{'fraction_non_alphanumeric': 0.025227460711331678, 'fraction_numerical': 0.004962779156327543, 'mean_word_length': 5.124050632911392, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
COGNITION AND SENTENCE PRODUCTION: A CROSS-LINGUISTIC STUDY . S. N. Sridhar. New York: Springer-Verlag, 1988. Pp. x + 118.

and illustrates how previous approaches to CALT design reflect past views of foreign language pedagogy. An important distinction between programmed learning and contemporary CALT materials is made: CALT is described as the "cultivation of original materials based on the specific strengths of computers" (p. 150). The authors point out that recent advances in the design of CALT materials allow learners to have more control over learning pace and decision-making while emphasizing the need for flexibility in the use of graphics, color, sound, and simulations. Overall, the book provides an excellent introduction to programming in BASIC for those who are interested in creating CALT materials. Moreover, Kenning and Kenning succeed in giving the language teacher a clear, step-by-step presentation of pedagogical principles that can be inte-grated into CALT lesson design. The explanations present criteria that can be as useful for judging the quality of available CALT software as for guiding the new programmer through the creation of computer materials. This book gives a detailed analysis of the structural characteristics of sentences, produced in 10 different languages in response to specific stimuli, to examine the extent to which psycholinguis-tic properties of those sentences, such as a chronological ordering of events and departures from grammatical conventions to mark salient information, are consistent across languages. It ap-pears, once again, that many of such characteristics are indeed universal. In spite of the title of the book, the cognitive implications of the findings are not very clear, even if we hold on to the (I think rather weak) assumption that grammatical features of a language provide a "window to the brain." The author notes in the introduction that language should not be studied in a vacuum, and it is reiterated in the conclusion that language researchers need to go "beyond linguistics," that is, beyond the structural descriptions of sentences, to gain understanding in linguistic processes. There are better examples available of how this could be done. The most important contribution of Sridhar's book is that it makes interesting data available to those investigators who have a clear position to defend concerning the relationship cognition