Written by an international assembly of leading philosophers, this volume provides a survey of contemporary philosophy of language. As well as providing a synoptic view of the key issues, figures, concepts and debates, each essay makes new and original contributions to ongoing debate.

Topics covered include: rule following, modality, realism, indeterminacy of translation, inscrutability of reference, names and rigid destination, Davidson's programme, meaning and verification, intention and convention, radical interpretation, tacit knowledge, metaphor, causal theories of semantics, objects and criteria of identity, theories of truth, force and pragmatics, essentialism, demonstratives, reference and necessity, identity, meaning and privacy of language, vagueness and the sorites paradox, holisms, propositional attitudes, analyticity.

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Providing up-to-date, in-depth coverage of the central question, and written and edited by some of the foremost practitioners in the field, this timely new edition will no doubt be a go-to reference for anyone with a serious interest in the philosophy of language. Kathrin Gluer-Pagin, Stockholm University Now published in two volumes, the second edition of the best-selling Companion to the Philosophy of Language provides a complete survey of contemporary philosophy of language. The Companion has been greatly extended and now includes a monumental 17 new essays with topics chosen by the editors, who curated suggestions from current contributors and almost all of the 25 original chapters have been updated to take account of recent developments in the field. In addition to providing a synoptic view of the key issues, figures, concepts, and debates, each essay introduces new and original contributions to ongoing debates, as well as addressing a number of new areas of interest, including two-dimensional semantics, modality and epistemic modals, and semantic relationism. The extended state-of-the-art chapter format allows the authors, all of whom are internationally eminent scholars in the field, to incorporate original research to a far greater degree than competitor volumes. Unrivaled in scope, this volume represents the best contemporary critical thinking relating to the philosophy of language.

Many recent books in clinical psychology with children and adolescents have highlighted the use of neuropsychological assessment, neuroscience, and clinical interventions for complex developmental and neurological disorders -- but not for the most common behavioral disorders that present in this young population. Neuropsychological Assessment and Intervention for Youth serves to fill this significant void in the professional literature. This comprehensive text translates basic brain science into empirically-supported clinical assessments and interventions for children. Co-editors Reddy, Weissman, and Hale -- all first-rate clinical researchers -- selected the emotional and behavioral disorders examined in each chapter based on their high prevalence in children and adolescents (e.g., OCD, ADHD, anxiety disorders, conduct disorders, etc.). As such, it serves as the first published text bridging the gap between neuropsychological evaluation and clinical interventions for youth with emotional and behavioral disorders. This is a timely and important issue as emerging researchers -- and the field at large -- gain greater awareness of the intersection between neuropsychology and clinical practice. Written for clinicians and other practitioners who are involved with treating children and adolescents with prevalent emotional and behavioral disorders in this young population, Neuropsychological Assessment and Intervention for Youth will also appeal to clinical researchers and to students in graduate psychology courses.

This important resource presents the latest information on brain-behavior relationships and describes ways school practitioners can apply neuropsychological principles in their work with children. Bridging the gap between neuropsychological theory, assessment, and intervention, this accessible text addresses complex topics in a straightforward, easy-to-understand fashion. The authors challenge previous conceptions about brain functions and present the cognitive hypothesis-testing model, an innovative method that helps practitioners form accurate understandings of learner characteristics and conduct meaningful and valid individualized interventions with children with a range of learning and behavior disorders. Including case studies and examples that illustrate what practitioners might actually see and do in the classroom, the volume comes in a large-size format with reproducible worksheets and forms.