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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: Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism
Author: R. Bedford
Institution: Institute of Education, University of London
Author: T. Gliga
Institution: University of London
Author: K. Frame
Institution: Institute of Education, University of London
Author: K. Hudry
Institution: La Trobe University
Author: S. Chandler
Institution: Institute of Education, University of London
Author: M. H. Johnson
Institution: University of London
Author: T. Charman
Institution: Institute of Education, University of London
Linguistic Field: Language Acquisition
Abstract: Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, ), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, ). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 40, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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