Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-18T04:26:36.926Z Has data issue: false hasContentIssue false

Chapter Three - History of Writing, History of Rationality

from Part I - Between Myth and Logos

Published online by Cambridge University Press:  28 March 2017

Manuel Fernández-Götz
Affiliation:
University of Edinburgh
Dirk Krausse
Affiliation:
State Office for Cultural Heritage Baden-Wuerttemberg, Germany
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Eurasia at the Dawn of History
Urbanization and Social Change
, pp. 40 - 51
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, M. J. (1994): Beginning to Read: Thinking and Learning about Print. Bradford Books, Cambridge, MA.Google Scholar
Baines, J. (2004): The earliest Egyptian writing: Development, context, purpose. In Houston, S. (ed.), The First Writing: Script Invention as History and Process. Cambridge University Press, Cambridge.Google Scholar
Bialystok, E. (1993): Metalinguistic awareness: The development of children's representations of language. In Pratt, C./Garton, A. F. (eds.), Systems of Representation in Children: Development and Use. Wiley, New York, 211233.Google Scholar
Beal, C. R. (1990): Development of knowledge about the role of inference in text comprehension. Child Development 61, 10111023.CrossRefGoogle ScholarPubMed
Bernstein, B. (1971): Class, Codes and Control. Routledge, London.Google Scholar
Clark, A. (2008): Supersizing the Mind. Oxford University Press, Oxford.CrossRefGoogle Scholar
Cooper, J. (2004): Babylonian beginnings: The origin of the cuneiform writing system in comparative perspective. In Houston, S. (ed.), The First Writing: Script Invention as History and Process. Cambridge University Press, Cambridge, 7199.Google Scholar
Cronin, V. S. (2002): The syntagmatic-paradigmatic shift and reading development. Journal of Child Language 1, 189204.CrossRefGoogle Scholar
Diringer, D. (1968): The Alphabet: A Key to the History of Mankind (3rd edition). Funk & Wagnalls, New York.Google Scholar
Doherty, M./Perner, J. (1998): Metalinguistic awareness and theory of mind: Just two words for the same thing? Cognitive Development 13, 279305.CrossRefGoogle Scholar
Donald, M. (1991): Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition. Harvard University Press, Cambridge, MA.Google Scholar
Donaldson, M. (1978): Children's Minds. Fontana/Collins, Glasgow.Google Scholar
Ehri, L./Wilce, L. (1980): The influence of orthography on reader's conceptualization of the phonemic structure of words. Applied Psycholinguistics 1, 371385.CrossRefGoogle Scholar
Finnegan, R. (1977): Oral Poetry: Its Nature, Significance and Social Context. Cambridge University Press, Cambridge.Google Scholar
Gelb, I. (1963): A Study of Writing (2nd edition). University of Chicago Press, Chicago.Google Scholar
Gellner, E. (1988): Plough, Sword and Book: The Structure of Human History. Collins Harvill, London.Google Scholar
Gombert, J. E. (1992): Metalinguistic Development. University of Chicago Press, Chicago.Google Scholar
Goody, J. (1987): The Interface between the Oral and the Written. Cambridge University Press, Cambridge.Google Scholar
Grieve, R. (1990): Children's awareness. In Grieve, R./Hughes, M. (eds.), Understanding Children: Essays in Honour of Margaret Donaldson. Blackwell, Oxford.Google Scholar
Harris, R. (1986): The Origin of Writing. Duckworth, London.Google Scholar
Harris, R. (2009): Rationality and the Literate Mind. Routledge, London.CrossRefGoogle Scholar
Havelock, E. (1982): The Literate Revolution in Greece and Its Cultural Consequences. Princeton University Press, Princeton.Google Scholar
Havelock, E. (1991): The oral-literate equation: A formula for the modern mind. In Olson, D. R./Torrance, N. (eds.), Literacy and Orality. Cambridge University Press, Cambridge, 1127.Google Scholar
Himmelmann, N. P. (2006): The challenges of segmenting spoken language. In Gippert, J./Himmelmann, N. P./Mosel, V. (eds.), Essentials of Language Documentation. De Gruyter, Berlin, 253274.CrossRefGoogle Scholar
Homer, B./Olson, D. R. (1999): Literacy and children's conception of words. Written Language and Literacy 2, 113137.CrossRefGoogle Scholar
Kahneman, D./Tversky, A. (1996): On the reality of cognitive illusions. Psychological Review 103, 582591.CrossRefGoogle ScholarPubMed
Linell, P. (2005): The Written Language Bias in Linguistics: Its Nature, Origins and Transformations. Routledge, London.Google Scholar
Luria, A. (1976): Cognitive Development: Its Cultural and Social Foundations. Cambridge University Press, Cambridge.Google Scholar
McLuhan, M. (1962): The Gutenberg Galaxy. University of Toronto Press, Toronto.Google Scholar
Morais, J./Alegria, J./Content, A. (1987): The relation between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive 7, 415438.Google Scholar
Nordquist, A. (2001): Speech about Speech: A Developmental Study on Form and Function of Direct and Indirect Speech. University of Gothenberg, Gothenberg.Google Scholar
Olson, D. R. (1994): The World on Paper: The Conceptual and Cognitive Implication of Writing and Reading. Cambridge University Press, Cambridge.Google Scholar
Olson, D. R. (2016): The Mind on Paper: Reading, Consciousness and Rationality. Cambridge University Press, Cambridge.CrossRefGoogle Scholar
Olson, D. R./Astington, J. (1990): Talking about text: How literacy contributes to thought. Journal of Pragmatics 14, 557573.Google Scholar
Ong, W. (1982): Orality and Literacy: The Technologizing of the Word. Methuen, London.CrossRefGoogle Scholar
Piaget, J. (1970): Piaget's theory. In Mussen, P. H. (ed.), Carmichael's Handbook of Child Psychology. Wiley, New York, 703–732.Google Scholar
Powell, B. B. (1991): Homer and the Origin of the Greek Alphabet. Cambridge University Press, Cambridge.CrossRefGoogle Scholar
Powell, B. B. (2009): Writing: Theory and History of the Technology of Civilization. Wiley-Blackwell, New York.Google Scholar
Reid, J. (1966): Learning to think about reading. Educational Research 9, 5662.CrossRefGoogle Scholar
Reid, C./Zhang, Y./Nie, H./Ding, B. (1986): The ability to manipulate speech sounds depends on knowing alphabetic reading. Cognition 24, 3144.CrossRefGoogle Scholar
Renfrew, C./Frith, C./Malafouris, L. (eds.) (2008): Introduction to The sapient mind: Archaeology meets neuroscience. Philosophical Transactions of the Royal Society of London Series B 363, 19351938.CrossRefGoogle Scholar
Robinson, E./Goelman, H./Olson, D. R. (1983): Children's understanding of the relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology 1, 7586.CrossRefGoogle Scholar
Schmandt-Besserat, D. (1992): Before Writing. University of Texas Press, Austin.Google Scholar
Schmandt-Besserat, D. (2007): When Writing Met Art. University of Texas Press, Austin.Google Scholar
Stanovich, K. (1999): Who Is Rational? Erlbaum, Mahwah, NJ.CrossRefGoogle Scholar
Tunmer, W. E./Bowey, J. A. (1984): Metalinguistic awareness and reading acquisition. In Tunmer, W. E./Pratt, C./Herriman, M. (eds.), Metalinguistic Awareness in Children. Springer-Verlag, Berlin.CrossRefGoogle Scholar
Tunmer, W. E./Pratt, C./Herriman, M. (eds.) (1984): Metalinguistic Awareness in Children. Springer-Verlag, Berlin.CrossRefGoogle Scholar
Veldhuis, D./Kurvers, J. (2012): Offline segmentation and online language processing units. Written Language and Literacy 15, 165184.CrossRefGoogle Scholar
Vygotsky, L. S. (1998): The Collected Works of L. S. Vygotsky. Vol: 5: Child Psychology. (trans. Hall, M. J. and Rieber, R. W.). Plenum, New York.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×