First language acquisition:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2009
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XII, 490 S. graph. Darst. |
| ISBN: | 9780521732932 9780521514132 |
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Datensatz im Suchindex
| _version_ | 1804138538399170560 |
|---|---|
| adam_text | Contents
List of tables, boxes, and figures page
viii
Acknowledgements
xii
1
Acquiring language: Issues and questions
1
Part I Getting started
19
2
In conversation with children
21
3
Starting on language: Perception
51
4
Early words
75
5
Sounds in words: Production
94
6
Words and meanings
122
Part II Constructions and meanings
149
7
First combinations, first constructions
151
8
Modulating word meanings
176
9
Adding complexity within clauses
199
10
Combining clauses: More complex constructions
229
11
Constructing words
254
Part III Using language
279
12
Honing conversational skills
281
13
Doing things with language
306
14
Two languages at a time
336
Part IV Process in acquisition
355
15
Specialization for language
357
16
Acquisition and change
378
Glossary
401
References
406
Name index
465
Subject index
477
Tables, boxes, and figures
2.1
Mean
fondamental
frequency of adult speech page
33
2.2
Pitch ranges in adult speech
34
2.3
Words per minute in speech to children versus adults
35
2.4
Mean number of disfluencies per one hundred words
36
2.5
Social class and child-directed speech
44
2.6
Frequency of dyadic and triadic
єієта
interactions at three
ages
49
3.1
Perceiving distinctions among sounds in Russian (between
the ages of ten months and two years)
67
3.2
Three-year-olds recognition of their own versus adult
versions of words
72
4.1
Early word production: First words said by at least
50%
of the
monthly sample (at each month from
1
;0 to
1
;6)
77
4.2
Early word uses: Overextensions based on shape
83
4.3
Overextensions based on movement, size, sound, and texture
84
4.4
Narrowing down domains by adding new words
85
5.1
David s communicative
schemas
in the period
1 ; 1
to
1
;4
98
5.2
Nouns understood and produced at age 2;0 by twelve children
119
5.3
Verbs understood and produced at age 2;0 by twelve children
120
6.1
Causative errors in young children s speech
131
6.2
Using more than one expression for the same referent
138
6.3
Directions about meaning relations
139
6.4
Coping strategies for placements in space
142
6.5
Some typical late errors with make, let, give, and put
146
7.1
Sequences of single words
153
7.2
Some typical gesture
+
word combinations
156
7.3
Two-word utterances from three languages
157
7.4
Two-word utterance-types in the speech of Kendall, aged 2;0
159
7.5
Percentage of each word order in parent-child conversations
for children aged 2;2 to 3;8 in Turkish
162
7.6
Utterances where mention of the agent is informative
163
7.7
Some common English constructions
168
V1U
List of tables, boxes, and figures
ix
7.8
The emergence of construction-types in early syntax
169
7.9
The first ten productive positional patterns for five children
173
7.10
Successive uses of spill from
Τ
174
8.1
Stages in the acquisition of past tense
-ed
in English
181
8.2
Order of acquisition for fourteen grammatical morphemes for
three children acquiring English
182
8.3
Frequency
(%)
of verb tokens versus verb-types in the speech
of two- to four-year-old French children
185
8.4
Percentage of choices of referents for nonsense nouns in
singular versus plural form
188
8.5
Three most productive patterns of determiner use and the
percentage of determiner use accounted for in the speech of
eleven children under three
192
9.1
Adding complexity: Some utterances from
D
at 1;6 and 2;2
200
9.2
Children follow their parents in construction use
201
9.3
Referential forms in two children s Korean: A, O, and
S
203
9.4
Order of acquisition of wh- question-forms in English
208
9.5
A sequence of questions from Jane
(2;8.30) 209
9.6
Increasing the complexity of formulaic interrogative frames
210
9.7
Using additional interrogative frames
211
9.8
Increasing complexity in question-forms
213
9.9
Emergence of sentence-internal not in English
216
9.10
Using
noncausative
verbs as transitive causative verbs
219
9.11
Using causatives as intransitive verbs
220
9.12
Percentage of incorrect choices of verb form by age
221
9.13
Percentage of correct interpretations by age and language
223
9.14
Locative alternation errors in figure and ground assignments
224
9.15
Errors in the forms of active/passive voice alternations
226
9.16
Passives with be versus get in Eva s speech
227
10.1
Order of acquisition
:
Understanding coordinate
construction-types
231
10.2
Early connectives and semantic relations in child speech
233
10.3
Typical relative clauses in
D s
speech
234
10.4
Some relative clauses imitated by Echo, aged 2;2
235
10.5
Response-types by age in referent specification
236
10.6
Forms of parenthetical verbs in child speech
238
10.7
Stages in the acquisition of to complements
239
10.8
Early temporal clauses in
D s
speech
241
10.9
Three-year-old children rely on order of mention
242
10.10
Typical early causal utterances in
D s
speech
244
10.11
Early conditional constructions in D s speech
248
11.1
Spontaneous analyses of word-parts
257
11.2
Percentage of identifications of head and
modifier-head referents for novel English root compounds
258
List of tables, boxes, and figures
11.3
Percentage of identifications of head and
modifier-head referents for novel Hebrew root compounds
258
11.4
Percentage of verb-bases extracted from unfamiliar agent and
instrument nouns in children s glosses (English)
260
11.5
Early innovative verbs and nouns in English
264
11.6
Innovative
denominal
verbs in D s speech
269
11.7
Innovative de-adjectival and onomatopoeic verbs in D s
speech
270
11.8
Typical innovative derived agent nouns in D s speech
271
11.9
Asymmetries of agent and instrument uses of the same suffix
in English
(-er),
Icelandic
(-ari),
and Hebrew (-an)
272
11.10
Typical early spontaneous uses of
un-
for reversal
273
11.11
Percentage of elicited uses of
un-
by age
274
11.12
Typical early compound nouns in D s spontaneous speech
275
11.13
Stages in the acquisition of English synthetic compounds of
the type clock-maker
276
12.1
Early speech acts
283
12.2
Rate of intrusions during the third year
288
12.3
Two attention-getting strategies and their possible
expressions
293
12.4
Percentage of repeats of familiar words (at two points in time)
compared to repeats of new words, for five children
297
12.5
Adequate utterances for each speech-act type by age
303
13.1
Request-types elicited in the family setting
309
13.2
Differences in Sally s speech at 3;9 to different addressees
313
13.3
Children s choices of polite forms for requests in Italian
319
13.4
Spontaneously initiated request-types at three ages
325
14.1
Two bilingual children s uses of French and English by
addressee
346
14.2
Percentages of finite utterances produced in English versus
French
348
16.1
Looking times (sees) for infants who do and don t combine
words
383
16.2
Some strategies for grammatical organization of stored
information
390
2A Daily routines in the first two years of life
26
2B Children s cumulative experience with language, measured
in words, in a hundred-hour week, a year, and four years
45
ЗА
Breaking into the speech stream
57
List of tables, boxes, and figures
4A Cross-cutting categories in Korean and English: Korean kkita
fit tightly/interlock vs. English put in and put on
87
5
A Steps in combining words under a single intonation contour
116
6A Taking different perspectives on the same referent
137
6B An early misassignment of meaning
142
6C Some coping strategies for different situations
144
11
A Comprehension and production differ
260
1
IB Preemption in the lexicon: Nouns
262
11
С
Preemption in the lexicon: Verbs
262
1
4A Some translation equivalents or doublets in French and Dutch
343
14B Instances of language-mixing
344
14C Principles of dialect acquisition
350
3.1
The time course of children s looking to the correct referent in
the Isolated Noun and Sentence Frame conditions. Curves
show changes over time in the mean proportion of looking to
the correct referent (in ms) from noun onset
65
5.1
Examples of vowels and consonants
102
5.2
Percentages of in and out words produced by one-year-olds
105
7.1
Mean values for Fo in Hz for early versus late recordings for
three children
154
7.2
Mean length (in ms) for monosyllabic and polysyllabic words
in isolated single words, sequences of single words, and
multiword utterances from three children
154
9.1
Percentage of omissions of unstressed forms in two-year-olds
imitations of
nominais,
articles, and pronouns in subject vs.
object position
206
9.2
Percentage of uses of the negative forms no, not, and don t
that are echoic
215
12.1
Percentage of maternal utterances each child responded to, at
each age
286
12.2
Length of switching pauses for three- and five-year-olds in
simple and more complex exchanges
287
12.3
Percentage of appropriate choices for want (request)
compared to let (offer), by age
301
13.1
Percentage of definite article uses at each age in storytelling
315
13.2
Four- to six-year-olds success in judging whether actions
satisfied scalar implicatures (give a reward) or not (no reward)
317
13.3
Two linguistic functions in children s attempts at persuasion
323
15.1
Major speech areas (Broca s and Wernicke s areas) in the
brain
360
First
Language Acquisition
Babies are not born talking. They learn language, starting right after birth.
How does this process take place? When do children master the skills
needed to use language successfully? What stages do they go through as
they learn to understand others and to talk themselves? This new edition
of Eve Clark s best-selling, comprehensive textbook focuses on children s
acquisition of a first language, the stages of development they go through,
and how they use language as they learn. It follows children from their
first sounds and words to the acquisition of adultlike skills in persuading,
instructing, and storytelling, whether children are acquiring just one lan¬
guage or two at once. Skilfully integrating extensive data with coverage
of current theories and debates, it is an essential guide to studying first
language acquisition for courses in linguistics, developmental psychology,
and cognitive science.
eve v. (XARK is the Richard W. Lyman Professor in the Humanities
and Professor of Linguistics at Stanford University. Her books include
Psychology and Language (with H. H. Clark), The Ontogenesis of Meaning,
The Acquisition of Romance, The Lexicon in Acquisition, and Constructions
in Acquisition (with B. F. Kelly). She is an active researcher in the field who
works on all aspects of meaning acquisition.
|
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| dewey-tens | 400 - Language |
| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV035257016 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:29:47Z |
| institution | BVB |
| isbn | 9780521732932 9780521514132 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-017062587 |
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| spelling | Clark, Eve V. 1942- Verfasser (DE-588)142769797 aut First language acquisition Eve V. Clark 2. ed. Cambridge [u.a.] Cambridge Univ. Press 2009 XII, 490 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Kinderen gtt Kindertaal gtt Langage - Acquisition Langage - Acquisition ram Taalverwerving gtt Kind Spracherwerb (DE-588)4056458-7 gnd rswk-swf Spracherwerb (DE-588)4056458-7 s DE-604 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017062587&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017062587&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Clark, Eve V. 1942- First language acquisition Kinderen gtt Kindertaal gtt Langage - Acquisition Langage - Acquisition ram Taalverwerving gtt Kind Spracherwerb (DE-588)4056458-7 gnd |
| subject_GND | (DE-588)4056458-7 |
| title | First language acquisition |
| title_auth | First language acquisition |
| title_exact_search | First language acquisition |
| title_full | First language acquisition Eve V. Clark |
| title_fullStr | First language acquisition Eve V. Clark |
| title_full_unstemmed | First language acquisition Eve V. Clark |
| title_short | First language acquisition |
| title_sort | first language acquisition |
| topic | Kinderen gtt Kindertaal gtt Langage - Acquisition Langage - Acquisition ram Taalverwerving gtt Kind Spracherwerb (DE-588)4056458-7 gnd |
| topic_facet | Kinderen Kindertaal Langage - Acquisition Taalverwerving Kind Spracherwerb |
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