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This volume consists of an introduction and two groups of essays by Paul M. Postal, each with a connecting theme. The first, positive group of papers, contains five previously unpublished studies of English syntax. These include a long study of so-called "locative inversion," two investigations ...

This volume consists of an introduction and two groups of essays by Paul M. Postal, each with a connecting theme. The first, positive group of papers, contains five previously unpublished studies of English syntax. These include a long study of so-called "locative inversion," two investigations related to raising to non-subject status, an argument for the existence of a hitherto ignored nominal grammatical category and a study of vulgar negative polarity items. Each investigation of specific English details is argued to have significant theoretical consequences. The second, negative group of papers, contains seven essays each of which seeks to show that aspects of contemporary linguistic activity are in part contaminated by elements of what is called "junk linguistics." Postal uses the term to denote work which advances proposals, puts forward claims and asserts deep results which, he argues, can only be accepted by ignoring serious standards of inquiry and scholarship. Postal claims that much of this work is nonetheless currently considered not only serious but prestigious reveals the problem to exist at the core of the field, not its periphery. These chapters include documentation of "junk linguistic" aspects in National Science Foundation refereeing, work on the foundations of linguistics, and even in widespread terminological usages. The final chapter briefly lists personal suggestions for dealing with this problem.

Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the ...

Martinez defines intelligence from a cognitive perspective as a repertoire of those skills, strategies, and knowledge structures that are most instrumental in human effectiveness. He posits that in today's complex, fast-paced, technologically dense, and information-rich society, intelligence is the supreme human resource. The current social context not only demands intelligence, but rewards it economically, psychically, and in other ways. His central argument in this book is this: The intellectual abilities that are crucial to modern life, including economic viability and effectiveness in daily living, correspond to the cognitive functions that are reasonably called intelligence; these intellectual abilities are learnable; we now know enough about the structure and mechanisms of intelligent thought and behavior to teach them directly. Martinez explicates his argument and provides research-based evidence to support his claim.

In the early twentieth century, a small group of psychologists built a profession upon the new social technology of intelligence testing. They imagined the human mind as quantifiable, defining their new enterprise through analogies to the better established scientific professions of medicine and ...

In the early twentieth century, a small group of psychologists built a profession upon the new social technology of intelligence testing. They imagined the human mind as quantifiable, defining their new enterprise through analogies to the better established scientific professions of medicine and engineering. Offering a fresh interpretation of this controversial movement, JoAnne Brown reveals how this group created their professional sphere by semantically linking it to historical systems of cultural authority. She maintains that at the same time psychologists participated in a form of Progressivism, which she defines as a political culture founded on the technical exploitation of human intelligence as a new natural resource. This book addresses the early days of the mental testing enterprise, including its introduction into the educational system. Moreover, it examines the processes of social change that construct, and are constructed by, shared and contested cultural vocabularies. Brown argues that language is an integral part of social and political experience, and its forms and uses can be specified historically. The historical and theoretical implications will interest scholars in the fields of history, politics, psychology, sociology of knowledge, history and philosophy of social science, and sociolinguistics.