Constructing a Language

By Michael Tomasello. 2005

Subfields: Computational Linguistics & Semantics

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Experience Grounds Language (2020, background): “In recent years, these threads have begun to shed light on what use-cases language presents in both acquisition and its initial origins in our species (Tomasello, 2009; Barsalou, 2008), indicating the fundamental role of the social world.”
Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language* (2011, background): “Models from linguistics and experimental psychology (Berman & Slobin, 1994; Ravid & Berman, 2006; Stein & Glenn, 1979) tend toward the structural, while those from sociolinguistics, discourse analysis and qualitative approaches to psychology are more functional (e.g., Bamberg, 1997; Bruner, 1990; To”
Error and expectation in language learning: The curious absence of mouses in adult speech (2013, background): “• Children learn words, at least initially, by hearing them used in context (Smith & Yu 2012, Tomasello 2003).”
Embodiment for Education (2008, background): “[ Tomasello (2003) notes that explicit indexing for infants is not part of all cultures.”
The semiotic hierarchy: life, consciousness, signs and language (2009, unknown): “It is only with Thirdness, prototypically instantiated by symbolic signs (symbols), based on a conventional ground, such as emblems, words or grammatical constructions (cf. Tomasello 2003), that there are signs, in the sense of “double differentiation” between expression and content stated earlier.”
Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e) (2008, background): “While social factors in language learning have often been discussed (Bruner 1983; Baldwin 1995; Tomasello 2003), the potential role that social factors may play in speech perception development has only recently been explored (Kuhl 2007).”
The Dynamics of Second Language Emergence: Cycles of Language Use, Language Change, and Language Acquisition (2008, background): “But they slowly accrete the strings, formulas, and more memorized forms (Bates & Goodman, 1997; N. C. Ellis, 1996; Peters, 1983; Peters & Menn, 1993) that provide the top-down support to allow the construction of language (Croft, 2001; Goldberg, 2006; Tomasello, 2003).”
Cognitive Perspectives on SLA: The Associative-Cognitive CREED (2006, background): “…of the foundation fields of Cognitive Linguistics and Usage-based models of acquisition (Barlow & Kemmer 2000; Croft & Cruise 2004; Langacker 1987; Tomasello 2003, 1998), formulaic language processing (Ellis 1996; Pawley & Syder 1983; Wray 2002), and Psycholinguistic analyses of frequency effects…”
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “…which a name is not already known (the mutual exclusivity constraint), that they more often relate to things distinguished by shape or function rather than by color or texture, and the like (Bloom 2000; Golinkoff 1992; Golinkoff et al. 1994; Gopnik and Meltzoff 1997; Markman 1989; Tomasello 2003).”
An Academic Formulas List: New Methods in Phraseology Research (2010, background): “…of language representation are constructions—form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner’s mind (Langacker 1987; Tomasello 1998, 2003; Barlow and Kemmer 2000; Croft and Cruise 2004; Goldberg 2006; Robinson and Ellis 2008;).”
Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty (2007, background): “Tomasello (2003), Bartsch and Wellman (1995) and others discuss the evidence for this at length, and Lee and Rescorla (2002) showed that the use of cognitive state terms in child development correlated highly with the use of complex syntax, assessed via IPSYN measures, as described earlier.”
Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023, background): “…evaluates social skills with its two last components, social interactions and social cognition, which, respectively, refer to the ability to interact with others appropriately—including by complying with the rules of the game—and to the understanding of other people’ mental states (Tomasello 2005).”