Child language: acquisition and growth
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2007
|
| Ausgabe: | 1. publ., reprinted |
| Schriftenreihe: | Cambridge textbooks in linguistics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 389 S. Ill., graph. Darst. |
| ISBN: | 0521449227 0521444780 9780521444781 9780521449229 |
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| 100 | 1 | |a Lust, Barbara C. |d 1941- |e Verfasser |0 (DE-588)121454460 |4 aut | |
| 245 | 1 | 0 | |a Child language |b acquisition and growth |c Barbara C. Lust |
| 250 | |a 1. publ., reprinted | ||
| 264 | 1 | |a Cambridge [u.a.] |b Cambridge Univ. Press |c 2007 | |
| 300 | |a XIX, 389 S. |b Ill., graph. Darst. | ||
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| 490 | 0 | |a Cambridge textbooks in linguistics | |
| 650 | 4 | |a Spracherwerb - Kinderpsychologie | |
| 650 | 4 | |a Language acquisition |x Research |x Methodology | |
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Datensatz im Suchindex
| _version_ | 1804137128556232704 |
|---|---|
| adam_text | Contents
List of figures page
xv
List of tables
xvi
Preface
xvii
Acknowledgments
xviii
1
The Growth of language
1
1.1
Introduction
1
1.2
A logical-developmental perspective
1
1.3
Current research questions
3
1.4
Language acquisition, linguistic theory and cognitive science
3
1.4.1
Competing models
4
1.4.2
Cognitive Science and language development
4
1.5
The structure of this hook
5
1.6
Toward a more comprehensive theory of language acquisition
6
1.7
Supplementary readings
7
2
What is acquired?
9
2.1
What is language?
9
2.1.1
Attempting to define language
9
2.1.2
Language and thought
11
2.1.3
Language and communication
11
2.2
The discovery of the place of human language: in the mind
12
2.2.1
A cognitive system: grammar
13
2.2.2
A formal distinction: I-Language versus E-Language
13
2.3
The computational system
14
2.3.1
From the finite to the infinite
14
2.3.2
A digital system
14
2.3.3
A combinatorial system
15
2.3.4
The power of sequencing
15
2.3.5
The recursive property
16
2.3.6
Constituent structure
17
2.3.7
Hierarchical structure: the secret skeleton
18
2.3.8
Discovery of syntax: special features of the system
18
2.3.9
Knowing the impossible
20
2.3.10
Finding the meaning
21
2.3.11
Closing in on the mystery: the hidden computational
system
22
2.3.12
Summarizing the basic properties of the hidden system
22
2.4
Designing
the architecture of the Language Faculty
23
2.4.1
The basic design
23
2.4.2
The interfaces
23
2.4.3
Levels of representation
24
2.4.4
Relation of child language acquisition to linguistic
theory
25
2.4.5
Does the Language Faculty develop?
26
2.5
Conclusions
26
2.6
Supplementary readings
27
3
What is the problem of language acquisition?
28
3.1
Getting started
28
3.1.1
What evidence do children need?
28
3.2
The nature of the evidence: searching the speech stream for
the units
33
3.2.1
The physical evidence
33
3.2.2
The linguistic evidence
36
3.3
How could the problem be solved?
40
3.3.1
Prosodie
bootstrapping
41
3.3.2
Phonological bootstrapping
42
3.3.3
Semantic bootstrapping
42
3.4
Conclusions
47
3.5
Supplementary readings
48
4
How we can construct a theory of language acquisition
49
4.1
Theoretical approaches to the study of language acquisition
49
4.1.1
Classical approaches to epistemology
49
4.1.2
The challenge of language acquisition to classical
empiricist approaches
49
4.2
Current approaches to the study of language acquisition
52
4.2.1
A rationalist approach
52
4.2.2
Challenges to the UG paradigm
58
4.2.3
Empiricist approaches to the study of language
acquisition
63
4.2.4
Empirical rationalists and rational empiricists
69
4.2.5
Resolving epistemological tensions
69
4.3
Toward a comprehensive and realistic theory of language
acquisition
70
4.3.1
Predictions of a rationalist paradigm
70
4.3.2
Predictions of an empiricist paradigm
71
4.4
Conclusions
71
4.5
Supplementary readings
72
5
Brain and language development
73
5.1
Introduction
73
5.2
The human brain
74
5.2.1
Cerebral cortex
75
5.2.2
Brain development
76
5.3
Cerebral dominance
76
5.3.1
Handedness
78
5.3.2
Sign language
78
5.3.3
Development
79
5.4
Dissociation: localization within the left hemisphere
84
5.4.1
Language pathologies
85
5.4.2
Classic aphasias
86
5.4.3
Refining dissociations
86
5.4.4
Modeling the brain s organization
87
5.4.5
Individual variance
89
5.5
Brain imaging in language development
90
5.6
Language development and dissociations
90
5.6.1 Developmentaldisorders
90
5.6.2
SLI
(Specific Language Impairment)
91
5.6.3
Special cases
92
5.7
Plasticity
92
5.8
Critical Period
93
5.8.1
Genie
94
5.8.2
Second language acquisition
96
5.9
Creating a theory
97
5.9.1
Where is the Language Faculty?
97
5.9.2
Is there a language gene?
97
5.10
Conclusions
98
5.11
Supplementary readings
100
The
nature of nurture
101
6.1
Is experience necessary?
101
6.1.1
The royal experiments
101
6.1.2
Lack of overt practice
101
6.1.3
Oral babbling in deaf children
102
6.1.4
Language acquisition without a language model
102
6.1.5
Language acquisition without communication
104
6.1.6
Language acquisition without direct perceptual
input
105
6.1.7
The inscrutability of rate of language
acquisition
105
6.1.8
Summary
106
6.2
When does linguistic experience begin?
106
6.2.1
Before birth?
106
6.2.2
Summary
109
6.3
What is the nature of the input?
109
6.3.1
Baby Talk Register (BTR)
110
6.3.2
How does experience work?
112
6.3.3
What is the nature of experience?
118
6.4
Conclusions
121
6.5
Supplementary readings
122
How can we tell what children know? Methods for the
study of language acquisition
123
7.1
Introduction
123
7.1.1
Knowing vs. doing
123
7.2
Typology of methods
129
7.2.1
Grammaticality judgments
129
7.2.2
Assessing language production
132
7.2.3
Assessing comprehension
135
7.2.4
Summary
136
7.3
Methods before the first words
136
7.3.1
High Amplitude Sucking (HAS)
136
7.3.2
Head turn techniques
137
7.4
Comparing methods
138
7.4.1
Naturalistic vs. experimental
138
7.4.2
Comprehension vs. production
139
7.5
Conclusions
140
7.6
Supplementary readings
141
The
acquisition of phonology
143
8.1
Introduction
143
8.1.1
What must children acquire?
143
8.1.2
What are the challenges?
145
8.1.3
Leading questions
146
8.2
How do children meet the challenge? Laying the foundations:
the first twelve months
148
8.2.1
Development of speech perception
148
8.2.2
Development of speech production
152
8.2.3
Linking perception and production
155
8.3
First words and beyond
155
8.3.1
Early phonological deformations
155
8.3.2
Is acquisition of phonology pre-ordained?
159
8.3.3
Mushy Mouth-Mushy Ear Hypothesis
162
8.3.4
Grammatical mapping: continuity of the Language
Faculty
164
8.3.5 Suprasegmental
dimensions
172
8.3.6
Summary
175
8.4
Conclusions
175
8.4.1
Toward an explanation
177
8.4.2
Linguistic theories
178
8.4.3
Open questions
179
8.5
Supplementary readings
180
The
acquisition of syntax
182
9.1
Introduction
182
9.1.1
What must children acquire?
182
9.1.2
What are the challenges?
187
9.1.3
Leadins Questions
187
9.2
How do children meet the challenge? Laying the foundations:
the first twelve months
187
10
11
9.2.1
Perception
188
9.2.2
Production
194
9.2.3
Perception and production
194
9.3
First words and beyond
194
9.3.1
The development of production
194
9.3.2
Principles and parameters
208
9.3.3
Operations
212
9.3.4
Computation: anaphora
213
9.3.5
Summary
216
9.4
Conclusions
217
9.4.1
Toward an explanation
217
9.4.2
Open questions
218
9.5
Supplementary readings
218
The acquisition of semantics
219
10.1
Introduction
219
10.1.1
What must children acquire?
219
10.1.2
What are the challenges?
222
10.1.3
Leading questions
223
10.1.4
Language and thought
223
10.1.5
Relating language and cognition
225
10.2
How do children meet the challenge? Laying the foundations:
the first twelve months
227
10.2.1
Perception
227
10.2.2
Production
228
10.2.3
Perception and production
229
10.2.4
Summary
229
10.3
First words and beyond
229
10.3.1
Creativity
229
10.3.2
Semantic displacement
230
10.3.3
Fast mapping
230
10.3.4
Overextensions
231
10.3.5
Categorical throughout
232
10.3.6
Theories of the acquisition of word meaning
233
10.3.7
Higher order semantics
238
10.3.8
Summary
239
10.4
Conclusions
239
10.4.1
Toward an explanation
240
10.4.2
Open questions
240
10.5
Supplementary readings
241
On the nature of language growth
242
11.1
Formal analyses from the start: Frogs all the way down
(Levy 1983b)
242
11.1.1
Grammatical categories
242
11.1.2
Grammatical case
245
11.1.3
Grammatical gender
250
11.1.4
Classifiers
251
11.1.5
Summary
253
12
11.2
Mechanisms of growth
253
11.2.1
Do the mechanisms of language acquisition change?
253
11.2.2
Eliminating false hypotheses
254
11.2.3
Summary
258
11.3
Syntactic bootstrapping
258
11.4
Conclusions
262
11.5
Supplementary readings
262
Conclusions: toward an integrated theory of language
acquisition
263
12.1
Introduction
263
12.2
Conclusions
263
12.3
Toward a theory of language acquisition
264
12.3.1
Linguistic bootstrapping
264
12.3.2
Strong continuity of the Language Faculty
265
12.3.3
Reviewing Universal Grammar
265
12.3.4
The growth of language
266
12.4
The open questions
266
12.4.
1 The mystery remains
266
12.4.2
A suggested framework
267
12.5
Toward the future
267
12.5.1
Cross-linguistic data
267
12.5.2
Pragmatics
268
12.5.3
Multilingualism
269
12.5.4
Brain imaging
269
Appendices
270
1
Developmental milestones in motor and language
development (adapted from Lenneberg
1967) 270
2a Developmental milestones in infant speech perception
272
2b Examples of sound distinctions perceived by infants
274
3
Developmental milestones in infant speech production
276
4
Developmental milestones in infant syntax: perception
278
5
Developmental milestones in infant syntax: production
280
6
Developmental milestones in infant semantics
281
7
Abbreviations and notations
283
Glossary
285
References
293
Author index
373
Subject index
383
|
| adam_txt |
Contents
List of figures page
xv
List of tables
xvi
Preface
xvii
Acknowledgments
xviii
1
The Growth of language
1
1.1
Introduction
1
1.2
A logical-developmental perspective
1
1.3
Current research questions
3
1.4
Language acquisition, linguistic theory and cognitive science
3
1.4.1
Competing models
4
1.4.2
Cognitive Science and language development
4
1.5
The structure of this hook
5
1.6
Toward a more comprehensive theory of language acquisition
6
1.7
Supplementary readings
7
2
What is acquired?
9
2.1
What is language?
9
2.1.1
Attempting to define language
9
2.1.2
Language and thought
11
2.1.3
Language and communication
11
2.2
The discovery of the place of human language: in the mind
12
2.2.1
A cognitive system: grammar
13
2.2.2
A formal distinction: I-Language versus E-Language
13
2.3
The computational system
14
2.3.1
From the finite to the infinite
14
2.3.2
A digital system
14
2.3.3
A combinatorial system
15
2.3.4
The power of sequencing
15
2.3.5
The recursive property
16
2.3.6
Constituent structure
17
2.3.7
Hierarchical structure: the "secret skeleton"
18
2.3.8
Discovery of syntax: special features of the system
18
2.3.9
Knowing the impossible
20
2.3.10
Finding the meaning
21
2.3.11
Closing in on the mystery: the hidden computational
system
22
2.3.12
Summarizing the basic properties of the hidden system
22
2.4
Designing
the architecture of the Language Faculty
23
2.4.1
The basic design
23
2.4.2
The interfaces
23
2.4.3
Levels of representation
24
2.4.4
Relation of child language acquisition to linguistic
theory
25
2.4.5
Does the Language Faculty develop?
26
2.5
Conclusions
26
2.6
Supplementary readings
27
3
What is the problem of language acquisition?
28
3.1
Getting started
28
3.1.1
What evidence do children need?
28
3.2
The nature of the evidence: searching the speech stream for
the units
33
3.2.1
The physical evidence
33
3.2.2
The linguistic evidence
36
3.3
How could the problem be solved?
40
3.3.1
Prosodie
bootstrapping
41
3.3.2
Phonological bootstrapping
42
3.3.3
Semantic bootstrapping
42
3.4
Conclusions
47
3.5
Supplementary readings
48
4
How we can construct a theory of language acquisition
49
4.1
Theoretical approaches to the study of language acquisition
49
4.1.1
Classical approaches to epistemology
49
4.1.2
The challenge of language acquisition to classical
empiricist approaches
49
4.2
Current approaches to the study of language acquisition
52
4.2.1
A rationalist approach
52
4.2.2
Challenges to the UG paradigm
58
4.2.3
Empiricist approaches to the study of language
acquisition
63
4.2.4
Empirical rationalists and rational empiricists
69
4.2.5
Resolving epistemological tensions
69
4.3
Toward a comprehensive and realistic theory of language
acquisition
70
4.3.1
Predictions of a rationalist paradigm
70
4.3.2
Predictions of an empiricist paradigm
71
4.4
Conclusions
71
4.5
Supplementary readings
72
5
Brain and language development
73
5.1
Introduction
73
5.2
The human brain
74
5.2.1
Cerebral cortex
75
5.2.2
Brain development
76
5.3
Cerebral dominance
76
5.3.1
Handedness
78
5.3.2
Sign language
78
5.3.3
Development
79
5.4
Dissociation: localization within the left hemisphere
84
5.4.1
Language pathologies
85
5.4.2
Classic aphasias
86
5.4.3
Refining dissociations
86
5.4.4
Modeling the brain's organization
87
5.4.5
Individual variance
89
5.5
Brain imaging in language development
90
5.6
Language development and dissociations
90
5.6.1 Developmentaldisorders
90
5.6.2
SLI
(Specific Language Impairment)
91
5.6.3
Special cases
92
5.7
Plasticity
92
5.8
Critical Period
93
5.8.1
Genie
94
5.8.2
Second language acquisition
96
5.9
Creating a theory
97
5.9.1
Where is the Language Faculty?
97
5.9.2
Is there a language gene?
97
5.10
Conclusions
98
5.11
Supplementary readings
100
The
nature of nurture
101
6.1
Is experience necessary?
101
6.1.1
The "royal" experiments
101
6.1.2
Lack of overt practice
101
6.1.3
Oral babbling in deaf children
102
6.1.4
Language acquisition without a language model
102
6.1.5
Language acquisition without communication
104
6.1.6
Language acquisition without direct perceptual
input
105
6.1.7
The inscrutability of rate of language
acquisition
105
6.1.8
Summary
106
6.2
When does linguistic experience begin?
106
6.2.1
Before birth?
106
6.2.2
Summary
109
6.3
What is the nature of the input?
109
6.3.1
Baby Talk Register (BTR)
110
6.3.2
How does experience work?
112
6.3.3
What is the nature of experience?
118
6.4
Conclusions
121
6.5
Supplementary readings
122
How can we tell what children know? Methods for the
study of language acquisition
123
7.1
Introduction
123
7.1.1
Knowing vs. doing
123
7.2
Typology of methods
129
7.2.1
Grammaticality judgments
129
7.2.2
Assessing language production
132
7.2.3
Assessing comprehension
135
7.2.4
Summary
136
7.3
Methods before the first words
136
7.3.1
High Amplitude Sucking (HAS)
136
7.3.2
Head turn techniques
137
7.4
Comparing methods
138
7.4.1
Naturalistic vs. experimental
138
7.4.2
Comprehension vs. production
139
7.5
Conclusions
140
7.6
Supplementary readings
141
The
acquisition of phonology
143
8.1
Introduction
143
8.1.1
What must children acquire?
143
8.1.2
What are the challenges?
145
8.1.3
Leading questions
146
8.2
How do children meet the challenge? Laying the foundations:
the first twelve months
148
8.2.1
Development of speech perception
148
8.2.2
Development of speech production
152
8.2.3
Linking perception and production
155
8.3
First words and beyond
155
8.3.1
Early phonological deformations
155
8.3.2
Is acquisition of phonology pre-ordained?
159
8.3.3
"Mushy Mouth-Mushy Ear" Hypothesis
162
8.3.4
Grammatical mapping: continuity of the Language
Faculty
164
8.3.5 Suprasegmental
dimensions
172
8.3.6
Summary
175
8.4
Conclusions
175
8.4.1
Toward an explanation
177
8.4.2
Linguistic theories
178
8.4.3
Open questions
179
8.5
Supplementary readings
180
The
acquisition of syntax
182
9.1
Introduction
182
9.1.1
What must children acquire?
182
9.1.2
What are the challenges?
187
9.1.3
Leadins Questions
187
9.2
How do children meet the challenge? Laying the foundations:
the first twelve months
187
10
11
9.2.1
Perception
188
9.2.2
Production
194
9.2.3
Perception and production
194
9.3
First words and beyond
194
9.3.1
The development of production
194
9.3.2
Principles and parameters
208
9.3.3
Operations
212
9.3.4
Computation: anaphora
213
9.3.5
Summary
216
9.4
Conclusions
217
9.4.1
Toward an explanation
217
9.4.2
Open questions
218
9.5
Supplementary readings
218
The acquisition of semantics
219
10.1
Introduction
219
10.1.1
What must children acquire?
219
10.1.2
What are the challenges?
222
10.1.3
Leading questions
223
10.1.4
Language and thought
223
10.1.5
Relating language and cognition
225
10.2
How do children meet the challenge? Laying the foundations:
the first twelve months
227
10.2.1
Perception
227
10.2.2
Production
228
10.2.3
Perception and production
229
10.2.4
Summary
229
10.3
First words and beyond
229
10.3.1
Creativity
229
10.3.2
Semantic displacement
230
10.3.3
Fast mapping
230
10.3.4
Overextensions
231
10.3.5
Categorical throughout
232
10.3.6
Theories of the acquisition of word meaning
233
10.3.7
Higher order semantics
238
10.3.8
Summary
239
10.4
Conclusions
239
10.4.1
Toward an explanation
240
10.4.2
Open questions
240
10.5
Supplementary readings
241
On the nature of language growth
242
11.1
Formal analyses from the start: "Frogs all the way down"
(Levy 1983b)
242
11.1.1
Grammatical categories
242
11.1.2
Grammatical case
245
11.1.3
Grammatical gender
250
11.1.4
Classifiers
251
11.1.5
Summary
253
12
11.2
Mechanisms of growth
253
11.2.1
Do the mechanisms of language acquisition change?
253
11.2.2
Eliminating false hypotheses
254
11.2.3
Summary
258
11.3
Syntactic bootstrapping
258
11.4
Conclusions
262
11.5
Supplementary readings
262
Conclusions: toward an integrated theory of language
acquisition
263
12.1
Introduction
263
12.2
Conclusions
263
12.3
Toward a theory of language acquisition
264
12.3.1
Linguistic bootstrapping
264
12.3.2
Strong continuity of the Language Faculty
265
12.3.3
Reviewing Universal Grammar
265
12.3.4
The growth of language
266
12.4
The open questions
266
12.4.
1 The mystery remains
266
12.4.2
A suggested framework
267
12.5
Toward the future
267
12.5.1
Cross-linguistic data
267
12.5.2
Pragmatics
268
12.5.3
Multilingualism
269
12.5.4
Brain imaging
269
Appendices
270
1
Developmental milestones in motor and language
development (adapted from Lenneberg
1967) 270
2a Developmental milestones in infant speech perception
272
2b Examples of sound distinctions perceived by infants
274
3
Developmental milestones in infant speech production
276
4
Developmental milestones in infant syntax: perception
278
5
Developmental milestones in infant syntax: production
280
6
Developmental milestones in infant semantics
281
7
Abbreviations and notations
283
Glossary
285
References
293
Author index
373
Subject index
383 |
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| indexdate | 2024-07-09T21:07:22Z |
| institution | BVB |
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| language | English |
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| physical | XIX, 389 S. Ill., graph. Darst. |
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| spelling | Lust, Barbara C. 1941- Verfasser (DE-588)121454460 aut Child language acquisition and growth Barbara C. Lust 1. publ., reprinted Cambridge [u.a.] Cambridge Univ. Press 2007 XIX, 389 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cambridge textbooks in linguistics Spracherwerb - Kinderpsychologie Language acquisition Research Methodology Spracherwerb (DE-588)4056458-7 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Spracherwerb (DE-588)4056458-7 s DE-604 Digitalisierung UB Passau application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016075254&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lust, Barbara C. 1941- Child language acquisition and growth Spracherwerb - Kinderpsychologie Language acquisition Research Methodology Spracherwerb (DE-588)4056458-7 gnd |
| subject_GND | (DE-588)4056458-7 (DE-588)4123623-3 |
| title | Child language acquisition and growth |
| title_auth | Child language acquisition and growth |
| title_exact_search | Child language acquisition and growth |
| title_exact_search_txtP | Child language acquisition and growth |
| title_full | Child language acquisition and growth Barbara C. Lust |
| title_fullStr | Child language acquisition and growth Barbara C. Lust |
| title_full_unstemmed | Child language acquisition and growth Barbara C. Lust |
| title_short | Child language |
| title_sort | child language acquisition and growth |
| title_sub | acquisition and growth |
| topic | Spracherwerb - Kinderpsychologie Language acquisition Research Methodology Spracherwerb (DE-588)4056458-7 gnd |
| topic_facet | Spracherwerb - Kinderpsychologie Language acquisition Research Methodology Spracherwerb Lehrbuch |
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