Summary
Words in the Mind deals with words, and how humans learn them, remember them, understand them, and find the ones they want. It discusses the structure and content of the human word-store or 'mental lexicon, with particular reference to the spoken language of native English speakers. Discusses the structure and content of the human word-store, or 'mental lexicon'. Features a highly informative and accessible account of a central area of research. Incorporates new research on the mental lexicon. Written by a prominent researcher of the mental lexicon, language change, and the language of the media.
Author Biography
Jean Aitchison is the Rupert Murdoch Professor of Language and Communication at the University of Oxford, and a Professorial Fellow at Worcester College. In her research she is concerned with the mental lexicon, language change, and the language of the media. She has lectured in various parts of the world, including the USA, Europe, and India, and is the author of The Articulate Mammal (Fourth Edition, 1998), Language Change (Third Edition, 2001), Linguistics (Fifth Edition, 1999), The Seeds of Speech (1996), and The Language Web (1997).
Table of Contents
Preface |
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ix | |
Acknowledgements |
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xi | |
Abbreviations and symbols |
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xiii | |
Part I: Aims and Evidence |
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Welcome to Dictionopolis! |
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3 | (13) |
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16 | (13) |
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29 | (12) |
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Modelling the mental lexicon |
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Part II: Basic Ingredients |
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41 | (12) |
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Attempts to pin down the meaning of words |
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Bad Birds and Better Birds |
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53 | (13) |
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Whispering Chambers of the Imagination |
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66 | (9) |
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The Primordial Atomic Globule Hunt |
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75 | (9) |
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The search for semantic primitives |
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84 | (18) |
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102 | (11) |
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113 | (13) |
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126 | (11) |
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The internal architecture of words |
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Taking Care of the Sounds |
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137 | (14) |
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Dealing with the sound patterns |
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Part III: Newcomers |
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151 | (11) |
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Layering and meaning change |
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Interpreting Ice-cream Cones |
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162 | (12) |
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174 | (14) |
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What is a Bongaloo, Daddy? |
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188 | (12) |
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How children learn the meaning of words |
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Aggergog Miggers, Wips and Gucks |
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200 | (15) |
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How children cope with the sound structure of words |
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Part IV: The Overall Picture |
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215 | (12) |
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227 | (13) |
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Odd Arrangements and Funny Solutions |
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240 | (9) |
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The organization of the mental lexicon |
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249 | (8) |
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Final comments and future questions |
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Notes |
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257 | (21) |
References |
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278 | (29) |
Index |
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307 | |