9.1506, Qs: Cognition, Transcription, Applicatives

[LINGUIST Network]

LINGUIST List:  Vol-9-1506. Wed Oct 28 1998. ISSN: 1068-4875.

Subject: 9.1506, Qs: Cognition, Transcription, Applicatives

Moderators: Anthony Rodrigues Aristar: Wayne State U.<aristar at linguistlist.org>
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Editor for this issue: Jody Huellmantel <jody at linguistlist.org>
 ==========================================================================

We'd like to remind readers that the responses to queries are usually
best posted to the individual asking the question. That individual is
then  strongly encouraged to post a summary to the list.   This policy was
instituted to help control the huge volume of mail on LINGUIST; so we
would appreciate your cooperating with it whenever it seems appropriate.

=================================Directory=================================

1)
Date:  Sun, 25 Oct 1998 21:20:51 GMT
From:  garyjaz at globaleyes.net
Subject:  Brains and theories of cognition

2)
Date:  Mon, 26 Oct 98 06:30:52 -0000
From:  Uri Horesh <urihores at post.tau.ac.il>
Subject:  Electronic Transcription Courses

3)
Date:  Mon, 26 Oct 98 15:20:13 -0500
From:  Heather Littlefield <HeatherL at bu.edu>
Subject:  Fulani/Pular Applicatives/Extensions

-------------------------------- Message 1 -------------------------------

Date:  Sun, 25 Oct 1998 21:20:51 GMT
From:  garyjaz at globaleyes.net
Subject:  Brains and theories of cognition


I am doing some research on the intersection of neuroscience and
second language acquisition.  I'v become interested in knowing why
anyone interested in cognition should pay attention to research in the
neurosciences.  Some reasons that I've run across include the
following:

a.)  Most of the knowledge we are discovering about the brain and
language comes from neuroimaging techniques.  To understand how these
techniques work it is necessary to have some understanding of the
smaller levels of the brain.

b.) These techniques have improved to the point where they can be
useful in the testing of the validity of theoretical claims.

c.) Learning anything like a second language involves changes in the
microanatomical structure of the brain.  Hence to understand learning
we need to look at the smaller levels of the brain.  A potentially
practical application of this pursuit is that it will lead to better
the design of better learning environments that are suited to our
computational abilities.

d.) Finally, a neuroscientific perspective can impose constraints on
the shape of a theory by requiring that it be neurally plausible.


I have a question about reason b.  Exactly how can a picture of a
brain test the validity of some theory?  Can someone give me an
example from any field?

Also, I have a question about reason d.  Can someone give me an
example of a theory of some aspect of cognition (like vision or
language, etc.)  that is neurally plausible and one that is not?

It seems to me that many of the authors I encounter assume that
knowledge of the brain is a good thing, and they don't develop reasons
why this is so.  Please email me if you would like a clarification
about something I've written.


gary jasdzewski
gary at siu.edu
http://omni.cc.purdue.edu/~garyjaz







-------------------------------- Message 2 -------------------------------

Date:  Mon, 26 Oct 98 06:30:52 -0000
From:  Uri Horesh <urihores at post.tau.ac.il>
Subject:  Electronic Transcription Courses

This coming spring, Professors Shlomo Izre'el of Tel Aviv University and
Benjamin Hary of Emory University will be supervising a graduate seminar
(at Tel Aviv University) dealing with the synchronic analysis of Israeli
Hebrew. This seminar is expected to lead to a much broader project
involving recording, transcribing and analyzing a large-scale corpus of
spoken, contemporary Israeli Hebrew.

For the sake of training the graduate students and research assistants
involved, we are seeking good electronic courses (either on-line or as
stand-alone software packages) for teaching linguists and students of
linguistics the skills of transcription. Preferably, such courses should
focus on IPA transcription and include hands-on training in hearing
sounds (separately and within words or phrases), transcribing them and
correcting errors made by the user.

We would appreciate any suggestions for courses which (in full or in
part) fit the above description. Kindly reply to
<urihores at post.tau.ac.il>, and I will post a summary on LINGUIST after
several responses are accumulated.

Thank you,
Uri Horesh
Dept. of Hebrew & Semitic Languages
Tel Aviv University


-------------------------------- Message 3 -------------------------------

Date:  Mon, 26 Oct 98 15:20:13 -0500
From:  Heather Littlefield <HeatherL at bu.edu>
Subject:  Fulani/Pular Applicatives/Extensions


I'm interested in applicatives/extensions in Pular (Fulani) and am
looking for any information or sources.  I have found all of the
descriptive articles and general grammars with chapters/sections on
applicatives, but I have not yet found any papers which are theoretic in
nature.  If you have leads, papers, comments or interest in this subject
please let me know at the following address:  HeatherL at bu.edu.  (I have
read Bresnan, Mchombo, Alsina, Baker etc. and am familiar with the Bantu
data and questions...)

I look forward to hearing from you,

Heather Littlefield

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