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The chief source of this volume was the unusual answers and odd everyday interactions with my son when he was in elementary school. Observing the society, it appears as though children’s funny answers to tests and homework have become a genre that is all the rage online. I am certain that such content is popular as adults identify with them; however, it does not stop at that. This volume aims to examine what we can learn about human beings from individual identification, using insights from linguistics, psycholinguistics, and cognitive science. Using personal examples that I observed as my starting point, I wrote this volume with the aim to share the mental workings, cognitive mechanisms, and linguistic laws, and properties of children as well as people in general.
 
I conduct psycholinguistic or reading comprehension research, which is about the linguistic knowledge that people use when they comprehend text in real-time. This is a part of the cognitive science discipline. Cognitive science explores mechanisms that govern the human intellectual functions such as perception, memory, and thought, involving approaches from various perspectives such as psychology, linguistics, computer science, and the arts. Cognitive science deals with the workings of the human brain and mind, however, this volume discusses language in particular, as a theme within cognitive science. This theme focuses on test answers and writings that I have encountered in my surroundings; however, I have also included relevant information from articles, papers, and books to T-shirt logos and town billboards. Chapter 1 introduces children’s language acquisition and the process thereafter. Chapter 2 examines character recognition. Chapters 3 and 4 examine the syntactic structure of the Japanese language and its processing, respectively. Chapter 5 deals with speech perception, Chapter 6 discusses pragmatic inference, and Chapter 7 explores the mechanisms of word recognition and the structure of human lexical knowledge. This does not cover the entire linguistic cognitive science, however, I believe it is a diverse range.
 
I expect this volume will help understand scenarios such as, when one worries about incorrect answer patterns of their child, one can observe that one’s child may not have correctly solved the problem before them, but may be in the process of learning and evolving. Alternatively, I expect that this volume will demonstrate that it is a precious opportunity for glimpsing knowledge and information sorting that is universal to not only children but also all humans. Further, I expect that readers who teach professionally can enjoy the answers “that would normally be considered wrong,” from a perspective that is somewhat different from that of the professional teacher’s. These are my expectations from this volume as I leave it in your hands.
 

(Written by HIROSE Yuki (originally in Japanese), Professor, Graduate School of Arts and Sciences / 2024)