This volume represents major research issues in language production today, presenting readers with a picture of the breadth of current research in the field. Contributors have focused on models of visual word processing, aphasic speech, object recognition and language production in children. Many chapters highlight the need for psychological models of language production to learn from theoretical linguistics in order to become better informed about the structure of language itself. Therefore, this volume also includes chapters written by linguists for psychologists which serve to remind us of the complexity of structure and process in the languages of the world.

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This volume represents major research issues in language production today, presenting readers with a picture of the breadth of current research in the field. Contributors have focused on models of visual word processing, aphasic speech, object recognition and language production in children. Many chapters highlight the need for psychological models of language production to learn from theoretical linguistics in order to become better informed about the structure of language itself. Therefore, this volume also includes chapters written by linguists for psychologists which serve to remind us of the complexity of structure and process in the languages of the world.

The use of language is a fundamental component of much of our day-to-day life. Language often co-occurs with other activities with which it must be coordinated. This raises the question of whether the cognitive processes involved in planning spoken utterances and in understanding them are autonomous or whether they are affected by, and perhaps affect, non-linguistic cognitive processes, with which they might share processing resources. This question is the central concern of "Automaticity and Control in Language Processing.
"The chapters address key issues concerning the relationship between linguistic and non-linguistic processes, including:
- How can the degree of automaticity of a component be defined?
- Which linguistic processes are truly automatic, and which require processing capacity?
- Through which mechanisms can control processes affect linguistic performance? How might these mechanisms be represented in the brain?
- How do limitations in working memory and executive control capacity affect linguistic performance and language re-learning in persons with brain damage?
This important collection from leading international researchers will be of great interest to researchers and students in the area.

The use of language is a fundamental component of much of our day-to-day life. Language often co-occurs with other activities with which it must be coordinated. This raises the question of whether the cognitive processes involved in planning spoken utterances and in understanding them are autonomous or whether they are affected by, and perhaps affect, non-linguistic cognitive processes, with which they might share processing resources. This question is the central concern of Automaticity and Control in Language Processing. The chapters address key issues concerning the relationship between linguistic and non-linguistic processes, including: How can the degree of automaticity of a component be defined? Which linguistic processes are truly automatic, and which require processing capacity? Through which mechanisms can control processes affect linguistic performance? How might these mechanisms be represented in the brain? How do limitations in working memory and executive control capacity affect linguistic performance and language re-learning in persons with brain damage? This important collection from leading international researchers will be of great interest to researchers and students in the area.

Dans un style original et fascinant, les auteures jettent la lumiere sur l'histoire, le processus et la valeur de la sensibilisation radicale au feminisme a l'intention des formateurs en enseignement et des enseignants feministes. Elles se penchent sur de graves incidents qui se deroulent de nos jours dans les salles de classe. Caracterises par le relativisme des valeurs, les jugements precipites, la constatation de vulnerabilite, la cyberintimidation et le besoin de contrer le determinisme dans l'education des enseignants et dans la recherche, ces incidents sont analyses a partir de concepts cles formules par des philosophes et des theoriciens feministes. Mariant recits personnels, dramatisation, allusions litteraires et reconstructions philosophiques, les auteures formulent des analyses et remettent en question la place de l'aspect personnel dans la responsabilite ethique de l'enseignant en matiere de deliberations morales dans des classes pluralistes. Ce livre pourra interesser les educateurs qui aident les enseignants en formation a developper les capacites et la sensibilite necessaires pour assumer l'autorite qui leur revient en classe. Les questions ethiques qui sont soulevees ont aussi des repercussions sur l'enseignement de l'ethique professionnelle dans d'autres disciplines axees sur le travail social. Cette oeuvre unique va au coeur des pires craintes et presomptions des enseignants, et propose une nouvelle approche visant l'analyse des etudes de cas en philosophie de l'education. Ce livre est publie en anglais. - What is the value and place of feminist teaching in common schooling and teacher education? In an open style of writing in philosophy of education, the authors combine original dramatized case studies and allegorical, first-person narratives to analyze key concepts for teachers in relation to radical feminist consciousness-raising. They examine values relativism as antithetical to "good" teaching; the history and practice of feminist consciousness-raising as corrective to the dominant model of moral deliberation in professional ethics; youth cyber-bullying as an example of Italian feminist philosopher Adriana Caverero's claim that 'horror is the face of woman;' and the value of paradox, contradiction and myth in counter-balancing material-realist certainty in teaching, research, and policy-making in public education. Supplements to the five chapters offer additional ideas for introducing feminist teaching practices, through discussion and performance, into professional ethics for pre- and in-service teacher education. This book is published in English.