How children learn to learn language:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford University Press
2008
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | XI, 274 S. graph. Darst. |
| ISBN: | 9780195177879 |
Internformat
MARC
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| 245 | 1 | 0 | |a How children learn to learn language |c Lorraine McCune |
| 264 | 1 | |a Oxford [u.a.] |b Oxford University Press |c 2008 | |
| 300 | |a XI, 274 S. |b graph. Darst. | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | Titel: How children learn to learn language
Autor: MacCune, Lorraine
Jahr: 2008
Contents
1 A Perspective 3
2 Primary Relationships and the Symbol Situation 15
Language Development in the Context of Relationship 16
Shared Meaning Prior to Language 19
Development of Joint Attention: A Special Context for Language
Learning 22
Varied forms of Interaction Can Support Language Development 23
The Formation of Symbolic Vehicle-Referent Relationships 26
Shared Perceptual and Representational Meanings 31
Dynamic Schematizing 33
The Symbol Situation: An Outgrowth of Relationship 34
3 Entering Language: The First Phase 39
Methods for Studying Children s Entry into Language 41
When Is a Word a Word? 45
Formation of Patterns that Represent Objects and Events 48
Learning Words: An Example 49
The Holistic Nature of Single-Word Utterances 50
Context-Limited Words 52
The Nature of Referential Words 53
Rate of Lexical Development: The Vocabulary Spurt 57
Words of the Single-Word Period: Analysis of Vihman and McCune Data 59
Conclusion 64
Appendix 3A 66
4 Cognitive Bases of Language 73
The Cognitivist Metaphor and Beyond 73
Mental Representation as a State of Consciousness 75
Children s Cognition at the Transition to Language 75
Experimental Findings on Space/Time Knowledge 80
Knowledge, Concepts, and Language 82
Studies of Categorization 84
÷ Contents
Defining Concepts 90
Hypotheses Regarding Sensorimotor Development Milestones and Language
Acquisition 93
Conclusion 98
Acknowledgments 98
Motion Events, Dynamic-Event Words,
and the Transition to Verbs 99
Body and Mind in the Experience and Expression of Meaning 100
Motion Events According to Talmy 103
Image Schemas with and without Language 106
Categories of Dynamic Event Meaning 110
Dynamic-Event Words and Cognition 122
Dynamic-Event Words and Early Verbs 123
Conclusion 128
Representational Play and Language 129
The Development of Representational Play 130
Comparing Combinatorial Ability in Play and Language 145
Representational Play and Mother-Infant Intersubjectivity 147
Conclusion 151
The Vocal Story: Forming Sounds into Words 153
Phonetic Skill at the Transition to Speech 156
Vocal Motor Schemes 158
Vocal Motor Scheme Consonant Repertoires and Production of Words 161
Vocal Motor Scheme Repertoire: A Measure of Specific Consonant Skills
Related to Language 164
Use of Vocal Motor Scheme during the Transition to Reference 165
Predicting the Referential Repertoire 167
Consonant Basis of Stable Words 168
Relation of Vocal Motor Scheme to Referential Word Development 171
Prominent Features of the Early Stable Lexicon: Bilabial and Glottal
Productions 172
Representation and Word Production in the Early Referential Period 175
Children s Individual Production Patterns 176
Template Use: Summary of McCune and Vihman s Empirical Findings 178
Conclusion 182
Acknowledgments 181
Appendix 7A: Phonetic forms and Template Schemata for the Five Most
Precocious Talkers 181
Prelinguistic Communication: Grunts as a Gateway
to Language 184
Why Grunts? 186
A Plan to Study Grunt Use in Human Infants 189
Analysis of the Origins of Communication 191
Contents xi
Sequential Development of Grunts 193
Grunts and the Transition to Referential Words 193
The Role of Gesture 195
Overall Communicative Frequency Increases with Communicative Grunt
Onset 198
The Developmental Sequence: An Interpretation 202
A Revolutionary Claim: Physiology and Mental Representation as the Roots of
Linguistic Reference 203
An Evolutionary Role for Grunts? 207
Intention and Production 208
Conclusion 209
Dynamic Systems in Language Development
and Language Production 210
Dynamic Systems and Development: Background 211
Dynamic Systems in Language Development 213
Control Parameters and the Shift to Referential Language 215
Mental Representation and the Other Dynamic Variables 220
Production of Context-Limited and Referential Words in Real Time 223
Considering Neurological Aspects of Word Knowledge 227
Form/Meaning Synergies 228
Conclusion 232
References 235
Index 257
|
| adam_txt |
Titel: How children learn to learn language
Autor: MacCune, Lorraine
Jahr: 2008
Contents
1 A Perspective 3
2 Primary Relationships and the Symbol Situation 15
Language Development in the Context of Relationship 16
Shared Meaning Prior to Language 19
Development of Joint Attention: A Special Context for Language
Learning 22
Varied forms of Interaction Can Support Language Development 23
The Formation of Symbolic Vehicle-Referent Relationships 26
Shared Perceptual and Representational Meanings 31
Dynamic Schematizing 33
The Symbol Situation: An Outgrowth of Relationship 34
3 Entering Language: The First Phase 39
Methods for Studying Children's Entry into Language 41
When Is a Word a Word? 45
Formation of Patterns that Represent Objects and Events 48
Learning Words: An Example 49
The Holistic Nature of Single-Word Utterances 50
Context-Limited Words 52
The Nature of Referential Words 53
Rate of Lexical Development: The "Vocabulary Spurt" 57
Words of the Single-Word Period: Analysis of Vihman and McCune Data 59
Conclusion 64
Appendix 3A 66
4 Cognitive Bases of Language 73
The Cognitivist Metaphor and Beyond 73
Mental Representation as a State of Consciousness 75
Children's Cognition at the Transition to Language 75
Experimental Findings on Space/Time Knowledge 80
Knowledge, Concepts, and Language 82
Studies of Categorization 84
÷ Contents
Defining "Concepts" 90
Hypotheses Regarding Sensorimotor Development Milestones and Language
Acquisition 93
Conclusion 98
Acknowledgments 98
Motion Events, Dynamic-Event Words,
and the Transition to Verbs 99
Body and Mind in the Experience and Expression of Meaning 100
Motion Events According to Talmy 103
Image Schemas with and without Language 106
Categories of Dynamic Event Meaning 110
Dynamic-Event Words and Cognition 122
Dynamic-Event Words and Early Verbs 123
Conclusion 128
Representational Play and Language 129
The Development of Representational Play 130
Comparing Combinatorial Ability in Play and Language 145
Representational Play and Mother-Infant Intersubjectivity 147
Conclusion 151
The Vocal Story: Forming Sounds into Words 153
Phonetic Skill at the Transition to Speech 156
Vocal Motor Schemes 158
Vocal Motor Scheme Consonant Repertoires and Production of Words 161
Vocal Motor Scheme Repertoire: A Measure of Specific Consonant Skills
Related to Language 164
Use of Vocal Motor Scheme during the Transition to Reference 165
Predicting the Referential Repertoire 167
Consonant Basis of Stable Words 168
Relation of Vocal Motor Scheme to Referential Word Development 171
Prominent Features of the Early Stable Lexicon: Bilabial and Glottal
Productions 172
"Representation" and Word Production in the Early Referential Period 175
Children's Individual Production Patterns 176
Template Use: Summary of McCune and Vihman's Empirical Findings 178
Conclusion 182
Acknowledgments 181
Appendix 7A: Phonetic forms and Template Schemata for the Five Most
Precocious Talkers 181
Prelinguistic Communication: Grunts as a Gateway
to Language 184
Why Grunts? 186
A Plan to Study Grunt Use in Human Infants 189
Analysis of the Origins of Communication 191
Contents xi
Sequential Development of Grunts 193
Grunts and the Transition to Referential Words 193
The Role of Gesture 195
Overall Communicative Frequency Increases with Communicative Grunt
Onset 198
The Developmental Sequence: An Interpretation 202
A Revolutionary Claim: Physiology and Mental Representation as the Roots of
Linguistic Reference 203
An Evolutionary Role for Grunts? 207
Intention and Production 208
Conclusion 209
Dynamic Systems in Language Development
and Language Production 210
Dynamic Systems and Development: Background 211
Dynamic Systems in Language Development 213
Control Parameters and the Shift to Referential Language 215
Mental Representation and the Other Dynamic Variables 220
Production of Context-Limited and Referential Words in Real Time 223
Considering Neurological Aspects of Word Knowledge 227
Form/Meaning Synergies 228
Conclusion 232
References 235
Index 257 |
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| spelling | McCune, Lorraine Verfasser aut How children learn to learn language Lorraine McCune Oxford [u.a.] Oxford University Press 2008 XI, 274 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Language acquisition Spracherwerb (DE-588)4056458-7 gnd rswk-swf Spracherwerb (DE-588)4056458-7 s DE-604 http://www.loc.gov/catdir/toc/ecip0715/2007013254.html Table of contents only HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016369051&sequence=000008&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | How children learn to learn language |
| title_auth | How children learn to learn language |
| title_exact_search | How children learn to learn language |
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| title_full | How children learn to learn language Lorraine McCune |
| title_fullStr | How children learn to learn language Lorraine McCune |
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| title_short | How children learn to learn language |
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