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Language Acquisition and Conceptual Development

Author: Melissa Bowerman; Stephen Levinson
Publisher: Cambridge : Cambridge University Press, 2001.
Series: Cambridge books online.; Language, culture, and cognition, no. 3.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with  Read more...
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Additional Physical Format: Print version:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Melissa Bowerman; Stephen Levinson
ISBN: 9780511620669 0511620667 9780521593588 0521593581
OCLC Number: 776965085
Notes: Title from publishers bibliographic system (viewed on 22 Dec 2011).
Available through Cambridge books online SHEDL trial from 9th January 2012 to 9th July 2012.
Description: 1 online resource (616 pages).
Contents: Cover; Title ; Copyright; Contents ; Preface ; Introduction ; Part 1 Foundational issues ; 1 The mosaic evolution of cognitive and linguistic ontogeny ; 1 Research method; 2 Invariant initial elements of cognition; 3 Invariant elementary logicomathematical and physical cognitions; 4 Invariant onset age of physical cognition; 5 Invariant sequencing; 6 Variant velocity; 7 Variant extent of developing elements of cognition 8 Variant extent of developing cognition9 Evolution from asynchronic to synchronic cognitive development; 10 Cognition and language: phylogenetic dissociation, ontogenetic asynchrony; References; 2 Theories, language, and culture: Whorf without wincing ; 1 The theory theory; 2 Language, culture, and theorizing; 3 Developmental relations between language and cognition; 4 Crosslinguistic studies; 5 Language as evidence; 6 Theories, language, and relativity in adults; Note; References 3 Initial knowledge and conceptual change: space and number 1 Spatial representation; 2 Developmental changes in spatial representation; 3 Number; 4 Language, thought, and conceptual change; Notes; References; Part 2 Constraints on word learning? ; 4 How domain-general processes may create domain-specific ; 1 Novel word generalizations; 1.1 The properties of the named object; 1.2 The role of syntax 1.3 Attentional biases change with development2 An attentional learning account; 3 Tests of an attentional learning account; 3.1 A longitudinal study; 3.2 A cross-sectional study; 3.3 A training study; 3.4 Summary; 4 Self-organizing biases; 5 Developmental process; 6 Conclusion; Note; References; 5 Perceiving intentions and learning words in the second year ; 1 Two views of word learning; 2 Learning words "in the flow" of social interaction; 2.1 Determining which object the adult intends to find 2.2 Determining which action the adult intends to perform2.3 Determining what is new for the adult; 2.4 Determining what the adult intends for me to do; 2.5 Summary; 3 Learning the first word; 4 Conclusion; 6 Roots of word learning ; 1 Introduction; 2 Fast mapping; 3 The bias to treat new words as referring to object kinds; 3.1 Arguments for and against special constraints; 3.2 An alternative proposal; 3.3 Comparison with the constraint theory; 4 The bias to generalize object names on the basis of shape; 4.1 Shape and visual representations; Notes; References
Series Title: Cambridge books online.; Language, culture, and cognition, no. 3.
Responsibility: edited by Melissa Bowerman, Stephen Levinson.
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Abstract:

Leading scholars examine the relationship between child language acquisition and cognitive development.  Read more...

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'This thought-provoking book will challenge many existing preconceptions about the relationship between language and thought.' The Journal of The Royal Anthropological Institute

 
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