Psycholinguistics has established itself as one of the most fundamental disciplines for the study of human cognition and brain-mind-language interaction. Contemporary theorization and modelling has witnessed the emergence of cross-linguistic research, including a focus on evidence from languages other than English. The first volume of the handbook under review concentrates on Chinese psycholinguistics. Articles in this volume cover a wide range of areas such as the role of orthography versus phonology in lexical (semantic) processing, the time Links Of London Bracelets(http://www.linkslondon4lover.com/bracelets-c-141.html) course of lexical access in sentence processing, interaction of lexicon and context in language acquisition, neuro-anatomical mechanisms of processing, and acquisition and neural network modelling in relation to computational analysis.
There are 13 contributions under the category of language acquisition. The first article deals with the acquisition of action verbs (Chapter 1 by Cheung and Clark) and reflects on acquisition patterns by Cantonese-speaking children, in particular the interplay of word order, verb class, aspect, and particle markers in the acquisition of expressions for action and result. Categorization of the world around us is one of the most important cognitive operations and children learn this very early in life while learning the uses of classifiers. Erbaugh's article on Chinese classifiers (Chapter 3) and their acquisition presents a satisfying review of existing work on classifiers as well as descriptions of different types of classifiers that seem to be a good resource to researchers. In the chapter on the acquisition of temporality in Mandarin by Huang (Chapter 4), one learns about the different approaches that researchers have used to study different types of temporal markers in Chinese. The chapter on second language acquisition in native Chinese speakers by Jia (Chapter 5) is a short review of the existing research and offers some predictions. C. K. Leong's paper (Chapter 6) on epilinguistic awareness and learning to read Chinese is a good blend of theory and data and discussions drawn from his own past research. The chapter by McBride-Chang and Zhong (Chapter 7) on important emergent literacy skills that have been shown to predict efficiency of Chinese character recognition introduces basic concepts related to different emergent literacy skills found in Chinese children. It is but very obvious that for Chinese, the very definitions of phonological as well as morphological awareness will be qualitatively different from English and this is highlighted by the authors. Shi's paper on syntactic categories (Chapter 8) in early language development describes two infant studies in the sucking rate paradigm that show interesting results. The study suggests that speech input contains acoustic and phonological cues that help the child distinguish language universals categories like content and function words. But is this specific to Chinese?
How do children read such complicated Chinese characters and also often compound characters? Shu and Wu in their contribution (Chapter 9) on orthography-phonology Links Of London Charms(http://www.links-of-london.org/S-Charms-4.html) knowledge in the Chinese writing system suggest that any initial learner of Chinese must establish a grapheme to phoneme relationship just as children do for alphabetic scripts for reading and memory. Phonological patterning of a language's sound system affects the phonological acquisition in young children, and the order in which this happens. Stokes, in her presentation on phonological development in Chinese children (Chapter 10), suggests that a range of biological and linguistic factors interact during phonological development and these factors can predict any developmental disorder later in life. Frequency of use of a particular lexical item in everyday language can be indicative of particular styles of cognitive processing. This is the argument in Tardifs paper on the use of verbs in Chinese (Chapter 11). Cross linguistic comparisons between frequencies in the use of verbs and nouns in Chinese and English show that Chinese adults use more verbs in their daily life, compared with English.
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