The Psychology of Language

David Ludden is professor of psychology at Georgia Gwinnett College near Atlanta. He earned his Ph.D. in Cognitive Psychology at the University of Iowa in 2002. Although a psycholinguist by training, he has also had a secondary interest in the history of psychology from early in his career. His first faculty position after graduation was at a small liberal arts college where he was responsible for teaching half of the psychology curriculum. This experience greatly expanded his appreciation for the enormous diversity of viewpoints within the field of psychology. In 2014, he moved to Georgia Gwinnett College, where his main teaching responsibility is the capstone History and Systems of Psychology course, which thus provided the impetus for writing this book. A History of Modern Psychology is his second book, and it was preceded by The Psychology of Language in 2016, also published by SAGE. David Ludden lives in the greater Atlanta area with his wife and intellectual companion of thirty years, Yawen Ludden, who is a musicologist. She fills his life with great music, wonderful food, and an inimitable joie de vivre.

Too general. I was looking for a deeper level, more research based

• Chapter 1: Animal Communication and Human LanguageSection 1.1: Animal Communication SystemsSection 1.2: Human LanguageSection 1.3: Evolution of LanguageSection 1.4: Living FossilsChapter 2: The Science of LanguageSection 2.1: Scientific MethodSection 2.2: Experiment DesignSection 2.3: Behavioral TechniquesSection 2.4: Language and the BrainChapter 3: Speech PerceptionSection 3.1: Auditory PerceptionSection 3.2: The Speech StreamSection 3.3: The Development of Speech PerceptionSection 3.4: Theories of Speech PerceptionChapter 4: Speech ProductionSection 4.1: The Vocal Tract and the Production of SpeechSection 4.2: Speech Areas of the BrainSection 4.3: Models of Speech ProductionSection 4.4: Development of Speech ProductionChapter 5: WordsSection 5.1: Anatomy of a WordSection 5.2: How Words Are LearnedSection 5.3: How Words Are StoredSection 5.4: How Words Are RetrievedChapter 6: SentencesSection 6.1: Sentence StructureSection 6.2: Comprehending SentencesSection 6.3: Producing SentencesSection 6.4: Learning Syntactic StructureChapter 7: DiscourseSection 7.1: ConversationSection 7.2: Narrative and ReferenceSection 7.3: Anaphora and InferenceSection 7.4: Development of Discourse AbilitiesChapter 8: Reading and WritingSection 8.1: Writing SystemsSection 8.2: Cognitive Processes in ReadingSection 8.3: Development of Reading SkillsSection 8.4: Cognitive Processes in WritingChapter 9: BilingualismSection 9.1: The Bilingual ExperienceSection 9.2: Organization of the Bilingual MindSection 9.3: Cognitive Benefits of BilingualismSection 9.4: Second Language AcquisitionChapter 10: Signed LanguageSection 10.1: Sign Language CommunitiesSection 10.2: Characteristics of Signed LanguagesSection 10.3: Language Acquisition in Deaf ChildrenSection 10.4: Deaf CultureChapter 11: Language Development Across the LifespanSection 11.1: InfancySection 11.2: The Preschool YearsSection 11.3: The School-Age YearsSection 11.4: Adulthood and AgingChapter 12: Language, Culture, and ThoughtSection 12.1: Words and ThoughtSection 12.2: Grammar and ThoughtSection 12.3: Figurative LanguageSection 12.4: Taboo LanguageChapter 13: Language and TechnologySection 13.1 Cell PhonesSection 13.2: TextingSection 13.3: Natural Language ProcessingSection 13.4: Artificial Intelligence