The past decade has brought important new advances in the fields of genetics, behavioral genetics, linguistics, language acquisition, studies of language impairment, and brain imaging. Although these advances are each highly relevant to the determination of what a child is innately prepared to bring to language acquisition, the contributing fields of endeavor have traditionally been relatively self-contained, with little cross communication. This volume was developed with the belief that there is considerable value to be gained in the creation of a shared platform for a dialogue across the disciplines. Leading experts in genetics, linguistics, language acquisition, language impairment, and brain imaging are brought together for the purpose of exploring the current evidence, theoretical issues, and research challenges in a way that bridges disciplinary boundaries and points toward future developments in the search for the genetic and environmental bases of language acquisition and impairments. This collection provides discussions and summaries of: *breakthrough findings of the genetic underpinnings of dyslexia; *theoretical and empirical developments in the specification of a phenotype of language acquisition and impairment; *evidence of familiarity and twin concordances of specific language impairment; and *new evidence from brain imaging. It concludes with a critical response from an advocate of rational empiricism.

The past decade has brought important new advances in the fields of genetics, behavioral genetics, linguistics, language acquisition, studies of language impairment, and brain imaging. Although these advances are each highly relevant to the determination of what a child is innately prepared to bring to language acquisition, the contributing fields of endeavor have traditionally been relatively self-contained, with little cross communication. This volume was developed with the belief that there is considerable value to be gained in the creation of a shared platform for a dialogue across the disciplines. Leading experts in genetics, linguistics, language acquisition, language impairment, and brain imaging are brought together for the purpose of exploring the current evidence, theoretical issues, and research challenges in a way that bridges disciplinary boundaries and points toward future developments in the search for the genetic and environmental bases of language acquisition and impairments. This collection provides discussions and summaries of: *breakthrough findings of the genetic underpinnings of dyslexia; *theoretical and empirical developments in the specification of a phenotype of language acquisition and impairment; *evidence of familiarity and twin concordances of specific language impairment; and *new evidence from brain imaging. It concludes with a critical response from an advocate of rational empiricism.

Neurobiology of Language explores the study of language, a field that has seen tremendous progress in the last two decades. Key to this progress is the accelerating trend toward integration of neurobiological approaches with the more established understanding of language within cognitive psychology, computer science, and linguistics. This volume serves as the definitive reference on the neurobiology of language, bringing these various advances together into a single volume of 100 concise entries. The organization includes sections on the field's major subfields, with each section covering both empirical data and theoretical perspectives. "Foundational" neurobiological coverage is also provided, including neuroanatomy, neurophysiology, genetics, linguistic, and psycholinguistic data, and models. - Foundational reference for the current state of the field of the neurobiology of language - Enables brain and language researchers and students to remain up-to-date in this fast-moving field that crosses many disciplinary and subdisciplinary boundaries - Provides an accessible entry point for other scientists interested in the area, but not actively working in it – e.g., speech therapists, neurologists, and cognitive psychologists - Chapters authored by world leaders in the field – the broadest, most expert coverage available

Southeast Asia is regarded as one of the birthplaces of modern humans. Recent genetic evidence shows that it was probably the entry point of modern humans from Africa into East Asia and Oceania. With the help of new markers X mostly from the Y-chromosome and mtDNA X several recent efforts have been made to study the populations of Southeast Asia, which have been somewhat neglected in the past. A new picture of the origin and migrations of modern humans in this region is quickly emerging. In this book, the leading researchers in the studies of Southeast Asian, East Asian, and Oceanian populations present the most up-to-date results of their research. Contents: Prehistory of Human Populations: Archaelogical, Linguistic and Paleontological Perspectives: Prehistory, Language and Human Biology: Is There a Consensus in East and Southeast Asia? (C F W Higham); Human Diversity and Language Diversity (W S-Y Wang); Before the Neolithic: HunterBGatherer Societies in Central Thailand (R Thosarat); The Peopling of Southeast Asia: The Case for an African Rather Than an Asian Origin of the Human Y-Chromosome YAP Insertion (P A Underhill & C C Roseman); Genetic History of Ethnic Populations in Southwestern China (B Su et al.); Y-Chromosomal Variation in Uxorilocal and Patrilocal Populations in Thailand (M Srikummool et al.); Genetic Relationships Among 16 Ethnic Groups from Malaysia and Southeast Asia (S G Tan); The Peopling of East Asia: Chinese Human Genome Diversity Project: A Synopsis (J Chu); Origins and Prehistoric Migrations of Modern Humans in East Asia (B Su & L Jin); The Peopling of Oceania: The Genetic Trail from Southeast Asia to the Pacific (R Deka et al.); The Colonization of Remote Oceania and the Drowning of Sundaland (J K Lum). Readership: Upper-level undergraduates, graduate students and researchers in genetics, anthropology and linguistics.

This is a forward-looking clinical reference of definitive authority on today's headline controversies surrounding in vitro fertilization (IVF) and reproductive genetics. Written by leading experts from medicine, education, psychology, ethics, counseling, and other disciplines studying fertility and genetics, the book contains nearly 70 chapters in seven sections. The introductory section deals with biology, business, morality and society in IVF and reproductive genetics; other sections focus on IVF outcomes, personal ethics and business, biology of the egg, sperm and embryo, implantation, IVF and society, and such 21st century topics as space travel and human reproduction, the disappearing male,and the future of motherhood. Includes bibliographic references and index.

Languages differ from one another in bewildering and seemingly arbitrary ways. For example, in English, the verb precedes the direct object ('understand the proof'), but in Japanese, the direct object comes first. In some languages, such as Mohawk, it is not even possible to establish a basic word order. Nonetheless, languages do share certain regularities in how they are structured and used. The exact nature and extent of these "language universals" has been the focus of much research and is one of the central explanatory goals in the language sciences. During the past 50 years, there has been tremendous progress, a few major conceptual revolutions, and even the emergence of entirely new fields. The wealth of findings and theories offered by the various language-science disciplines has made it more important than ever to work toward an integrated understanding of the nature of human language universals. This book is the first to examine language universals from a cross-disciplinary perspective. It provides new insights into long standing questions such as: What exactly defines the human capacity for language? Are there universal properties of human languages and, if so, what are they? Can all language universals be explained in the same way, or do some universals require different kinds of explanations from others? Language Universals is unique in starting with the assumption that the best way to approach these and related questions is through a dialogue between a wide range of disciplines, including linguistics, cognitive neuroscience, philosophy, computer science and biology.

The Blackwell Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field; exploring the progress of 21st century research, its precursors, and promising research topics for the future. Provides comprehensive treatments of the major topics and current concerns in the field of language development Explores foundational and theoretical approaches Focuses on the 21st century's research into the areas of brain development, computational skills, bilingualism, education, and cross-cultural comparison Looks at language development in infancy through early childhood, as well as atypical development Considers the past work, present research, and promising topics for the future. Broad coverage makes this an excellent resource for graduate students in a variety of disciplines

Compiled in honor and celebration of veteran anthropologist Harold C. Fleming, this book contains 23 articles by anthropologists (in the general sense) from the four main disciplines of prehistory: archaeology, biogenetics, paleoanthropology, and genetic (historical) linguistics. Because of Professor Fleming's major focus on language — he founded the Association for the Study of Language in Prehistory and the journal Mother Tongue — the content of the book is heavily tilted toward the study of human language, its origins, historical development, and taxonomy. Because of Fleming's extensive field experience in Africa some of the articles deal with African topics. This volume is intended to exemplify the principle, in the words of Fleming himself, that each of the four disciplines is enriched when it combines with any one of the other four. The authors are representative of the cutting edge of their respective fields, and this book is unusual in including contributions from a wide range of anthropological fields rather than concentrating in any one of them.

G is for Genes shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children—and can also benefit schools, teachers, and society at large. Draws on behavioral genetic research from around the world, including the UK-based Twins’ Early Development Study (TEDS), one of the largest twin studies in the world Offers a unique viewpoint by bringing together genetics and education, disciplines with a historically difficult relationship Shows that genetic influence is not the same as genetic determinism and that the environment matters at least as much as genes Designed to spark a public debate about what naturally-occurring individual differences mean for education and equality