By Roberta Michnick Golinkoff, Kathryn Hirsh-Pasek, Lois Bloom, Linda B. Smith, Amanda L. Woodward, Nameera Akhtar, Michael Tomasello, George Hollich
Language acquisition is a contentious box of study occupied via cognitive and developmental psychologists, linguists, philosophers, and biologists. possibly the main section of knowing how language is mastered is explaining observe acquisition. At three hundred and sixty five days, an boy or girl learns new phrases slowly and laboriously yet at twenty months she or he acquires an ordinary of ten new phrases consistent with day. How do we clarify this extraordinary switch? A concept of note acquisition won't in basic terms deepen our realizing of the character of language yet will offer actual perception into the workings of the constructing brain. within the newest access in Oxford's Counterpoints sequence, Roberta Golinkoff and Kathryn Hirsh-Pasek will current competing note acquisition theories that experience emerged long ago decade. each one idea could be provided via the pioneering researcher. participants will comprise Lois Bloom of Columbia college, Linda Smith of Indiana collage, Amanda Woodward of the collage if Chicago, Nameera Akhtar of the college of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will offer introductory and precis chapters to aid examine each one theoretical version. Roberta Golinkoff has been the director of the baby Language undertaking on the college of Delaware for the reason that 1974. For the previous decade she has collaborated with Kathryn Hirsh-Pasek of Temple college to unravel the query of language acquisition in young children.
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Additional resources for Becoming a Word Learner: A Debate on Lexical Acquisition (Counterpoints: Cognition, Memory, and Language)
64 actions to similar items. However, the older children were more likely to name objects spontaneously than to gesture spontaneously, and they generalized names to new objects as soon as they began producing the names. These results, along with those of Namy and Waxman (1998), suggest that over the course of early word learningâ as the act of naming becomes associated with categories of similar itemsâ nouns become the privileged way to refer to objects of similar kind. 4. Spontaneous Generalizations of Gestures and Names to Test Objects (filled circles) and to Exemplars (open circles).
The achievement and antecedents of labeling. Journal of Child Language, 5, 1â 15. Pine, J. (1992). How referential are â referentialâ children? Relationship between maternal report and observational measures of vocal composition and usage. Journal of Child Language, 19, 75â 86. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press. 49 Pinker, S. (1989). Learnability and cognition: The acquisition of argument structure. Cambridge, MA: MIT Press.
50 31 32 Woodward, A. , & Markman, E. M. (1998). Early word learning. In D. Kuhn & R. S. ), Handbook of child psychology: Vol. 2. Cognition, perception, and language (pp. 371â 420). New York: John Wiley & Sons. Zukow, P. (1990). Socio-perceptual bases for the emergence of language: An alternative to innatist approaches. Developmental Psychobiology, 23, 705â 726. ; Akhtar, Nameera; Tomasello, Michael; Hollich, George Title: Becoming a Word Learner: A Debate on Lexical Acquisition , 1st Edition Copyright Â©2000 Oxford University Press > Table of Contents > Chapter 3 - Learning How to Learn Words: An Associative Crane Chapter 3 Learning How to Learn Words: An Associative Crane Linda B.