Twenty five years ago, Bill Stebbins presented the principles of animal psychophysics in an edited volume (Stebbins, 1970) describing an array of modem, creative methodologies for investigating the range of sensory systems in a variety of vertebrate species. These principles included precise stimulus control, a well defined behavioral response, and a rigorous behavioral procedure appropriate to the organism under study. As a generation of comparative sensory scientists applied these principles, our knowledge of sensory and perceptual function in a wide range of animal species has grown dramatically, especially in the field of hearing. Comparative psychoacoustics, i. e. , the study of the hearing capabilities in animals using behavioral methods, is an area of animal psychophysics that has seen remarkable advances in methodology over the past 25 years. Acoustic stimuli are now routinely generated using digital methods providing the researcher with unprecedented possibilities for stimulus control and experimental design. The strategies and paradigms for data collection and analysis are becoming more refined as well, again due in large part to the widespread use of computers. In this volume, the reader will find a modem array of strategies designed to measure detection and discrimination of both simple and complex acoustic stimuli as well experimental designs to assess how organisms perceive, identify and classify acoustic stimuli. Refinements in modem methodologies now make it possible to compare diverse species tested under similar, if not identical, experimental conditions.

From an international, research-led perspective, this book explores how languages are foregrounded in education in different countries and educational sectors, and among different groups of people in contexts of migration. It is concerned with the movement of people and their languages as they migrate across borders, and as languages-and their speakers-are under threat, pressure and pain, even to the point of being silenced. The contributors explore the multilingual possibilities and opportunities that these situations present. For example: where children's education is neglected because of displacement or exclusion; or in classrooms where teachers and educational leaders seek to meet the needs of all learners, including those who are new citizens, refugees, or asylum seekers. Together, the findings and conclusions emerging from these studies open up a timely space for interdisciplinary, inter-practitioner, and comparative researcher dialogue concerning languages and intercultural education in times of migration. Originating from an Arts and Humanities Research Council funded project "Researching multilingually at the borders of language, the body, law and the state", this book provides readers with a natural impetus for exploring how languages and their speakers create new imaginaries and new possibilities in educational contexts and communities, as people engage with one another in and through these languages. This book was originally published as a special issue of Language and Intercultural Communication.