The theory of Lexical Phonology, which forms one of the themes of this volume, was developed by Paul Kiparsky and K. P. Mohanan and first introduced in monographs appearing in the early 1980s (Kiparsky 1982a, b; Mohanan 1982). The number of phonologists that have begun to work within or in response to the theory in the short time since its appearance is worthy of remark. One reason that Lexical Phonology has sparked so much interest must surely be that it supplies new tools for analysis and new ways of approaching recalcitrant problems. But another part of its appeal lies in the way it comes as a natural outgrowth of and response to so many of the major trends in phonology and morphology in the last 15 years. Our purpose in writing this introduction is to trace the history of some ideas that come together in Lexical Phonology and to provide the reader with an overview of the model itself. In this we shall be covering some already well-trodden ground, for Kiparsky, Mohanan, and many of their colleagues and students have included eloquent introductions to Lexical Phonology within their articles. However, we trust that readers of the Phonology Yearbook will find it useful to have in hand an exposition of the different facets of the model and the recent challenges and modifications it has undergone. And while our intentions are more pedagogical than critical, we shall from time to time point out difficulties inherent in some or all versions of the model.
On the basis of prior studies of handedness, it was predicted that variations from modal asymmetry scores on cognitive tasks, in either direction from the mean, would be associated with an elevated incidence of classic markers of developmental instability (minor physical anomalies and fluctuating anatomic asymmetries). University students (N = 146) were administered 4 tasks that typically reveal functional asymmetries: the fused rhymed words dichotic listening task, the line bisection task, the chimeric faces task, and the cartoon faces task. A composite measure of developmental instability was computed from minor physical anomalies and fluctuating asymmetries. Participants with greater evidence of developmental instability had more atypical lateralization scores, deviating more from the sample mean, in either direction. Directional asymmetries were unrelated to developmental instability. These results suggest that developmental instability influences variation in the lateralization of cognitive skills as well as handedness.
This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children's views about how the practices of teachers helped and/or hindered their sense of inclusion in classrooms. Inclusion was understood here in a broad sense rather than specifically relating to children with special educational needs. Participatory research tools were used as part of group interviews with children from three different year groups. Even though the children were mostly happy with their school experience, it was noticeable that there were some areas for concern for some children that related to four interconnecting themes: unfairness, shouting, loneliness and seating plans. All of these themes seemed to be connected with children's interpersonal relationships -with teachers and with each other -and can be seen as crucial in terms of understanding inclusion in schools and further developing existing practices.
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