This volume covers state-of-the-art research in the field of crosslinguistic approaches to the psychology of language. The forty chapters cover a wide range of topics that represent the many research interests of a pioneer, Dan Isaac Slobin, who has been a major intellectual and creative force in the field of child language development, linguistics, and psycholinguistics for the past four decades. Slobin has insisted on a rigorous, crosslinguistic approach in his attempt to identify universal developmental patterns in language learning, to explore the effects of particular types of languages on psycholinguistic processes, to determine the extent to which universals of language and language behavior are determined by modality (vocal/auditory vs. manual/visual) and, finally, to investigate the relation between linguistic and cognitive processes. In this volume, researchers take up the challenge of the differences between languages to forward research in four major areas with which Slobin has been concerned throughout his career: language learning in crosslinguistic perspective (spoken and sign languages); the integration of language specific factors in narrative skill; theoretical issues in typology, language development and language change; and the relationship between language and cognition. All chapters are written by leading researchers currently working in these fields, who are Slobin's colleagues, collaborators or former students in linguistics, psychology, anthropology, and cognitive science. Each section starts with an introductory chapter that connects the themes of the chapters and reviews Slobin's contribution in the context of past research trends and future directions. The whole volume focuses squarely on the central argument: universals of human language and of its development are embodied and revealed in its diverse manifestations and utilization. Crosslinguistic Approaches to the Study of Language is a key resource for those interested in the range of differences between languages and how this impacts on learning, cognition and language change, and a tribute to Dan Slobin's momentous contribution to the field.

This volume covers state-of-the-art research in the field of crosslinguistic approaches to the psychology of language. The forty chapters cover a wide range of topics that represent the many research interests of a pioneer, Dan Isaac Slobin, who has been a major intellectual and creative force in the field of child language development, linguistics, and psycholinguistics for the past four decades. Slobin has insisted on a rigorous, crosslinguistic approach in his attempt to identify universal developmental patterns in language learning, to explore the effects of particular types of languages on psycholinguistic processes, to determine the extent to which universals of language and language behavior are determined by modality (vocal/auditory vs. manual/visual) and, finally, to investigate the relation between linguistic and cognitive processes. In this volume, researchers take up the challenge of the differences between languages to forward research in four major areas with which Slobin has been concerned throughout his career: language learning in crosslinguistic perspective (spoken and sign languages); the integration of language specific factors in narrative skill; theoretical issues in typology, language development and language change; and the relationship between language and cognition. All chapters are written by leading researchers currently working in these fields, who are Slobin's colleagues, collaborators or former students in linguistics, psychology, anthropology, and cognitive science. Each section starts with an introductory chapter that connects the themes of the chapters and reviews Slobin's contribution in the context of past research trends and future directions. The whole volume focuses squarely on the central argument: universals of human language and of its development are embodied and revealed in its diverse manifestations and utilization. Crosslinguistic Approaches to the Study of Language is a key resource for those interested in the range of differences between languages and how this impacts on learning, cognition and language change, and a tribute to Dan Slobin's momentous contribution to the field.

In this volume are collected essays contributed by biochemists, biologists and chemists from all over the world who are prominent in their respective domains. The themes dealt with in these essays are related to different aspects of today's respective sciences including reminiscence into the past, problems we are facing today and the outlook for the future. This collection itself will undoubtedly provide a source of enlightenment not only for accomplished researchers but also to those young students who are about to embark upon their research activities. Originally, this project was initiated to commemorate the 70th birthday of Dr. F. Egami, who headed the laboratories to which all of the members of this Editorial Committee once belonged, and the essays contributed by his friends and associates were forged into this one volume. It is expected that this publication will receive widespread scholastic attention because of its instructive substance covering diver sified areas of science. Editorial Committee Contents Preface........................................................... v Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Xl . . . . . . . . . . . . . . . . The Long Journey ....................................... M. CALVIN 1 Adventures in Coordination Chemistry ...................... M.T. BECK 9 The Role of Clay Minerals in Prebiotics Protein Synthesis ............... . . . . . . . . . . . . .. . . C. . . PONNAMPERUMA, . E. FRIEBELE, and A. SHIMOY AMA 15 HCN as a Possible Precursor of the Amino Acids in Lunar Samples ...... . ............................................. S. YUASA and]. OR6 31 A Model for Protocellular Coordination of Nucleic Acid and Protein Syntheses ....................................................... S.W. Fox 39 Evolution of Uphill Electron Transfer in Photosynthesis ................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . A.A. . . . . KRASNOVSKY . . . . . . . . . 47 ."