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By Leonard Bloomfield

This can be a fac simile version of Bloomfield's An creation to the research of Language (New York 1914), with an introductory article through Joseph S. Kess.
Leonard Bloomfield (1887-1949) was once answerable for vintage textbooks within the box of linguistics. the sooner, reproduced the following, exhibits a few extraordinary variations to his later perspectives, reflecting a lot of the then-current pondering on language issues. As such, it represents not just an enticing statement at the theoretical improvement of an incredibly influential linguist, yet extra importantly, it's a telling record within the evolving heritage of the self-discipline and a wealthy resource for the (psycho)linguist drawn to how and why we received from the place we have been to the place we're.

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KESS As Percival (1976) has suggested, the history of our discipline, as all others, is a history of the progression of ideas, and Bloomfield's Introduction to the Study of Language of 1914 is a reflection of ideas that come together from a variety of intellectual sources to focus at one point in the history of the discipline that has become the one we are. One welcomes the re-issuing of a classic in the field of linguistics, and given both the intellectual origins of Bloomfield's earlier psychology of language and the paradigmatic impact of his later views on linguistic thought in this century, a classic in psycholinguistics as well.

Expressive movements. In the animal world every mental process is accompanied by a corresponding phys­ ical process. Some of these physical processes are express­ ive movements. Investigation has shown that the express­ ive movements are most directly co-ordinated with the emotional element that is present in every mental process. In man as well as in the lower animals it is primarily the intensity of the emotional element which appears in the expressive movements. Everyday observation recog­ nizes the intensity of emotion of monkeys, dogs, or birds and even of such distant forms as the ant or the fly.

To this method of presentation is due, I think, the dislike which so many workers in related fields bear toward linguistic study. I hope that this essay may help to introduce students of philosophy, psychology, ethnology, philology, and other related subjects to a juster acquaintance with matters of language. In accordance with this twofold aim, I have limited myself to a presentation of the accepted doctrine, not even avoiding well-used standard examples. In a few places I have spoken of views that cannot claim more than probability, of hypotheses, and of problems yet to be solved, but I have done this explicitly and only because I think it fitting to indicate the direction in which our study is at present tending.

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