Bibliography for PS3022: Language, Communication, and Thought BETA

Bialystok, E., Craik, F.I.M. and Luk, G. (2012) ‘Bilingualism: Consequences for Mind and Brain’, Trends in Cognitive Sciences, 16(4), pp. 240–250. Available at: https://doi.org/10.1016/j.tics.2012.03.001.

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Carey, D. et al. (2017) ‘Functional and Quantitative MRI Mapping of Somatomotor Representations of Human Supralaryngeal Vocal Tract’, Cerebral Cortex [Preprint]. Available at: https://doi.org/10.1093/cercor/bhw393.

Castles, A. and Coltheart, M. (2004) ‘Is There a Causal Link From Phonological Awareness to Success in Learning to Read?’, Cognition, 91(1), pp. 77–111. Available at: https://doi.org/10.1016/S0010-0277(03)00164-1.

Castles, A., Rastle, K. and Nation, K. (2018) ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19(1), pp. 5–51. Available at: https://doi.org/10.1177/1529100618772271.

Chesters, J., Möttönen, R. and Watkins, K.E. (2018) ‘Transcranial Direct Current Stimulation Over Left Inferior Frontal Cortex Improves Speech Fluency in Adults Who Stutter’, Brain, 141(4), pp. 1161–1171. Available at: https://doi.org/10.1093/brain/awy011.

Cook, V. (2003) ‘Introduction: The Changing L1 in the L2 User’s Mind’, in Effects of the Second Language on the First. Clevedon: Multilingual Matters, pp. 1–18.

Corballis, M.C. (1999) ‘The Gestural Origins of Language: Human Language May Have Evolved From Manual Gestures, Which Survive Today as a “Behavioral Fossil” Coupled to Speech’, American Scientist, 87(2), pp. 138–145. Available at: https://www.jstor.org/stable/27857812.

Cortese, M.J. and Schock, J. (2013) ‘Imageability and Age of Acquisition Effects in Disyllabic Word Recognition’, Quarterly Journal of Experimental Psychology, 66(5), pp. 946–972. Available at: https://doi.org/10.1080/17470218.2012.722660.

Davis, M.H. and Gaskell, M.G. (2009) ‘A Complementary Systems Account of Word Learning: Neural and Behavioural Evidence’, Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), pp. 3773–3800. Available at: https://doi.org/10.1098/rstb.2009.0111.

Dehaene, S. et al. (2010) ‘How Learning to Read Changes the Cortical Networks for Vision and Language’, Science, 330(6009), pp. 1359–1364. Available at: https://doi.org/10.1126/science.1194140.

Dehaene, S. and Cohen, L. (2011) ‘The Unique Role of the Visual Word Form Area in Reading’, Trends in Cognitive Sciences, 15(6), pp. 254–262. Available at: https://doi.org/10.1016/j.tics.2011.04.003.

Dronkers, N.F. et al. (2007) ‘Paul Broca’s Historic Cases: High Resolution Mr Imaging of the Brains of Leborgne and Lelong’, Brain, 130(5), pp. 1432–1441. Available at: https://doi.org/10.1093/brain/awm042.

Duff, F.J. and Hulme, C. (2012) ‘The Role of Children’s Phonological and Semantic Knowledge in Learning to Read Words’, Scientific Studies of Reading, 16(6), pp. 504–525. Available at: https://doi.org/10.1080/10888438.2011.598199.

Dumay, N. and Gaskell, M.G. (2007) ‘Sleep-Associated Changes in the Mental Representation of Spoken Words’, Psychological Science, 18(1), pp. 35–39. Available at: http://www.jstor.org/stable/40064574.

Goldin-Meadow, S. and Mylander, C. (1998) ‘Spontaneous Sign Systems Created by Deaf Children in Two Cultures’, Nature, 391(6664), pp. 279–281. Available at: https://doi.org/10.1038/34646.

Hauk, O., Johnsrude, I. and Pulvermüller, F. (2004) ‘Somatotopic Representation of Action Words in Human Motor and Premotor Cortex’, Neuron, 41(2), pp. 301–307. Available at: https://doi.org/10.1016/S0896-6273(03)00838-9.

Hay, J. and Drager, K. (2007) ‘Sociophonetics’, Annual Review of Anthropology, 36, pp. 89–103. Available at: https://www.jstor.org/stable/25064946.

Henderson, L.M. et al. (2012) ‘Consolidation of Vocabulary Is Associated With Sleep in Children’, Developmental Science, 15(5), pp. 674–687. Available at: https://doi.org/10.1111/j.1467-7687.2012.01172.x.

Hickok, G. (2012) ‘Computational Neuroanatomy of Speech Production’, Nature Reviews Neuroscience, 13(2), pp. 135–145. Available at: https://doi.org/10.1038/nrn3158.

Hickok, G. and Poeppel, D. (2007) ‘The Cortical Organization of Speech Processing’, Nature Reviews Neuroscience, 8(5), pp. 393–402. Available at: https://doi.org/10.1038/nrn2113.

Johnson, K., Strand, E.A. and D’Imperio, M. (1999) ‘Auditory–visual Integration of Talker Gender in Vowel Perception’, Journal of Phonetics, 27(4), pp. 359–384. Available at: https://doi.org/10.1006/jpho.1999.0100.

Kearney, E. and Guenther, F.H. (2019) ‘Articulating: The Neural Mechanisms of Speech Production’, Language, Cognition and Neuroscience, 34(9), pp. 1214–1229. Available at: https://doi.org/10.1080/23273798.2019.1589541.

Kirby, S., Cornish, H. and Smith, K. (2008) ‘Cumulative Cultural Evolution in the Laboratory: An Experimental Approach to the Origins of Structure in Human Language’, Proceedings of the National Academy of Sciences, 105(31), pp. 10681–10686. Available at: https://doi.org/10.1073/pnas.0707835105.

Kutas, M. and Federmeier, K.D. (2000) ‘Electrophysiology Reveals Semantic Memory Use in Language Comprehension’, Trends in Cognitive Sciences, 4(12), pp. 463–470. Available at: https://doi.org/10.1016/S1364-6613(00)01560-6.

Ladefoged, P. (1975) A Course in Phonetics. New York: Harcourt Brace Jovanovich.

Levinson, S.C. (1997) ‘Language and Cognition: The Cognitive Consequences of Spatial Description in Guugu Yimithirr’, Journal of Linguistic Anthropology, 7(1), pp. 98–131. Available at: https://doi.org/10.1525/jlin.1997.7.1.98.

Linck, J.A., Kroll, J.F. and Sunderman, G. (2009) ‘Losing Access to the Native Language While Immersed in a Second Language: Evidence for the Role of Inhibition in Second-Language Learning’, Psychological Science, 20(12), pp. 1507–1515. Available at: https://doi.org/10.1111/j.1467-9280.2009.02480.x.

Loftus, E.F. and Palmer, J.C. (1974) ‘Reconstruction of Automobile Destruction: An Example of the Interaction Between Language and Memory.’, Journal of Verbal Learning and Verbal Behavior, 13(5), pp. 585–589. Available at: https://doi.org/10.1016/S0022-5371(74)80011-3.

Lucy, J.A. and Gaskins, S. (2001) ‘Grammatical Categories and the Development of Classification Preferences: A Comparative Approach’, in Language Acquisition and Conceptual Development. Cambridge: Cambridge University Press, pp. 257–283.

Manis, F.R. et al. (1996) ‘On the Bases of Two Subtypes of Development Dyslexia’, Cognition, 58(2), pp. 157–195. Available at: https://doi.org/10.1016/0010-0277(95)00679-6.

Mano, Q.R. et al. (2013) ‘The Role of Left Occipitotemporal Cortex in Reading: Reconciling Stimulus, Task, and Lexicality Effects’, Cerebral Cortex, 23(4), pp. 988–1001. Available at: https://doi.org/10.1093/cercor/bhs093.

McCandliss, B.D., Cohen, L. and Dehaene, S. (2003) ‘The Visual Word Form Area: Expertise for Reading in the Fusiform Gyrus’, Trends in Cognitive Sciences, 7(7), pp. 293–299. Available at: https://doi.org/10.1016/S1364-6613(03)00134-7.

McClelland, J.L., McNaughton, B.L. and O’Reilly, R.C. (1995) ‘Why There Are Complementary Learning Systems in the Hippocampus and Neocortex: Insights From the Successes and Failures of Connectionist Models of Learning and Memory’, Psychological Review, 102(3), pp. 419–457. Available at: https://doi.org/10.1037/0033-295X.102.3.419.

PALS0009 Introduction to Speech Science: Audio signals and systems (no date). Available at: https://www.phon.ucl.ac.uk/courses/pals0009/week3.php.

PALS0009 Introduction to Speech Science: Consonants (no date). Available at: https://www.phon.ucl.ac.uk/courses/pals0009/week6.php.

PALS0009 Introduction to Speech Science: Voice (no date). Available at: https://www.phon.ucl.ac.uk/courses/pals0009/week4.php.

PALS0009 Introduction to Speech Science: Vowels (no date). Available at: https://www.phon.ucl.ac.uk/courses/pals0009/week5.php.

Patterson, K., Nestor, P.J. and Rogers, T.T. (2007) ‘Where Do You Know What You Know? the Representation of Semantic Knowledge in the Human Brain’, Nature Reviews Neuroscience, 8(12), pp. 976–987. Available at: https://doi.org/10.1038/nrn2277.

Price, C.J. and Devlin, J.T. (2011) ‘The Interactive Account of Ventral Occipitotemporal Contributions to Reading’, Trends in Cognitive Sciences, 15(6), pp. 246–253. Available at: https://doi.org/10.1016/j.tics.2011.04.001.

Purcell, J.J., Shea, J. and Rapp, B. (2014) ‘Beyond the Visual Word Form Area: The Orthography–semantics Interface in Spelling and Reading’, Cognitive Neuropsychology, 31(5–6), pp. 482–510. Available at: https://doi.org/10.1080/02643294.2014.909399.

Quiroga, R.Q. et al. (2005) ‘Invariant Visual Representation by Single Neurons in the Human Brain’, Nature, 435(7045), pp. 1102–1107. Available at: https://doi.org/10.1038/nature03687.

Rapcsak, S.Z. et al. (2009) ‘Phonological Dyslexia and Dysgraphia: Cognitive Mechanisms and Neural Substrates’, Cortex, 45(5), pp. 575–591. Available at: https://doi.org/10.1016/j.cortex.2008.04.006.

Rastle, K. et al. (2011) ‘Orthography Influences the Perception and Production of Speech.’, Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), pp. 1588–1594. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2011-17265-001&site=ehost-live.

Rauschecker, J.P. and Scott, S.K. (2009) ‘Maps and Streams in the Auditory Cortex: Nonhuman Primates Illuminate Human Speech Processing’, Nature Neuroscience, 12(6), pp. 718–724. Available at: https://doi.org/10.1038/nn.2331.

Raviv, L., Meyer, A. and Lev-Ari, S. (2019) ‘Larger Communities Create More Systematic Languages’, Proceedings of the Royal Society B: Biological Sciences, 286(1907). Available at: https://doi.org/10.1098/rspb.2019.1262.

Rayner, K. et al. (2001) ‘How Psychological Science Informs the Teaching of Reading’, Psychological Science, 2(2), pp. 31–74. Available at: http://www.jstor.org/stable/40062357.

Ricketts, J., Nation, K. and Bishop, D.V.M. (2007) ‘Vocabulary Is Important for Some, but Not All Reading Skills’, Scientific Studies of Reading, 11(3), pp. 235–257. Available at: https://doi.org/10.1080/10888430701344306.

Ross, M., Xun, W.Q.E. and Wilson, A.E. (2002) ‘Language and the Bicultural Self’, Personality and Social Psychology Bulletin, 28(8), pp. 1040–1050. Available at: https://doi.org/10.1177/01461672022811003.

Rueckl, J.G. et al. (2015) ‘Universal Brain Signature of Proficient Reading: Evidence From Four Contrasting Languages’, Proceedings of the National Academy of Sciences, 112(50), pp. 15510–15515. Available at: https://doi.org/10.1073/pnas.1509321112.

Schick, B. et al. (2007) ‘Language and Theory of Mind: A Study of Deaf Children’, Child Development, 78(2), pp. 376–396. Available at: https://doi.org/10.1111/j.1467-8624.2007.01004.x.

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Schwartz, A.I. and Kroll, J.F. (2006) ‘Bilingual Lexical Activation in Sentence Context’, Journal of Memory and Language, 55(2), pp. 197–212. Available at: https://doi.org/10.1016/j.jml.2006.03.004.

Seidenberg, M.S. (2013) ‘The Science of Reading and Its Educational Implications’, Language Learning and Development, 9(4), pp. 331–360. Available at: https://doi.org/10.1080/15475441.2013.812017.

Senghas, A., Kita, S. and Özyürek, A. (2004) ‘Children Creating Core Properties of Language: Evidence from an Emerging Sign Language in Nicaragua’, Science, 305(5691), pp. 1779–1782. Available at: https://www.jstor.org/stable/3837772.

Singleton, J.L. and Newport, E.L. (2004) ‘When Learners Surpass Their Models: The Acquisition of American Sign Language From Inconsistent Input’, Cognitive Psychology, 49(4), pp. 370–407. Available at: https://doi.org/10.1016/j.cogpsych.2004.05.001.

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Taylor, J.S.H. et al. (2015) ‘How Word Meaning Influences Word Reading’, Current Directions in Psychological Science, 24(4), pp. 322–328. Available at: https://doi.org/10.1177/0963721415574980.

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Winawer, J. et al. (2007) ‘Russian Blues Reveal Effects of Language on Color Discrimination’, Proceedings of the National Academy of Sciences of the United States, 104(19), pp. 7780–7785. Available at: http://www.jstor.org/stable/25427570.

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