Una fascinante aproximación al funcionamiento del bilingüismo en el cerebro humano y cómo este adquiere y procesa el lenguaje. Todos estamos interesados en el lenguaje y nos hemos preguntado alguna v

Este ensayo de propuestas audaces y de titubeos epistemólogicos inevitables, interesará a linguistas, filósofos y biólogos por igual. El reto es tratar la fisiología neuronal, es decir, el funcionamiento coordinado de cara a la emision y recepcion de mensajes verbales.

Muchas terapias y técnicas de comunicación buscan cambiar o modificar comportamientos, estados internos, personalidades y demás. La PNL ofrece un modelo diseñado para enriquecer el mundo interno de la persona, ofreciendo más alternativas de acción, respetando sus creencias y valores. Ampliar el mundo de una persona es mucho más que cambiarla: es mantener lo que funciona correctamente y sumarles recursos sustentados por criterios o puntos de referencia más amplios. 

"El sueño de Martina" es un cuento que plantea la felicidad de todos los niños del mundo, sin distinción de razas o credos. Nunca se debe renunciar a un sueño si éste es noble y merece convertirse en realidad, por muy utopico e inalcanzable que nos parezca. Porque si crees en el, lo deseas de verdad y pones de tu parte todo lo que dependa de ti, muchas veces el sueño se convierte en realidad.En "El sueño de Martina" tambien se evidencia el papel que los abuelos desempeñan en la educacion de sus nietos. No se trata de una educacion cientifica y sistematicamente programada, responde mas bien a lecciones ocasionales impartidas con una pedagogia y didactica infalibles, porque estan basadas en el cariño y respeto mutuo entre abuelos y nietos.Por ultimo, "El sueño de Martina" puede utilizarse como recurso didactico en el area de lenguaje, ya que esta escrito en castellano e ingles, Ademas las intervenciones de cada personaje y del narrador se escriben con tintas de diferentes colores, al objeto de facilitar la lectura en grupo o su escenificacion.

Abrir nuestra mirada inquisidora a la más idiosincrásica de las enfermedades dramáticas sin desdeñar ninguno de los elementos que pudieran contribuir a iluminarla –el modelo de la psiquiatría y en pa

El lenguaje y la comunicación humanos son aspectos esenciales de nuestra cultura, nuestros aprendizajes y nuestra afectividad, y forman parte de nuestro ciclo vital desde el nacimiento. Por ello, todo lo que nos permita conocerlos mejor, redundara en nuestra calidad de vida. Es importante detectar a cualquier edad posibles carencias o deficits de este proceso para que la sociedad, y en especial los contextos familiar y escolar, sepan como afrontar dichas carencias. Desde los retrasos y los trastornos del lenguaje que aparecen en los primeros años de vida, hasta las hipoacusias de la tercera edad o los deficits del lenguaje asociados a demencias, existe un importante campo educativo y clinico en el que intervienen logopedas, psicopedagogos, profesores, psicologos clinicos y medicos de diferentes especialidades. Todos colaboran con un mismo objetivo: mejorar la calidad de vida de las personas y favorecer el aprendizaje y el proceso de comunicacion en su conjunto.

Mitjançant una aproximació sociolingüística a la comunicació en els camps de concentració nacionalsocialistes -a partir del seu reflex en el corpus literari llegat pels supervivents-, es pretén obten

La adquisición de la morfología, particularmente de la morfología léxica, es un tema de gran interés en el aprendizaje y en la didáctica de primeras y segundas lenguas por sus implicaciones en el desarrollo lexico y discursivo de los hablantes. Esta obra presenta, a traves de estudios particulares, un escenario completo, metodologico y practico de las lineas de investigacion en adquisicion de la morfologia, con el proposito de impulsar nuevos estudios que ahonden en la utilidad que el conocimiento sobre los procesos de adquisicion genera en el desarrollo de la comunicacion linguistica. Se compone de siete trabajos relacionados con la adquisicion, el aprendizaje y el desarrollo de la morfologia, muy diferentes tanto en su perspectiva y planteamiento metodologico de estudio como en la muestra de aprendices de la lengua sobre la que se proyectan las investigaciones. Se estudia la adquisicion de la morfologia del español (y, en un capitulo, del valenciano) como lengua materna o extranjera en distintos grupos: En el lenguaje infantil en su primera etapa de desarrollo. En niños con trastorno del desarrollo del lenguaje (TDL). En niños que aprenden a leer y a escribir. En estudiantes universitarios que aprenden español (ELE). En universitarios españoles que toman conciencia de la funcionalidad que ha tenido la enseñanza de la morfologia en su desarrollo linguistico. En corpus diversos con ejemplos de la llamada morfologia excentrica. En el valenciano dialectal coloquial. La diversidad de los siete capitulos permite mostrar distintas lineas de investigacion en la adquisicion de la morfologia que, sin duda, enriquecen la obra con estimulos para futuras investigaciones.

How do we manage to speak and understand language? How do children acquire these skills and how does the brain support them? These psycholinguistic issues have been studied for more than two centuries. Though many Psycholinguists tend to consider their history as beginning with the Chomskyan "cognitive revolution" of the late 1950s/1960s, the history of empirical psycholinguistics actually goes back to the end of the 18th century. This is the first book to comprehensively treat this "pre-Chomskyan" history. It tells the fascinating history of the doctors, pedagogues, linguists and psychologists who created this discipline, looking at how they made their important discoveries about the language regions in the brain, about the high-speed accessing of words in speaking and listening, on the child's invention of syntax, on the disruption of language in aphasic patients and so much more. The book is both a history of ideas as well of the men and women whose intelligence, brilliant insights, fads, fallacies, cooperations, and rivalries created this discipline. Psycholinguistics has four historical roots, which, by the end of the 19th century, had merged. By then, the discipline, usually called the psychology of language, was established. The first root was comparative linguistics, which raised the issue of the psychological origins of language. The second root was the study of language in the brain, with Franz Gall as the pioneer and the Broca and Wernicke discoveries as major landmarks. The third root was the diary approach to child development, which emerged from Rousseau's Emile. The fourth root was the experimental laboratory approach to speech and language processing, which originated from Franciscus Donders' mental chronometry. Wilhelm Wundt unified these four approaches in his monumental Die Sprache of 1900.

Over the past twenty-five years, Ray Jackendoff has investigated many complex issues in syntax, semantics, and the relation of language to other cognitive domains. He steps back in this new book to survey the broader theoretical landscape in linguistics, in an attempt to identify some of the sources of the widely perceived malaise with respect to much current theorizing.Starting from the "Minimalist" necessity for interfaces of the grammar with sound, meaning, and the lexicon, Jackendoff examines many standard assumptions of generative grammar that in retrospect may be seen as the product of historical accident. He then develops alternatives more congenial to contemporary understanding of linguistic phenomena.The Architecture of the Language Faculty seeks to situate the language capacity in a more general theory of mental representations and to connect the theory of grammar with processing. To this end, Jackendoff works out an architecture that generates multiple co-constraining structures, and he embeds this proposal in a version of the modularity hypothesis called Representational Modularity.Jackendoff carefully articulates the nature of lexical insertion and the content of lexical entries, including idioms and productive affixes. The resulting organization of the grammar is compatible with many different technical realizations, which he shows can be instantiated in terms of a variety of current theoretical frameworks.Linguistic Inquiry Monograph No. 28

This groundbreaking book offers a new and compelling perspective on the structure of human language. The fundamental issue it addresses is the proper balance between syntax and semantics, between structure and derivation, and between rule systems and lexicon. It argues that the balance struck by mainstream generative grammar is wrong. It puts forward a new basis for syntactic theory, drawing on a wide range of frameworks, and charts new directions for research. In the past four decades, theories of syntactic structure have become more abstract, and syntactic derivations have become ever more complex. Peter Culicover and Ray Jackendoff trace this development through the history of contemporary syntactic theory, showing how much it has been driven by theory-internal rather than empirical considerations. They develop an alternative that is responsive to linguistic, cognitive, computational, and biological concerns. At the core of this alternative is the Simpler Syntax Hypothesis: the most explanatory syntactic theory is one that imputes the minimum structure necessary to mediate between phonology and meaning. A consequence of this hypothesis is a far richer mapping between syntax and semantics than is generally assumed. Through concrete analyses of numerous grammatical phenomena, some well studied and some new, the authors demonstrate the empirical and conceptual superiority of the Simpler Syntax approach. Simpler Syntax is addressed to linguists of all persuasions. It will also be of central interest to those concerned with language in psychology, human biology, evolution, computational science, and artificial intellige

LANGUAGE, CONSCIOUSNESS, CULTURE: ESSAYS ON MENTAL STRUCTURE

Cognitive Sociolinguistics combines the interest in meaning of Cognitive Linguistics with the interest in social variation of sociolinguistics, converging on two domains of enquiry: variation of meaning, and the meaning of variation. These Ten Lectures, a transcribed version of talks given by professor Geeraerts in 2009 at Beihang University in Beijing, introduce and illustrate both dimensions. The 'variation of meaning' perspective involves looking at types of semantic and categorial variation, at the role of social and cultural factors in semantic variation and change, and at the interplay of stereotypes, prototypes and norms. The 'meaning of variation' perspective involves looking at the way in which categorization processes of the type studied by Cognitive Linguistics shape how scholars and laymen think about language variation.

In his ten Beijing lectures, Leonard Talmy represents the range of his work in cognitive semantics. This approach concerns the linguistic representation of conceptual structure: the patterns in which and processes by which conceptual content is organized in language.

In Ten Lectures on Event Structure in a Network Theory of Language, Nikolas Gisborne explores verb meaning. He discusses theories of events and how a network model of language-in-the-mind should be theorized; what the lexicon is; how to probe word meaning; evidence for structure in word meaning; polysemy; the lexical semantics of causation; a type hierarchy of events; and event types cross-linguistically. He also looks at the relationship between different classes of events or event types and aktionsarten; transitivity alternations and argument linking. Gisborne argues that the social and cognitive embedding of language, requires a view of linguistic structure as a network where even the analysis of verb meaning can require an understanding of the role of speaker and hearer.

"In her Beijing lectures, Melissa Bowerman presents a lucid introduction and account of her research on a range of topics: how children acquire the semantics of spatial terms, how they construct categories and acquire the semantics of nouns, and how theymaster the semantics of verbs in early language acquisition. Bowerman also covers the learning of argument structure and expressions of end-state, with special attention to the adult speech that guides children, and hence also the role of typology in acquisition; how cross-linguistic variation affects, for example, how speakers represent 'cutting' and 'breaking' in different languages, and the relation of the Whorfian Hypothesis to cross-linguistic variations in the semantics of languages. Bowerman's over-riding concern throughout is with how children come to master the first language being spoken to them by their parents and caregivers"