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Language Acquisition and Conceptual Development

$63.00 ( ) USD

Part of Language Culture and Cognition

  • Editors:
  • Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands
  • Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands
Jonas Langer, Alison Gopnik, Elizabeth S. Spelke, Sanna Tsivkin, Linda B. Smith, Michael Tomasello, Paul Bloom, Susan Carey, Dedre Gentner, Lera Boroditsky, John A. Lucy, Suzanne Gaskins, Werner Deutsch, Angela Wagner, Renate Buchardt, Nina Schultz, Jörg Nakath, Patricia J. Brooks, Martin D. S. Braine, Gisele Jia, Maria da Graca Dias, Kenneth F. Drozd, Eve V. Clark, Dan J. Slobin, Heike Behrens, Melissa Bowerman, Soonja Choi, Penelope Brown, Lourdes de León, Stephen C. Levinson
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  • Date Published: January 2011
  • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • format: Adobe eBook Reader
  • isbn: 9780511889776

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About the Authors
  • 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, bringing two vital strands of investigation into close dialog. The book explains important new ideas about how language acquisition interacts with the process of early cognition, providing original empirical contributions based on a variety of languages, populations and ages as well as theoretical discussions that bridge psychology, linguistics and anthropology.

    • Leading scholars provide empirical and theoretical contributions; Levinson (ed.) is Director of the Max Planck Institute for Psycholinguistics
    • Covers advances in language acquisition and cognitive development, and explains ideas about the interaction between them
    • Interdisciplinary interest - linguistics, psychology, anthropology
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    Reviews & endorsements

    "[This volume] is an excellent reference." Language in Society

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    Product details

    • Date Published: January 2011
    • format: Adobe eBook Reader
    • isbn: 9780511889776
    • contains: 35 b/w illus. 32 tables
    • availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.
  • Table of Contents

    Preface
    Introduction
    Part I. Foundational Issues:
    1. The mosaic evolution of cognitive and linguistic ontogeny Jonas Langer
    2. Theories, language, and culture: Whorf without wincing Alison Gopnik
    3. Initial knowledge and conceptual change: space and number Elizabeth S. Spelke and Sanna Tsivkin
    Part II. Constraints on Word Learning?:
    4. How domain-general processes may create domain-specific biases Linda B. Smith
    5. Perceiving intentions and learning words in the second year of life Michael Tomasello
    6. Roots of word learning Paul Bloom
    Part III. Entities, Individuation, and Quantification:
    7. Whorf versus continuity theorists: bringing data to bear on the debate Susan Carey
    8. Individuation, relativity, and early word learning Dedre Gentner and Lera Boroditsky
    9. Grammatical categories and the development of classification preferences: a comparative approach John A. Lucy and Suzanne Gaskins
    10. Person in the language of singletons, siblings, and twins Werner Deutsch, Angela Wagner, Renate Buchardt, Nina Schultz and Jörg Nakath
    11. Early representation for all, each, and their counterparts in Mandarin Chinese and Portuguese Patricia J. Brooks, Martin D. S. Braine, Gisele Jia and Maria da Graca Dias
    12. Children's weak interpretations of universally quantified questions Kenneth F. Drozd
    Part IV. Relational Concepts in Form-Function Mapping:
    13. Emergent categories in first language acquisition Eve V. Clark
    14. Form-function relations: how do children find out what they are? Dan J. Slobin
    15. Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense Heike Behrens
    16. Shaping meanings for language: universal and language-specific in the acquisition of spatial semantic categories Melissa Bowerman and Soonja Choi
    17. Learning to talk about motion UP and DOWN in Tzeltal: is there a language-specific bias for verb learning? Penelope Brown
    18. Finding the richest path: language and cognition in the acquisition of verticality in Tzotzil (Mayan) Lourdes de León
    19. Covariation between spatial language and cognition, and its implications for language learning Stephen C. Levinson
    Indexes.

  • Editors

    Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands

    Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands

    Contributors

    Jonas Langer, Alison Gopnik, Elizabeth S. Spelke, Sanna Tsivkin, Linda B. Smith, Michael Tomasello, Paul Bloom, Susan Carey, Dedre Gentner, Lera Boroditsky, John A. Lucy, Suzanne Gaskins, Werner Deutsch, Angela Wagner, Renate Buchardt, Nina Schultz, Jörg Nakath, Patricia J. Brooks, Martin D. S. Braine, Gisele Jia, Maria da Graca Dias, Kenneth F. Drozd, Eve V. Clark, Dan J. Slobin, Heike Behrens, Melissa Bowerman, Soonja Choi, Penelope Brown, Lourdes de León, Stephen C. Levinson

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