From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influen...

Ausführliche Beschreibung

Bibliographische Detailangaben

Weitere Verfasser:	Gelman, Susan A. (HerausgeberIn), Byrnes, James P. (HerausgeberIn)
Format:	Elektronisch E-Book
Sprache:	English
Veröffentlicht:	Cambridge Cambridge University Press 1991
Schlagworte:	Language acquisition Cognition in children Categorization (Linguistics) Social interaction in children Begriffslernen Kognition Kognitive Entwicklung Kind Denken Spracherwerb Sprache Aufsatzsammlung
Online-Zugang:	BSB01 FHN01 Volltext
Zusammenfassung:	From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic and the nature of language learning in both peer and adult-child social interactions
Beschreibung:	Title from publisher's bibliographic system (viewed on 05 Oct 2015)
Beschreibung:	1 online resource (xii, 524 pages)
ISBN:	9780511983689
DOI:	10.1017/CBO9780511983689