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Language acquisition and conceptual development /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language acquisition and conceptual development // edited by Melissa Bowerman and Stephen C. Levinson.
其他題名:	Language Acquisition & Conceptual Development
其他作者:	Levinson, Stephen C.,
面頁冊數:	1 online resource (xi, 602 pages) :digital, PDF file(s). :
附註:	Title from publisher's bibliographic system (viewed on 05 Oct 2015).
標題:	Cognition in children. -
電子資源:	https://doi.org/10.1017/CBO9780511620669
ISBN:	9780511620669 (ebook)

Language acquisition and conceptual development /
Language acquisition and conceptual development /Language Acquisition & Conceptual Developmentedited by Melissa Bowerman and Stephen C. Levinson. - 1 online resource (xi, 602 pages) :digital, PDF file(s). - Language, culture, and cognition ;3. - Language, culture, and cognition ;6..

Title from publisher's bibliographic system (viewed on 05 Oct 2015).

The mosaic evolution of cognitive and linguistic ontogeny / Jonas Langer -- Theories, language, and culture : Whorf without wincing / Alison Gopnik -- Initial knowledge and conceptual change : space and number / Elizabeth S. Spelke and Sanna Tsivkin -- How domain-general processes may create domain-specific biases / Linda B. Smith -- Perceiving intentions and learning words in the second year of life / Michael Tomasello -- Roots of word learning / Paul Bloom -- Whorf versus continuity theorists : bringing data to bear on the debate / Susan Carey -- Individuation, relativity, and early word learning / Dedre Gentner and Lera Boroditsky -- Grammatical categories and the development of classification preferences : a comparative approach / John A. Lucy and Suzanne Gaskins -- Person in the language of singletons, siblings, and twins / Werner Deutsch [and others] -- Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese / Patricia J. Brooks [and others] -- Children's weak interpretations of universally quantified questions / Kenneth F. Drozd -- Emergent categories in first language acquisition / Eve V. Clark -- Form-function relations : how do children find out what they are? / Dan I. Slobin -- Cognitive-conceptual development and the acquisition of grammatical morphemes : the development of time concepts and verb tense / Heike Behrens -- Shaping meanings for language : universal and language-specific in the acquisition of spatial semantic categories / Melissa Bowerman and Soonja Choi -- Learning to talk about motion UP and DOWN in Tzeltal : is there a language-specific bias for verb learning? / Penelope Brown -- Finding the richest path : language and cognition in the acquisition of verticality in Tzotzil (Mayan) / Lourdes de León -- Covariation between spatial language and cognition, and its implications for language learning / Stephen C. Levinson.

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 diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.

ISBN: 9780511620669 (ebook)Subjects--Topical Terms:

558318
Cognition in children.

LC Class. No.: P118 / .L2497 2001

Dewey Class. No.: 401/.93

Language acquisition and conceptual development /
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520 $a 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 diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
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