A Grammar of Akkadian (Harvard Semitic Museum Studies, by John Huehnergard

By John Huehnergard

Within the 3rd variation of A Grammar of Akkadian, alterations were made within the part at the nom­i­n­al morpheme -ån (§20.2) and the sections at the which means of the D stem (§24.3) and the Gt stem (§33.1(b)); those revisions mirror contemporary scholarship in Akkadian grammar

Other alterations comprise minor revisions in wording within the presentation of the grammar in a number of different sections; a few new notes to a couple of the readings; additions to the glosses of a small variety of phrases within the lesson vocabularies (and the word list and English Akkadian observe list); and updates of the assets on hand for the learn of Akkadian, and of the bibliography.

A new appendix (F) has been additional, giving Hebrew and different Semitic cognates of the Akkadian phrases within the lesson vocabularies.

The pagination of the 1st and moment variants has for the main half been retained, except the insertion of the recent appendix and some minor deviations in other places.

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Tomasello and Farrar (1986) replicated this result with a larger sample of children, and provided both observational and experimental evidence that the way mothers used language in joint attentional episodes was related to children’s vocabularies; that is, mothers who used language that followed into their child’s already established focus of attention (‘That’s a nice ball’), rather than trying to direct it anew, had children with larger subsequent vocabularies. Tomasello, Mannle and Kruger (1986) provided further confirmation for these results in a sample of twins, who engaged in joint attention with adults much less than singletons (due to the extra demands on adults in situations with two infants) and whose language development was slow off the mark as a result (see Tomasello, 1988, 1992a, for reviews).

Telling stories, about ourselves and about others, to ourselves and to others, is ‘the most natural and the earliest way in which we organize our experience and our knowledge’ (Bruner, 1996: 121). But you would hardly know it from standard educational theory, trained as it is upon tests and recipes: It has been the convention of most schools to treat the art of narrative – song, drama, fiction, theater, whatever – as more ‘decoration’ than necessity, as something with which to grace leisure, sometimes even as something morally exemplary.

As usual, his attitude is conciliatory, eclectic, energetic, upbeat: IMBALANCING ACT 25 Can a cultural psychology ... simply stand apart from the kind of biologically rooted, individually oriented, laboratory dominated psychology that we have known in the past? Must the more situated study of mind-in-culture, more interpretively anthropological in spirit, jettison all that we have learned before? Some writers ... propose that our past was a mistake, a misunderstanding of what psychology is about.

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