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Words in Time and Place: Exploring Language Through the Historical Thesaurus of the Oxford English Dictionary

By David Crystal

Offers a unique view of the English language and its development, and includes witty commentary and anecdotes along the way.


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The Indo-European Controversy: Facts and Fallacies in Historical Linguistics

By Asya Pereltsvaig and Martin W. Lewis

This book "asserts that the origin and spread of languages must be examined primarily through the time-tested techniques of linguistic analysis, rather than those of evolutionary biology" and "defends traditional practices in historical linguistics while remaining open to new techniques, including computational methods" and "will appeal to readers interested in world history and world geography."


Academic Paper


Title: Developing spatial localization abilities and children's interpretation of where
Author: Elena Nicoladis
Institution: University of Alberta
Author: Edward H. Cornell
Institution: University of Alberta
Author: Melissa Gates
Institution: University of Alberta
Linguistic Field: Psycholinguistics; Semantics
Subject Language: English
Abstract: Two-year-old children often start asking questions with 'where'. In this study we test whether children understand 'where' to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning. Forty-eight children between two and five years of age were interviewed. We asked them to point in response to 'where' questions about an object, rooms on the same floor and on a different floor. All children pointed to the location of the hidden objects. The youngest children pointed to the route to rooms while the oldest children were more likely to point to the location of rooms. With age, the children gradually used more spatial location terms than deictic terms in response to where. These results suggest that children's meaning of 'where' initially differs for different sized spaces and developmental changes reflect non-verbal cognition.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 35, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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