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Look Inside Perspectives on Language and Thought

Perspectives on Language and Thought
Interrelations in Development

$60.00 (C)

James P. Byrnes, Susan A. Gelman, Eve V. Clark, Ellen M. Markman, Sandra R. Waxman, John D. Coley, Frank C. Keil, Dedre Gentner, Mary Jo Rattermann, Katherine Nelson, Marilyn Shatz, Sharon A. Wilcox, Ellin Kofsky Scholnick, William S. Hall, Maureen A. Callanan, Lucia French, Marylou Boynton, Rosemary Hodges
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  • Date Published: June 2008
  • availability: Available
  • format: Paperback
  • isbn: 9780521065443

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  • 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.

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    Product details

    • Date Published: June 2008
    • format: Paperback
    • isbn: 9780521065443
    • length: 540 pages
    • dimensions: 228 x 150 x 30 mm
    • weight: 0.84kg
    • availability: Available
  • Table of Contents

    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.

  • Editors

    Susan A. Gelman

    James P. Byrnes

    Contributors

    James P. Byrnes, Susan A. Gelman, Eve V. Clark, Ellen M. Markman, Sandra R. Waxman, John D. Coley, Frank C. Keil, Dedre Gentner, Mary Jo Rattermann, Katherine Nelson, Marilyn Shatz, Sharon A. Wilcox, Ellin Kofsky Scholnick, William S. Hall, Maureen A. Callanan, Lucia French, Marylou Boynton, Rosemary Hodges

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