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Clark, Herbert H.

Overview
Works: 36 works in 123 publications in 5 languages and 2,480 library holdings
Genres: Handbooks, manuals, etc 
Roles: Thesis advisor, Commentator, Author of introduction
Classifications: QC784, 541.38028
Publication Timeline
Key
Publications about Herbert H Clark
Publications by Herbert H Clark
Most widely held works by Herbert H Clark
Psychology and language : an introduction to psycholinguistics by Herbert H Clark( Book )
19 editions published between 1977 and 1983 in English and held by 918 libraries worldwide
Using language by Herbert H Clark( Book )
31 editions published between 1996 and 2009 in English and held by 711 libraries worldwide
This book argues that language use is more than the sum of a speaker speaking and a listener listening. It is the joint action that emerges when speakers, listeners, writers and readers perform their individual actions in coordination
Arenas of language use by Herbert H Clark( Book )
15 editions published between 1992 and 1993 in English and held by 405 libraries worldwide
When we think of the ways we use language, we think of face-to-face conversations, telephone conversations, reading and writing, and even talking to oneself. These are arenas of language use--theaters of action in which people do things with language. But what exactly are they doing with language? What are their goals and intentions? By what processes do they achieve these goals? In these twelve essays, Herbert H. Clark and his colleagues discuss the collective nature of language--the ways in which people coordinate with each other to determine the meaning of what they say. According to Clark, in order for one person to understand another, there must be a "common ground" of knowledge between them. He shows how people infer this "common ground" from their past conversations, their immediate surroundings, and their shared cultural background. Clark also discusses the means by which speakers design their utterances for particular audiences and coordinate their use of language with other participants in a language arena. He argues that language use in conversation is a collaborative process, where speaker and listener work together to establish that the listener understands the speaker's meaning. Since people often use words to mean something quite different from the dictionary definitions of those words, Clark offers a realistic perspective on how speakers and listeners coordinate on the meanings of words. --From publisher's description
Semantics and comprehension by Herbert H Clark( Book )
19 editions published between 1976 and 1980 in English and held by 307 libraries worldwide
Analysis of routine communication in the air traffic control system final report by Herbert H Clark( Book )
3 editions published in 1990 in English and held by 68 libraries worldwide
This project has three related goals: 1) To describe the organization of routine controller-pilot communication including the identification of the basic units of communication and how they are organized into discourse, how controllers and pilots use language to achieve their goals, and what topics they discuss; 2) To identify the types and frequency of problems that interrupt routine information transfer and prompt controllers and pilots to focus on communication itself. The costs of these programs were analyzed in term of communication efficiency and the techniques used to resolve these problems; 3) To identify factors associated with communication problems such as deviation from conventional ATC procedures
Associazioni verbali e teoria linguistica by Herbert H Clark( Article )
in Italian and held by 3 libraries worldwide
Radioisotope techniques by Ralph T Overman( Book )
1 edition published in 1960 in English and held by 3 libraries worldwide
Shinri gengogaku : kokoro to kotoba no kenkyū ( Book )
2 editions published in 1986 in Japanese and held by 2 libraries worldwide
Gengo to shinri ( Book )
3 editions published in 1981 in Japanese and held by 2 libraries worldwide
Comprehension and the given-new contract by Herbert H Clark( Book )
1 edition published in 1975 in English and held by 2 libraries worldwide
Inferring from language by Leonard G. M Noordman( Book )
2 editions published in 1979 in German and English and held by 2 libraries worldwide
The growing years ( visu )
1 edition published in 2012 in English and held by 2 libraries worldwide
With the microscopic union of sperm and egg, the delicate process of human development begins. From conception to infancy and childhood, this lesson examines the physical, cognitive, and social changes during the early stages of life
Communities, commonalities, and communication by Herbert H Clark( Article )
1 edition published in 1996 in English and held by 2 libraries worldwide
On the use and meaning of prepositions by Herbert H Clark( Book )
1 edition published in 1966 in English and held by 2 libraries worldwide
Shinri gengogaku : kokoro to kotoba no kenkyū by Herbert H Clark( Book )
1 edition published in 1987 in Japanese and held by 2 libraries worldwide
Thinking and language ( visu )
1 edition published in 2012 in English and held by 2 libraries worldwide
The most concrete evidence of our ability to think is our use of language. This lesson explores both topics. Discusses research in cognitive psychology, and explains the principles of language acquisition
Shinri gengogaku ( Book )
1 edition published in 1987 in Japanese and held by 1 library worldwide
Ŏnŏ wa simni by Herbert H Clark( Book )
1 edition published in 1988 in Korean and held by 1 library worldwide
Preschoolers' use of communicative cues to guide inductive inference by Lucas Payne Butler( Computer File )
1 edition published in 2012 in English and held by 1 library worldwide
In constructing a conceptual understanding of the world, children must actively evaluate what information is idiosyncratic or superficial, and what represents generalizable, essential information about kinds and categories. In six experiments (N = 312), preschoolers observed identical evidence about a novel object's function produced in subtly different manners: accidentally, intentionally, or demonstrated communicatively and pedagogically. This subtle distinction had a powerful impact on children's inductive inferences. In Part One, this distinction influenced not only the strength of children's inferences about generalizability, but resulted in a fundamentally different conception of a novel kinds as defined not by superficial appearances but by deeper, functional properties. In Part Two, children showed surprising sophistication in navigating pedagogical interactions, judiciously identifying which specific actions in an ongoing interaction were meant as communicative demonstrations for their benefit. Taken together, these experiments illustrate a powerful learning mechanism for facilitating children's conceptual development
Given-before-new the effects of discourse on argument structure in early child language by Nola Marie Stephens( Computer File )
1 edition published in 2010 in English and held by 1 library worldwide
Child language researchers, particularly those studying the acquisition of syntax, have often viewed young children's utterances as isolated and self-contained units of analysis. But "language does not exist in a vacuum" (Clark & Clark 1978:227), and utterances don't either. This dissertation explores the influence of conversational context on early word order. Specifically, I consider how discourse givenness affects the order of postverbal arguments in the speech of preschool children. In three elicited production studies, I systematically varied the structure of the discourse children heard just before they were asked to describe a filmed vignette. Study 1 targeted verbs of locative transfer, both alternating locative verbs (cf. She squirted the hotdog with the ketchup. vs. She squirted the ketchup on the hotdog.) and non-alternating ones (cf. She filled the cup with sand. vs. *She filled sand into the cup.). Studies 2 and 3 targeted alternating dative verbs (cf. She gave the man the hat. vs. She gave the hat to the man.). These studies provide converging evidence that (i) givenness has a robust effect on early argument ordering--like adults, children tend to use given-before-new ordering, (ii) this discourse effect can be largely, but not fully, attributed to the effect of discourse on referring expressions (viz. that given arguments tend to be pronominal and new ones tend to be lexical), (iii) givenness does not influence all verbs and all arguments equally. I argue that several factors are needed to explain the asymmetrical effects of givenness across verbs and arguments. These include patterns of distribution in the input, conceptual biases, and semantic and pragmatic properties of the verbs. I also evaluate several mechanisms that might drive early given-before-new ordering: those that are addressee-based, speaker-based, or experience-based. My data do not decide between these, but they do offer preliminary evidence in favor of a speaker-based account. Ultimately, my dissertation highlights the importance of approaching syntactic acquisition from several directions simultaneously. Children must learn to attend to cues from form, function, and discourse and use their limited processing capacities to integrate these cues into a larger model of language production. Linguists must do likewise
 
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Alternative Names
Clark, H. H.
クラーク, H. H
Languages
English (100)
Japanese (7)
Italian (1)
German (1)
Korean (1)
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