It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
"Author Representations in Literary Reading" investigates the role of the author
in the mind of the reader. It is the first book-length empirical study on generated
author inferences by readers of literature. It bridges the gap between theories
which hold that the author is irrelevant and those that give him prominence. By
combining insights and methods from both cognitive psychology and literary
theory, this book contributes to a better understanding of how readers process
literary texts and what role their assumptions about an author play. A series of
experiments demonstrate that readers generate author inferences during the
process of reading, which they use to create an image of the text’s author. The
findings suggest that interpretations about the author play a pivotal role in the
literary reading process. This book is relevant to scholars and students in all
areas of the cognitive sciences, including literary studies and psychology.