Evaluating Theories of Language

One approach to the study of language has been to describe people whose ability to communicate is impaired. Some researchers have argued that it is possible to identify the component mental processes that contribute to the ability to communicate by describing the ways in which language can break down. Other researchers have expressed doubts about the extent to which data from impairment reflects normal language function. This volume reflects the problems of constructing theory of how the normal brain deals with language from data from impaired individuals from the perspective of a range of disciplines: psycholinguistics, linguistics, neurophysiology and speech-language pathology. The chapters include critiques of methodology; application of new technology; the study of bilingual people; and cross-linguistic studies. A range of language skills is discussed (phonology, prosody, syntax, semantics, reading and spelling) in the context of both developmental and acquired impairments (hearing loss, cerebellar dysarthria, sub-cortical aphasia, cortical aphasia, phonological disorder, and dyslexia). This book icludes contributions from researchers and clinicians on both sides of the Atlantic as well as from Australia and Hong Kong.

One approach to the study of language has been to describe peoplewhose ability to communicate is impaired. Some researchers haveargued that it is possible to identify the component mentalprocesses that contribute to the ability to communicate bydescribing the ways in which language can break down. Otherresearchers have expressed doubts about the extent to which datafrom impairment reflects normal language function.This volume reflects the problems of constructing theory of howthe normal brain deals with language from data from impairedindividuals from the perspective of a range of disciplines:psycholinguistics, linguistics, neurophysiology and speech-languagepathology. The chapters include critiques of methodology;application of new technology; the study of bilingual people; andcross-linguistic studies. A range of language skills is discussed(phonology, prosody, syntax, semantics, reading and spelling) inthe context of both developmental and acquired impairments (hearingloss, cerebellar dysarthria, sub-cortical aphasia, corticalaphasia, phonological disorder, and dyslexia).This book icludes contributions from researchers and clinicianson both sides of the Atlantic as well as from Australia and HongKong.

Preface.Acknowledgements.Contributors.Introduction: Words and nature, Leonard L. LaPointe.Chapter 1 Computational cognitive neuropsychology andacquired dyslexia, Max Coltheart, Robyn Langdon and MichaelHaller.Chapter 2 From snarks to boojums: why are prosodicdisbilities so rare? Paul F. McCormack.Chapter 3 Underlying representations in the acquisitionof phonology: evidence from 'before and after' speech, AndrewButcher.Chapter 4 Insights into language structure and function:some consequences of prelingual hearing loss, RuthCampbell.Chapter 5 Individual differences in cognititive functionamount normal subjects and their implications for cognitiveneuropsychology, Randi C. Martin.Chapter 6 Symptoms of disorder without impairment: thewritten and spoken errors of bilinguals, Barbara J. Dodd, LydiaK.H. So and Li Wei.Chapter 7 The role of subcortical structures in language:clinico-neuroradiological studies of brain-damaged subjectsBruce E. Murdoch.Chapter 8 Cognitive neuropsychology and aphasia: acritical analysis, Meredith Kennedy.Chapter 9 Limitations of models of sentence production:evidence from Cantonese data of normal and aphasic speakersEdwin M.-L. Yiu and Linda Worrall.Synthesis.Index.