I guess my view is different. I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single<br>person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar,<br>
since more than 50% of normal children do not realize this right away.<br><br>Tom<br><br><div class="gmail_quote">On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock <span dir="ltr"><<a href="mailto:k.j.alcock@lancaster.ac.uk">k.j.alcock@lancaster.ac.uk</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<div>
<font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size: 11pt;">I think focussing on <b>just</b> quantifiers would be completely beyond my (psychology undergraduate) students! I’m setting my sights low and would like them just to be able to understand what syntax is and to be able to distinguish it from, say, phonology – so that they can then go and read articles in the neuropsych literature on their own. <br>
<br>
Katie<br>
<br>
<hr align="center" size="3" width="95%"><b>From: </b>Tom Roeper <<a href="http://roeper@linguist.umass.edu" target="_blank">roeper@linguist.umass.edu</a>><div class="im"><br>
<b>Reply-To: </b>"<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>" <<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>><br>
</div><b>Date: </b>Mon, 26 Oct 2009 11:50:12 -0400<div class="im"><br>
<b>To: </b>"<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>" <<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>><br>
</div><b>Subject: </b>Re: Basic literature for undergrad classes<div class="im"><br>
<br>
Katie--<br>
in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly<br>
the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to<br>
try to explain the crucial ideas with as little special terminology as possible. The book has been used by 7th graders<br>
as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful.<br>
But I sypathize with your desire not to have people overwhelmed with words when what they need to do is<br>
really grasp new ideas.<br>
<br>
Tom Roeper<br>
<br>
On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock <<a href="http://k.j.alcock@lancaster.ac.uk" target="_blank">k.j.alcock@lancaster.ac.uk</a>> wrote:<br>
</div></span></font><blockquote><font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size: 11pt;"><div class="im">As someone who also teaches adult psycholinguistics and language disorders, I’d be really interested if anyone has a recommendation for a book that explains all these terms in a more general context (but briefly, as pointing my students towards an introductory linguistics text has generally led them to become overwhelmed in the past).<br>
<br>
<br>
Katie<br>
<br>
<br>
Katie Alcock, DPhil, CPsychol<br>
Lecturer<br>
Department of Psychology<br>
University of Lancaster<br>
Fylde College<br>
Lancaster LA1 4YF<br>
Tel 01524 593833<br>
Fax 01524 593744<br>
Web <a href="http://www.psych.lancs.ac.uk/people/KatieAlcock.html" target="_blank">http://www.psych.lancs.ac.uk/people/KatieAlcock.html</a><br>
<br>
<hr align="center" size="3" width="95%"></div><b>From: </b>Matthew Saxton <<a href="http://m.saxton@ioe.ac.uk" target="_blank">m.saxton@ioe.ac.uk</a> <<a href="http://m.saxton@ioe.ac.uk" target="_blank">http://m.saxton@ioe.ac.uk</a>> ><br>
<br>
<b>Reply-To: </b>"<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com" target="_blank">http://info-childes@googlegroups.com</a>> " <<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com" target="_blank">http://info-childes@googlegroups.com</a>> ><div class="im">
<br>
<b>Date: </b>Mon, 26 Oct 2009 08:14:38 -0000<br>
</div><b>To: </b>"<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com" target="_blank">http://info-childes@googlegroups.com</a>> " <<a href="http://info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com" target="_blank">http://info-childes@googlegroups.com</a>> ><div class="im">
<br>
<b>Subject: </b>RE: Basic literature for undergrad classes<br>
</div></span></font><div class="im"><font face="Arial"><span style="font-size: 12pt;">Every term (from <i>noun</i> onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers).<br>
</span><font size="4"><span style="font-size: 14pt;"> <br>
</span></font></font><font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size: 11pt;"><br>
</span></font></div></blockquote><font face="Calibri, Verdana, Helvetica, Arial"><span style="font-size: 11pt;"><br>
<br>
<br>
-- <br><div class="im">
Tom Roeper<br>
Dept of Lingiustics<br>
UMass South College<br>
Amherst, Mass. 01003 ISA<br>
413 256 0390<br>
<br>
<br>
<br>
</div></span></font><div class="im">
<br>
</div></div>
<br>
</blockquote></div><br><br clear="all"><br>-- <br>Tom Roeper<br>Dept of Lingiustics<br>UMass South College<br>Amherst, Mass. 01003 ISA<br>413 256 0390<br>
<br>
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