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Author: Melissa Bowerman
Publisher: Cambridge University Press
Published: 2001-01-11
Total Pages: 620
ISBN-13: 9780521593588
DOWNLOAD EBOOKLeading scholars examine the relationship between child language acquisition and cognitive development.
Author: Melissa Bowerman
Publisher: Cambridge University Press
Published: 2001-01-11
Total Pages: 276
ISBN-13: 9780521593588
DOWNLOAD EBOOKLeading scholars examine the relationship between child language acquisition and cognitive development.
Author: Paul Fletcher
Publisher: Cambridge University Press
Published: 1986-05-22
Total Pages: 632
ISBN-13: 9780521277808
DOWNLOAD EBOOKAn invaluable resource for students and professionals alike with an interest in child language acquisition.
Author: Steven Pinker
Publisher: MIT Press
Published: 2013-05-24
Total Pages: 509
ISBN-13: 0262314282
DOWNLOAD EBOOKA classic book about language acquisition and conceptual structure, with a new preface by the author, "The Secret Life of Verbs." Before Steven Pinker wrote bestsellers on language and human nature, he wrote several technical monographs on language acquisition that have become classics in cognitive science. Learnability and Cognition, first published in 1989, brought together two big topics: how do children learn their mother tongue, and how does the mind represent basic categories of meaning such as space, time, causality, agency, and goals? The stage for this synthesis was set by the fact that when children learn a language, they come to make surprisingly subtle distinctions: pour water into the glass and fill the glass with water sound natural, but pour the glass with water and fill water into the glass sound odd. How can this happen, given that children are not reliably corrected for uttering odd sentences, and they don't just parrot back the correct ones they hear from their parents? Pinker resolves this paradox with a theory of how children acquire the meaning and uses of verbs, and explores that theory's implications for language, thought, and the relationship between them. As Pinker writes in a new preface, "The Secret Life of Verbs," the phenomena and ideas he explored in this book inspired his 2007 bestseller The Stuff of Thought: Language as a Window into Human Nature. These technical discussions, he notes, provide insight not just into language acquisition but into literary metaphor, scientific understanding, political discourse, and even the conceptions of sexuality that go into obscenity.
Author: Misha Becker
Publisher: MIT Press
Published: 2020-03-10
Total Pages: 337
ISBN-13: 0262043580
DOWNLOAD EBOOKAn introduction to the study of children's language development that provides a uniquely accessible perspective on generative/universal grammar–based approaches. How children acquire language so quickly, easily, and uniformly is one of the great mysteries of the human experience. The theory of Universal Grammar suggests that one reason for the relative ease of early language acquisition is that children are born with a predisposition to create a grammar. This textbook offers an introduction to the study of children's acquisition and development of language from a generative/universal grammar–based theoretical perspective, providing comprehensive coverage of children's acquisition while presenting core concepts crucial to understanding generative linguistics more broadly. After laying the theoretical groundwork, including consideration of alternative frameworks, the book explores the development of the sound system of language—children's perception and production of speech sound; examines how words are learned (lexical semantics) and how words are formed (morphology); investigates sentence structure (syntax), including argument structure, functional structure, and tense; considers such “nontypical” circumstances as acquiring a first language past infancy and early childhood, without the abilities to hear or see, and with certain cognitive disorders; and studies bilingual language acquisition, both simultaneously and in sequence. Each chapter offers a summary section, suggestions for further reading, and exercises designed to test students' understanding of the material and provide opportunities to practice analyzing children's language. Appendixes provide charts of the International Phonetic Alphabet (with links to websites that allow students to listen to the sounds associated with these symbols) and a summary of selected experimental methodologies.
Author: Susan A. Gelman
Publisher: Cambridge University Press
Published: 1991-10-25
Total Pages: 546
ISBN-13: 9780521374972
DOWNLOAD EBOOKThis book presents current observational and experimental research on the links between thought and language in such children.
Author: Caroline F. Rowland
Publisher: John Benjamins Publishing Company
Published: 2020-09-15
Total Pages: 342
ISBN-13: 9027261008
DOWNLOAD EBOOKIn recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated.
Author: Timothy E. Moore
Publisher: Elsevier
Published: 2014-06-28
Total Pages: 321
ISBN-13: 1483294560
DOWNLOAD EBOOKCognitive Development and Acquisition of Language
Author: Maarja Siiner
Publisher: Springer
Published: 2018-05-22
Total Pages: 253
ISBN-13: 3319759639
DOWNLOAD EBOOKIn the sociopolitics of language, sometimes yesterday’s solution is tomorrow’s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.
Author: Susan Carey
Publisher: Oxford Series in Cognitive Dev
Published: 2011
Total Pages: 609
ISBN-13: 0199838801
DOWNLOAD EBOOKCarey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations in having more abstract contents and richer functional roles. Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition and other earlier representational systems. Finally, Carey fleshes out Quinian bootstrapping, a learning mechanism that has been repeatedly sketched in the literature on the history and philosophy of science. She demonstrates that Quinian bootstrapping is a major mechanism in the construction of new representational resources over the course of children's cognitive development.
