Speech Perception

The Oxford Handbook of Deaf Studies, Language, and Education is the definitive professional reference work in the field of deafness research. This volume covers all important aspects of deaf studies: language, social/psychological issues, neuropsychology, culture, technology, and education. Each chapter, written by an acknowledged authority in the field, contains a state-of-the-art review of an important aspect of research concerning individuals who are deaf or hard-of-hearing. The book also includes comprehensive bibliographies and a glossary. The editors are from the two primary institutions for research and post-secondary education of deaf individuals and were founding editors of the Journal of Deaf Studies and Deaf Education. The Handbook is intended for researchers, educators, educational administrators, service-providers such as audiologists, speech therapists, and school psychologists, as well as graduate students in the field of deaf studies.

Plomp's Aspects of Tone Sensation--published 25 years ago--dealt with the psychophysics of simple and complex tones. Since that time, auditory perception as a field of study has undergone a radical metamorphosis. Technical and methodological innovations, as well as a considerable increase in attention to the various aspects of auditory experience, have changed the picture profoundly. This book is an attempt to account for this development by giving a comprehensive survey of the present state of the art as a whole. Perceptual aspects of hearing, particularly of understanding speech as the main auditory input signal, are thoroughly reviewed.

Recent developments in our understanding of the way the brain works have altered dramatically our view of how it is possible for us to learn and use language - a feat that is still enormously beyond the capacity of any computer in existence or even on the drawing board. Donald Loritz describes the history of the discovery that language is controlled by the brain, and thus somehow located in it, and the subsequent efforts of scientists in many areas - linguistics, psychology, neurology, computer science, and the new field at their intersection, cognitive science - to understand what language is, how the brain "contains" it, and how both language and this complex brain could have evolved. While one can easily find computer-generated cross-sectioned pictures of the brain and its use of language, such pictures do not get down to the level of networks of individual brain cells (neurons), and how such networks are actually capable of learning and storing information like the sounds and meanings of words and the patterns of understandable sentences. Loritz explains the basic properties of the brain and neuron networks, using lay language or terms that he carefully teaches the reader, so that these mysterious processes of neural information storage and access can be understood. He does so using a mathematical model of brain function called Adaptive Resonance Theory, a theory developed by Stephen Grossberg, and applying this theory to what we know about human language - not language as grammarians conceive it, but language as it is really spoken and comprehended. He takes this information about language from recent well-documented research on child language, the signed language of the deaf, and the language of people with brain damage, as well sa from normal speakers. Loritz's book is certain to provoke controversy, as it contradicts many of the ideas propounded by another very popular writer on brain and language, Steven Pinker. Unlike Pinker, Loritz argues that language has little if any innate component, and is something that our brains are well-equipped to learn.

Much of the groundbreaking work in many fields is now occurring at the intersection of traditional academic disciplines. This development is well demonstrated in this important and unique volume, which offers a multidisciplinary view of current findings and cutting-edge issues involving the relationship between mind, brain, and language. Marie T. Banich and Molly Mack have edited a collection of 11 invited chapters from top researchers (and have contributed two of their own chapters) to create a volume organized around five major topics-language emergence, influence, and development; models of language and language processing; the neurological bases of language; language disruption and loss; and dual-language systems. Topics range from the evolution of language and child-language acquisition to brain imaging and the "bilingual brain." To maintain continuity throughout, care has been taken to ensure that the chapters have been written in a style accessible to scholars across many disciplines, from anthropology and psycholinguistics to cognitive science and neurobiology. Because of its depth and breadth, this book is appropriate both as a textbook in a variety of undergraduate and graduate-level courses and as a valuable resource for researchers and scholars interested in further understanding the background of and current developments in our understanding of the mind/brain/language relationship.

This book is based on papers presented at a 2003 invitee-only conference. The participants were prominent scholars in the areas of language and reading. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioural, and genetic factors.