Sinossi
This book presents current observational and experimental research on the links between thought and language in such children.
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Descrizione del libro
Young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. This book presents current observational and experimental research on the links between thought and language in such children. It will interest researchers in developmental and cognitive psychology linguistics, cognitive science and education.
Contenuti
Part I. Introduction: 1. Perspectives on thought and language: traditional and contemporary views James P. Byrnes and Susan A. Gelman; Part II. Relations Between Word Learning and Categorization: 2. Acquisitional principles in lexical development Eve V. Clark; 3. The whole-object, taxonomic, and mutual exclusivity assumptions as initial constraints on word meanings Ellen M. Markman; 4. Convergences between semantic and conceptual organization in the preschool years Sandra R. Waxman; 5. Language and categorization: the acquisition of natural kind terms Susan A. Gelman and John D. Coley; 6. Theories, concepts, and the acquisition of word meaning Frank C. Keil; Part III. Logical, Causal, and Temporal Expressions: 7. Language and the career of similarity Dedre Gentner and Mary Jo Rattermann; 8. The matter of time: interdependencies between language and thought in development Katherine Nelson; 9. Constraints on the acquisition of English modals Marilyn Shatz and Sharon A. Wilcox; 10. Acquisition and development of if and because: conceptual and linguistic aspects James P. Byrnes; Part IV. The Role of Social Interaction: 11. The language of thinking: metacognitive and conditional words Ellin Kofsky Scholnick and William S. Hall; 12. Parent-child collaboration in young children's understanding of category hierarchies Maureen A. Callanan; 13. Beginning to talk with peers: the roles of setting and knowledge Lucia French, Marylou Boynton and Rosemary Hodges.
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Perspectives on Language and Thought: Interrelations in Development
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Perspectives on Language and Thought: Interrelations in Development
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Condizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, and may have sticker on cover, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions. Codice articolo Z1-K-002-02079
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PERSPECTIVES ON LANGUAGE AND THOUGHT : INTERRELATIONS IN DEVELOPMENT
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Hardcover. Condizione: new. Hardcover. From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky, and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic, and the nature of language learning in both peer and adult-child social interactions. Four major themes are presented. First, children honor constraints or biases that limit the possible meanings they consider when learning new words.Second, the conceptual systems underlying language use are intricately subtle and complex. Third, children's 'naive theories' about the world may be integral to their early word meanings. Fourth, studying the nature of social interaction can be a potent tool for disentangling the roles of parent, child, and context during language learning. The chapters in this volume provide a detailed discussion of the multiple relations between language and cognition in the course of children's first language acquisition. This book will be of special interest to researchers in developmental and cognitive psychology, linguistics, cognitive science, and education. This book presents current observational and experimental research on the links between thought and language in such children. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780521374972
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