Ancient Scripts and Phonological Knowledge.

By:

Miller, D. Gary

Material type: Text

TextSeries: Amsterdam studies in the theory and history of linguistic science. Series IV, Current issues in linguistic theory ; ; v. 116.Publication details: Amsterdam/Philadelphia : John Benjamins Pub. Co., 1994.Description: 1 online resource (155 pages)Content type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9789027276711
9027276714
1283312859
9781283312851
9786613312853
6613312851

Subject(s): Genre/Form:

Additional physical formats: Print version:: Ancient Scripts and Phonological Knowledge.DDC classification:

LOC classification:

P217.3 .M55 1994

Online resources:

Click here to access online

Contents:

ANCIENT SCRIPTS AND PHONOLOGICAL KNOWLEDGE; Editorial page; Title page; Copyright page; ACKNOWLEDGEMENTS; ABBREVIATIONS; 0. PREFACE; 1. THEORETICAL PREREQUISITES; 2. THE LINEAR B SYLLABARY; 3. THE CYPRIAN SYLLABARY; 4. THE GREEK ALPHABET; 5. THE RUNIC ALPHABET; 6. LITERACY AND LINGUISTICKNOWLEDGE; 7. IMPLICATIONS: AN IDEAL SCRIPT?; REFERENCES; GENERAL INDEX.

Summary: This study investigates the properties of several ancient syllabic and linear segmental scripts to make explicit the aspects of linguistic knowledge they attempt to represent. Some recent experimental work suggests that nonliterate speakers do not have segmental knowledge and that only syllabic knowledge is 'real' or accessible, whence the ubiquity of syllabaries. Miller disputes this by showing that such tests do not distinguish relevant types of knowledge, and that linguistic analysis of the ordering and writing conventions of early Western scripts corroborates the evidence from language acq.

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This study investigates the properties of several ancient syllabic and linear segmental scripts to make explicit the aspects of linguistic knowledge they attempt to represent. Some recent experimental work suggests that nonliterate speakers do not have segmental knowledge and that only syllabic knowledge is 'real' or accessible, whence the ubiquity of syllabaries. Miller disputes this by showing that such tests do not distinguish relevant types of knowledge, and that linguistic analysis of the ordering and writing conventions of early Western scripts corroborates the evidence from language acq.