Annotation Dr. Dolittle--and many students of animal communication--are wrong: animals cannot use language. This fascinating book explains why. Can animals be taught a human language and use it to communicate? Or is human language unique to human beings, just as many complex behaviors of other species are uniquely theirs? This engrossing book explores communication and cognition in animals and humans from a linguistic point of view and asserts that animals are not capable of acquiring or using human language. Stephen R. Anderson explains what is meant by communication, the difference between communication and language, and the essential characteristics of language. Next he examines a variety of animal communication systems, including bee dances, frog vocalizations, bird songs, and alarm calls and other vocal, gestural, and olfactory communication among primates. Anderson then compares these to human language, including signed languages used by the deaf. Arguing that attempts to teach human languagesor their equivalents to the great apes have not succeeded in demonstrating linguistic abilities in nonhuman species, he concludes that animal communication systems--intriguing and varied though they may be--do not include all the essential properties of human language. Animals can communicate, but they can't talk. "Written in a playful and highly accessible style, Anderson's book navigates some of the difficult territory of linguistics to provide an illuminating discussion of the evolution of language."--Marc Hauser, author of "Wild Minds: What Animals Really Think.

The original (1985) edition of this work attempted to cover the main lines of development of phonological theory from the end of the 19th century through the early 1980s. Much work of importance, both theoretical and historiographic, has appeared in subsequent years, and the present edition tries to bring the story up to the end of the 20th century, as the title promised. This has involved an overall editing of the text, in the process correcting some errors of fact and interpretation, as well as the addition of new material and many new references.

Nature has perfected the art of deception. Thousands of creatures all over the world - including butterflies, moths, fish, birds, insects and snakes - have honed and practised camouflage over hundreds of millions of years. Imitating other animals or their surroundings, nature's fakers use mimicry to protect themselves, to attract and repel, to bluff and warn, to forage and to hide. The advantages of mimicry are obvious - but how does 'blind' nature do it? And how has humanity learnt to profit from nature's ploys? "Dazzled and Deceived" tells the unique and fascinating story of mimicry and camouflage in science, art, warfare and the natural world. Discovered in the 1850s by the young English naturalists Henry Walter Bates and Alfred Russel Wallace in the Amazonian rainforest, the phenomenon of mimicry was seized upon as the first independent validation of Darwin's theory of natural selection. But mimicry and camouflage also created a huge impact outside the laboratory walls. Peter Forbes' cultural history links mimicry and camouflage to art, literature, military tactics and medical cures across the twentieth century, and charts its intricate involvement with the dispute between evolution and creationism.

Explores the complex relationship between humans and animals by examining philosophical, scientific, and literary material.

Imagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.

This is the one guide that anyone who writes--whether student, business person, or professional writer--should put on the desk beside pencil, pen, typewriter, or word processor. Filled with professional tips and a wealth of instructive examples, this valuable, easy-to-use handbook can help you solve any and all writing problems.

This book discusses the biological basis for a person's use of language.