Why do fools fall in love? Why does a man's annual salary, on average, increase $600 with each inch of his height? When a crack dealer guns down a rival, how is he just like Alexander Hamilton, whose face is on the ten-dollar bill? How do optical illusions function as windows on the human soul? Cheerful, cheeky, occasionally outrageous MIT psychologist Steven Pinker answers all of the above and more in his marvelously fun, awesomely informative survey of modern brain science.
Edited by: englishcology - 27 November 2008
Reason: Title modified : From( The Language Instinct) to (How the Mind Works) + book cover replaced ,too.
'Philosophy for Linguists: An Introduction' is an informative, easy-to-read introduction to linguistics within the sphere of philosophy. From Plato, through Frege and Russell, past Tarski and Davidson, addressing Austin, Ryle and Grice as well as taking time out to consider Whorf, Sapir, Saussure and Chomsky (amongst many others), Siobhan Chapman's book is a deceptive gem for the philosophy of language student or "interested reader" in the subject. It's deceptive because it's a sweet, modest but, above all, informative book (not quite what one would expect from a "philosophy of language" book) and manages to condense potentially hundreds of pages into a short, persuasive read. Unlike other publications, the information provided seeks not to elevate itself above its reader (thus confusing and confounding him or her with multi-syllable words only a lexicographer would be familiar with) but instead revels in being the reader's companion, explaining numerous concepts and ideas within five clearly-defined chapters (Words and things, Propositions and logic, Truth and reality, Speakers and hearers, Language and mind). The style and presentation of each of the chapters is non-threatening and easily accessible and even the involvement of arguably irrelevant and unrelated data, in the form of biographical information (for example did you know that Wittgenstein spent part of his time as a teacher and gardener?) is a welcome addition.
Discussing ‘learning’ in English, as the two quotations above suggest,
is an extremely difficult prospect. Yet, as the attention of the
educational community is turning inexorably to a re-evaluation of and
improvement in the quality of learning across the whole curriculum,
English cannot expect to be excused from this examination. An attempt
has to be made at this time to focus more clearly and ‘draw in the
boundaries, to impose shape on what seems amorphous, rigour on what
seems undisciplined’ if English is to be able to claim a full and valid
place in the modern curriculum. Whilst the idea of regarding English as
a‘process’, as one of the alternatives offered by the Bullock Report
quotation above suggests, has been attractive in the past, the
‘learning landscape’ of which English forms a part has changed. More
has been understood about the actual processes of learning, and
research into the nature of English...
Although this book has been published in Hungary, it is perfect for those who teach/study for any FCE-type exams. The book contains 20 tests. The first 10 tests are for the standard (Medium, Intermediate) level and the second set of tests is for the higher (Upper-Intermediate and above) level. Apart from two words (Megoldások=Answer key and Szövegkönyv=Tapescript), the book is in English.