Child language: acquisition and development
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Los Angeles [u.a.]
Sage
2010
|
| Edition: | 1. publ. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Hier auch später erschienene, unveränderte Nachdrucke |
| Physical Description: | XVII, 326 S. Ill., graph. Darst. |
| ISBN: | 9781412902328 9781412902311 |
Staff View
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| 100 | 1 | |a Saxton, Matthew |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Child language |b acquisition and development |c Matthew Saxton |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Los Angeles [u.a.] |b Sage |c 2010 | |
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| 650 | 4 | |a Children |x Language | |
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Record in the Search Index
| _version_ | 1804140792451694592 |
|---|---|
| adam_text | Contents
Acknowledgements
xiii
Publisher s Acknowhdgements
xiv
Notes on the Organization of this Book
xvi
1
Prelude: Landmarks in the Landscape of Child Language
1
From burping to grammar in the pre-school years
2
Levels of language
4
Listen in mother
5
The cat in the hat in the womb
5
Some conclusions on sound
7
Word learning: From
0
to
14,000
in five years
7
Say mama
7
Estimating vocabulary size
8
The gavagai problem
9
Morphology: Bits and pieces
10
Syntax: Putting it all together
13
Language in context: Perceptual, cognitive and social development
15
The study of child language
18
The lie of the land
21
2
Can Animals Acquire Human Language? Shakespeare s Typewriter
25
What is language?
26
The infinite monkey theorem
26
Language, talk and communication
27
The design of language
28
Teaching words to animals
34
The strong, silent types: Gua and
Viki
34
Sign language
35
Lexigrams
36
Barking up the wrong tree: A talking dog
37
Alex, the non-parroting parrot
37
Animal grammar
38
Combining words
38
Comprehension of spoken English by Kanzi
40
The linguistic limitations of animals
41
Is speech special?
42
Categorical perception in infants and primates
42
Statistical learning
44
Back to grammar: Infants versus monkeys
45
The language faculty: Broad and narrow
46
The Critical Period Hypothesis: Now or Never?
51
What is a critical period?
52
A musical interlude
52
Lenneberg s critical period hypothesis
53
Designing research on critical periods
53
Cats eyes: An example from animal development
53
How to identify a critical period
55
The effects of linguistic deprivation
56
The royal prerogative: Experiments on people
57
Feral children
57
Genie
58
Different critical periods for different aspects of language
60
A happier ending: The case of
Isabelle
65
Conclusions from cases of deprivation
66
Age of acquisition effects in second language learning
66
Early versus late starters: Effects on language outcomes
67
Age effects may not be due to a critical period
69
Plastic fantastic: The receptive brain
72
Deafness and late language learning
73
Two more cases of linguistic deprivation: Chelsea and E.M.
73
Early versus late learning of American Sign Language
74
Input and Interaction: Tutorials for Toddlers
78
Talking to young children
19
Characteristics of Child Directed Speech
81
Phonology
81
Vocabulary
82
Morphology and syntax
82
A dynamic register
83
Individual differences and their effects
84
Child Directed Speech: Summary
86
Lack of interaction: Can children learn language from television?
87
Imitation
88
Linguistic creativity: Children make their own sentences
89
Skinner and Chomsky on imitation
89
Imitation as a mechanism in cognitive development
90
Imitation: Who, when and how?
91
Individual differences in imitation
93
Corrective input
94
GONflENTS
1-----------------—-------—----------------------------------------------------
Recasts: Adult repetition
oř
the child
94
The no negative evidence assumption
95
Contrastive
discourse
96
Negative feedback
101
Corrective input: Summary
101
Universality of CDS
102
Input and interaction in language acquisition
104
5
Language in the First Year: Breaking the Sound Barrier
108
Hunt the phoneme
109
In the beginning
109
Drops of sound in a river of speech
109
Categorical perception
111
Specialization towards the native language
114
Why I don t speak Nthlakapmx
114
Loss or decline?
115
Enhancement of native contrasts
116
Individual differences in infant speech perception
118
Summary: Breaking the speech sound barrier
118
Word segmentation
119
The baby statistician
120
Learning from infant directed speech
124
Prosodie
cues to speech segmentation
125
Relative cue strength
127
Grammar from the babble
128
Phonemes, words and grammar: Summary
130
6
The Developing Lexicon: What s in a Name?
133
Approaches to word learning
134
First words
135
Comprehension versus production
135
What do one-year-olds talk about?
135
Overextension
137
Categorically wrong
138
Lexical plugs: Pragmatic errors
139
Losing it: Retrieval failures
140
Lexical processing
140
Up, up and away: The vocabulary spurt
142
Why so fast?
142
Spurt? What spurt?
144
The rate of word learning
145
Ten words a day?
145
Fast mapping
146
Slow mapping: The gradual accretion of meaning
147
Biases
148
The return of the gavagai problem
148
ι
coffrons
ι
—
----1 lx
A noun bias in the child and in research
148
Nouns are easy
149
Verbs are hard
150
The shape bias
151
The rise and fall of word learning biases
152
Associative learning: The origin of biases?
152
Where do biases go?
153
Some lexical gaps
155
Computational modelling based on probability theory
155
The Acquisition of Morphology: Linguistic Lego
159
Morphological processes
160
Inflection
161
Derivation
162
Compounding
163
The acquisition of inflection
164
Whole word learning
164
The past tense debate: Rules or connections?
165
A dual-route account: Words and Rules theory
166
The acquisition of words and rules
167
The blocking hypothesis
168
Words and Rules: The story so far
169
Connectionism and a single-route account
170
Problems with connectionist models
172
Crosslinguistic evidence
173
Summary: One route or two?
173
Compounding and derivation
174
Derivation: The influence of productivity
175
Early compounds
176
Relating the parts to the whole in compounds
177
Complex compounds: Three processes combined
178
Morphology in the school years
181
Morphological awareness
181
Connections with vocabulary, reading and spelling
182
Morphological awareness in teachers
183
Linguistic Nativism: To the Grammar Born
186
Universal Grammar
187
The problem of linguistic diversity
190
Core versus periphery
191
Parameters of variation
192
Setting parameters: Triggers
192
Arguments for linguistic nativism
193
Some initial observations
193
Limited exposure to linguistic input
194
No direct instruction
195
Ease and speed of language acquisition
196
The poverty of stimulus argument
197
Plato s problem
197
Degenerate input
198
Negative evidence: Corrective input for grammatical errors
198
Knowledge in the absence of experience: The case
of structure dependence
199
The origins of structure dependence
202
The imitation of grammatical structures
203
Evidence from children
203
Poverty of the stimulus: Summary
206
The contents of UG: What precisely is innate?
207
Conclusion
208
9
The Usage-based Approach: Making it Up as You Go Along
211
Language knowledge from language use
212
Social cognition
213
Dyadic and triadic interaction
213
Collaborative engagement and intention-reading
214
Collaborative engagement as a basis for
language development
215
Early constructions: A route into grammar
216
In the beginning was the utterance
216
From single-unit to multi-unit speech
218
Does the child go from fully concrete to fully abstract?
220
The productivity puzzle
221
The transitivity bias
221
Pattern finding
224
Type frequency: A route to productivity
225
Early productivity: Syntactic bootstrapping
227
Constraining productivity
230
Conservative learning
231
Entrenchment
231
Pre-emption
234
Summary: Reining back on productivity
235
10
You Say Nature, I Say Nurture: Better Call the
Calling Off Off
239
Some basic facts
240
Dietrich Tiedemann
(1787) 240
Child language: A timeline
241
The nature in nature-nurture: Something must be innate
242
Learning mechanisms
243
Domain-general learning: How general?
243
Linguistic nativism: The need for learning mechanisms
245
Nature and nurture in the study of child language
246
Ί
COMTfMTS
The genetic basis of language development
246
Integrating nurture into theories of syntax acquisition
247
Methodology: Limitations and possibilities
248
Child language: Acquisition and development
252
Appendix
1
Observations on language acquisition made
by Dietrich Tiedemann
(1787) 256
Appendix
2
Pronunciation guide: English phonemes
259
Glossary of linguistic terms
260
Answers to exercises
272
References
278
Author Index
309
Subject Index
319
CONTENTS
Γ
|
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| isbn | 9781412902328 9781412902311 |
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| spelling | Saxton, Matthew Verfasser aut Child language acquisition and development Matthew Saxton 1. publ. Los Angeles [u.a.] Sage 2010 XVII, 326 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Hier auch später erschienene, unveränderte Nachdrucke Kind Children Language Language acquisition 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 Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018688934&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Child language acquisition and development |
| title_auth | Child language acquisition and development |
| title_exact_search | Child language acquisition and development |
| title_full | Child language acquisition and development Matthew Saxton |
| title_fullStr | Child language acquisition and development Matthew Saxton |
| title_full_unstemmed | Child language acquisition and development Matthew Saxton |
| title_short | Child language |
| title_sort | child language acquisition and development |
| title_sub | acquisition and development |
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