The Cambridge Handbook of Psycholinguistics
Cambridge Handbooks in Psychology Series

Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.

Part I. Speech Perception: 1. Speech perception Carol A. Fowler and James S. Magnuson; 2. Neural bases of speech perception – phonology, streams and auditory word forms Sophie Scott; 3. Learning the sounds of language Jenny R. Saffran and Sarah D. Sahni; Part II. Spoken Word Recognition: 4. Current directions in research in spoken word recognition Arthur G. Samuel and Meghan Sumner; 5. Computational models of spoken word recognition James S. Magnuson, Daniel Mirman and Harlan D. Harris; 6. Finding the words: how young children develop skill in interpreting spoken language Anne Fernald and Michael Frank; 7. Event-related potentials and magnetic fields associated with components and subcomponents that enable spoken word recognition John F. Connolly, Randy L. Newman and Kelly Forbes; Part III. Written Word Recognition: 8. Visual word recognition in skilled adult readers Michael J. Cortese and David A. Balota; 9. Computational models of reading: connectionist and dual-route approaches Mark S. Seidenberg; 10. Decoding, orthographic learning and the development of visual word recognition Kate Nation; 11. How does the brain read words? Rebecca Sandak, Stephen J. Frost, Jay G. Rueckl, Nicole Landi, W. Einar Mencl, Leonard Katz and Kenneth R. Pugh; Part IV. Semantic Memory: 12. The human conceptual system Lawrence W. Barsalou; 13. Computational models of semantic memory George S. Cree and Blair C. Armstrong; 14. Developing categories and concepts Linda B. Smith and Eliana Colunga; Part V. Morphological Processing: 15. Derivational morphology and skilled reading: an empirical overview Kevin Diependaele, Jonathan Grainger and Dominiek Sandra; 16. The neural basis of morphology: a tale of two mechanisms? Anna Woollams and Karalyn Patterson; Part VI. Sentence Comprehension: 17. Individual differences in sentence processing Thomas A. Farmer, Jennifer B. Misyak and Morten H. Christiansen; 18. The neurobiology of sentence comprehension Lee Osterhout, Albert Kim and Gina R. Kuperberg; 19. Computational and corpus models of human sentence comprehension Douglas Roland and Mary Hare; Part VII. Sentence Production: 20. Research in language production Zenzi M. Griffin and Christopher M. Crew; 21. Language production: computational models Gary S. Dell and Joana Cholin; 22. Language production: patient and imaging research Gabriella Vigliocco, Daniel Tranel and Judit Druks; Part VIII. Figurative Language: 23. Figurative language: normal adult cognitive research Raymond W. Gibbs, Jr, Nicole L. Wilson and Gregory A. Bryant; 24. Computational approaches to figurative language Birte Loenneker-Rodman and Srini Narayanan; 25. The development of figurative language Cristina Cacciari and Roberto Padovani; 26. Cognitive neuroscience of figurative language Seana Coulson; Part IX. Discourse and Conversation: 27. Spoken discourse and its emergence Herbert H. Clark; 28. Computational modeling of discourse and conversation Arthur C. Graesser, Danielle S. Macnamara and Vasile Rus; 29. Children, conversation, and acquisition Eve Clark; 30. The electrophysiology of discourse and conversation Jos J. A. Van Berkum; Part X. Language and Thought: 31. How the languages we speak shape the ways we think: the FAQs Lera Boroditsky; 32. Computational approaches to language and thought Terry Regier; 33. Language and cognition in development Dedre Gentner and Stella Christie; 34. Language, thought and … brain? Monica Gonzalez-Marquez.

Michael J. Spivey was on the faculty of Cornell University for twelve years before moving to the Cognitive and Information Sciences unit at the University of California, Merced in 2008. His research uses dense-sampling methods (such as eye tracking and reach tracking) to explore the real-time interaction between language and vision. He has published in a variety of top-tier journals, including Science, Cognitive Science, Trends in Cognitive Sciences, Psychological Science and Proceedings of the National Academy of Sciences. Spivey is the recipient of Sigma Xi's William Procter Prize for Scientific Achievement and multiple teaching awards from Cornell University. The dynamical cognition framework that guides his research is described in his book The Continuity of Mind (2007).
Ken McRae has been at the University of Western Ontario since 1993, where he has been studying language and concepts. He has published articles regarding sentence processing and semantic memory from numerous perspectives, including modality-specific representations, the roles of statistical correlations and causal relations in object concepts, category-specific semantic deficits and the integration of meaning and structure in sentence comprehension. He has also published a number of computational models of these important human abilities. McRae has published in journals such as Cognition, the Journal of Memory and Language, the Journal of Experimental Psychology, Cognitive Science and Neuropsychologia.
Marc F. Joanisse has been at the University of Western Ontario since 2000, studying the cognitive and brain bases of spoken and written language. Work in his laboratory emphasizes the importance of studying multiple aspects of language ability, in a variety of populations, using a range of techniques. His research spans a range of topics encompassing speech perception, spoken word recognition and reading and grammar abilities in adults and children, using everything from traditional behavio