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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: The Universality of Symbolic Representation for Reading in Asian and Alphabetic Languages
Author: EllenBialystok
Institution: York University
Author: GigiLuk
Institution: Harvard Graduate School of Education
Linguistic Field: Cognitive Science; Neurolinguistics; Language Acquisition; Writing Systems
Subject Language: Chinese, Yue
English
Abstract: Neuroimaging studies of reading have identified unique patterns of activation for individuals reading in alphabetic and Asian languages, suggesting the involvement of different processes in each. The present study investigates the extent to which a cognitive prerequisite for reading, the understanding of the symbolic function of print, is common to children learning to read in these two different systems. Four-year-old children in Hong Kong learning to read in Cantonese and children in Canada learning to read in English are compared for their understanding of this concept by means of the moving word task. Children in both settings performed the same on the task, indicating similar levels of progress in spite of experience with very different writing systems. In addition, the children in Hong Kong benefited from the structural similarity between certain iconic characters and their referents, making these items easier than arbitrary characters. These results point to an important cognitive universal in the development of literacy for all children that is the foundation for skilled reading that later becomes diverse and specialized.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 10, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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