquisition, emotional aspects in foreign language learning, and speech learning model, this book is geared towards linguists, academicians, practitioners, and researchers, seeking current research on the cognitive and emotional synthetisation of multilingualism.

Language demonstrates structure while also showing considerable variation at all levels: languages differ from one another while still being shaped by the same principles; utterances within a language differ from one another while exhibiting the same structural patterns; languages change over time, but in fairly regular ways. This book focuses on the dynamic processes that create languages and give them their structure and variance. It outlines a theory of language that addresses the nature of grammar, taking into account its variance and gradience, and seeks explanation in terms of the recurrent processes that operate in language use. The evidence is based on the study of large corpora of spoken and written language, what we know about how languages change, as well as the results of experiments with language users. The result is an integrated theory of language use and language change which has implications for cognitive processing and language evolution.

This collection highlights the interplay between cognition and language learning, and tackles such issues as cognition and skills development, language processing, vocabulary memorisation, metaphor identification, vocabulary attrition, motivation, and the perception of phonemes, among others. The contributions here represent current forward-looking research in the field of cognitive linguistics and education. To date, there has been a sharp need for innovative research that examines the interrelationship between cognition and the process of language learning. This volume responds to this requirement, bringing together researchers interested in this research area to discuss their contributions, and to open debates about the role played by cognition in language learning. The book will appeal to master’s and doctoral students, teachers, educational practitioners, and researchers interested in research into the interaction between cognition and language learning.

The essays range across fields foundational to cognitive science, including perception, attention, memory, and language, using formal, experimental, and neuroscientific approaches to issues of representation and learning. These original empirical research essays in the psychology of perception, cognition, and language were written in honor of Henry and Lila Gleitman, two of the most prominent psychologists of our time. The essays range across fields foundational to cognitive science, including perception, attention, memory, and language, using formal, experimental, and neuroscientific approaches to issues of representation and learning. An introduction provides a historical perspective on the development of the field from the 1960s onward. The contributors have all been colleagues and students of the Gleitmans, and the collection celebrates their influence on the field of cognitive science. Contributors Cynthia Fisher, Susan Goldin-Meadow, Katherine Hirsh-Pasek, John Jonides, Phillip Kellman, Michael Kelly, Donald S. Lamm, Barbara Landau, Jack Nachmias, Letitia Naigles, Elissa Newport, W. Gerrod Parrott, Daniel Reisberg, Robert A. Rescorla, Paul Rozin, John Sabini, Elizabeth Shipley, Thomas F. Shipley, John C. Trueswell