Social environment and cognition in language development :: studies in honor of Ayhan Aksu-Koç /
"Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediat...
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2017]
|
| Schriftenreihe: | Trends in language acquisition research ;
v. 21. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child's own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç - a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe."--Page 4 of cover |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027265388 9027265380 |
| ISSN: | 1569-0644 ; |
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| 245 | 0 | 0 | |a Social environment and cognition in language development : |b studies in honor of Ayhan Aksu-Koç / |c edited by F. Nihan Ketrez, Aylin C. Küntay, Asli Özyürek and Şeyda Özçaliskan. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2017] | |
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| 490 | 1 | |a Trends in Language Acquisition Research, |x 1569-0644 ; |v volume 21 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher. | |
| 520 | 8 | |a "Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child's own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç - a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe."--Page 4 of cover | |
| 505 | 0 | |a Intro -- Social Environment and Cognition in Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Chapter 1. Social motivations for linguistic exploration: A diary study -- 1. A diary study -- 2. Who or what is acquiring language? -- 3. What is being acquired? -- 4. Theme: Possible worlds -- 5. Theme: Patterns of adult activity -- 6. Theme: Seeking general principles -- 7. Theme: The nature of time -- 8. Theme: The self in the social world -- 9. Overarching theme: Seeking to understand normativity -- 10. Conclusion: Motivations for linguistic complexity -- References -- Chapter 2. Becoming social and interactive with language -- 1. Introduction -- 2. Precursors to conversational turn taking -- 3. From gestures to words -- 4. Taking turns -- 5. Constructing utterances together -- 6. Fine-tuning the timing -- 7. Conclusion -- References -- Chapter 3. Maternal input at 1 -- 6: A comparison of two mothers from different SES backgroundsA comparison of two mothers from different SES backgrounds -- 1. Introduction: Language and literacy in children from different SES backgrounds -- 2. Method -- 3. Results and discussion -- 4. Conclusions -- Acknowledgment -- References -- Chapter 4. Requests in Turkish and German child-directed and child speech: Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds -- 1. Background -- 2. Method -- 3. Results -- 4. Discussion and conclusion -- Acknowledgment -- References -- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? -- 1. Gesture indexes children's emerging vocabularies in speech -- 2. Does gesture index children's emerging vocabularies across different learners? | |
| 505 | 8 | |a 3. Role of parental response in building the link between child gesture and vocabulary development across different learners -- 4. Conclusions -- References -- Chapter 6. Preschoolers' use of questions in their joint decisions with peers: Preschoolers' use of questions in their joint decisions with peers -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Chapter 7. Sibling influence on morphological development?: Sibling influence on morphological development? -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Conclusion -- Acknowledgment -- References -- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality? -- 1. Introduction -- 2. Overview of the Tibetan evidential system -- 3. Evidentiality and acquisition challenges -- 4. Tibetan evidentials and maternal-child speech -- 5. The semantics of evidentials -- 6. The reflection principle for questions -- 7. Conclusion -- Acknowledgement -- References -- Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality -- 1. Introduction -- 2. Bilingualism and autobiographical memory -- 3. The role of language in avoiding misinformation -- 4. Conclusion -- Acknowledgment -- References -- Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasksChildren's understanding of theory of mind in a storybook and in standard false belief tasks -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Concluding remarks -- References -- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions. | |
| 505 | 8 | |a 1. Introduction -- 2. Corpus -- 3. Coding -- 4. Findings -- 5. Discussion and conclusion -- References -- Chapter 12. Event perception and language learning: Early interactions between language and thought -- 1. Introduction -- 2. Trading spaces -- 3. Nonlinguistic event processing: When and how do children package event components? -- 4. How does learning one's native language impact event processing? -- 5. Learning more than one language -- 6. Conclusions -- References -- Chapter 13. Developing construals of a narrative event sequence: Developing construals of a narrative event sequence -- 1. Introduction -- 2. Results -- 3. Discussion -- Acknowledgment -- References -- Appendix A -- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language -- 1. Introduction -- 2. Present study -- 3. Participants -- 4. Method and procedure -- 5. Data coding and analysis -- 6. Results -- 7. Discussion -- 8. Conclusion -- References -- Index. | |
| 650 | 0 | |a Language acquisition |x Research |x Methodology. | |
| 650 | 0 | |a Language acquisition |x Social aspects. | |
| 650 | 0 | |a Cognitive grammar |x Social aspects. | |
| 650 | 0 | |a Interlanguage (Language learning) |0 http://id.loc.gov/authorities/subjects/sh85067284 | |
| 650 | 0 | |a Psycholinguistics. |0 http://id.loc.gov/authorities/subjects/sh85108432 | |
| 650 | 2 | |a Psycholinguistics |0 https://id.nlm.nih.gov/mesh/D011578 | |
| 650 | 6 | |a Langage |x Acquisition |x Recherche |x Méthodologie. | |
| 650 | 6 | |a Langage |x Acquisition |x Aspect social. | |
| 650 | 6 | |a Grammaire cognitive |x Aspect social. | |
| 650 | 6 | |a Interlangue (Apprentissage des langues) | |
| 650 | 6 | |a Psycholinguistique. | |
| 650 | 7 | |a psycholinguistics. |2 aat | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |x General. |2 bisacsh | |
| 650 | 7 | |a Interlanguage (Language learning) |2 fast | |
| 650 | 7 | |a Language acquisition |x Research |x Methodology |2 fast | |
| 650 | 7 | |a Language acquisition |x Social aspects |2 fast | |
| 650 | 7 | |a Psycholinguistics |2 fast | |
| 700 | 1 | |a Ketrez, F. Nihan, |d 1973- |e editor. |0 http://id.loc.gov/authorities/names/n2012016415 | |
| 700 | 1 | |a Küntay, Aylin C., |e editor. | |
| 700 | 1 | |a Özyürek, Asli, |e editor. | |
| 700 | 1 | |a Özçaliskan, Şeyda, |e editor. | |
| 700 | 1 | |a Aksu-Koç, Ayhan, |e honouree. | |
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| contents | Intro -- Social Environment and Cognition in Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Chapter 1. Social motivations for linguistic exploration: A diary study -- 1. A diary study -- 2. Who or what is acquiring language? -- 3. What is being acquired? -- 4. Theme: Possible worlds -- 5. Theme: Patterns of adult activity -- 6. Theme: Seeking general principles -- 7. Theme: The nature of time -- 8. Theme: The self in the social world -- 9. Overarching theme: Seeking to understand normativity -- 10. Conclusion: Motivations for linguistic complexity -- References -- Chapter 2. Becoming social and interactive with language -- 1. Introduction -- 2. Precursors to conversational turn taking -- 3. From gestures to words -- 4. Taking turns -- 5. Constructing utterances together -- 6. Fine-tuning the timing -- 7. Conclusion -- References -- Chapter 3. Maternal input at 1 -- 6: A comparison of two mothers from different SES backgroundsA comparison of two mothers from different SES backgrounds -- 1. Introduction: Language and literacy in children from different SES backgrounds -- 2. Method -- 3. Results and discussion -- 4. Conclusions -- Acknowledgment -- References -- Chapter 4. Requests in Turkish and German child-directed and child speech: Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds -- 1. Background -- 2. Method -- 3. Results -- 4. Discussion and conclusion -- Acknowledgment -- References -- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? -- 1. Gesture indexes children's emerging vocabularies in speech -- 2. Does gesture index children's emerging vocabularies across different learners? 3. Role of parental response in building the link between child gesture and vocabulary development across different learners -- 4. Conclusions -- References -- Chapter 6. Preschoolers' use of questions in their joint decisions with peers: Preschoolers' use of questions in their joint decisions with peers -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Chapter 7. Sibling influence on morphological development?: Sibling influence on morphological development? -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Conclusion -- Acknowledgment -- References -- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality? -- 1. Introduction -- 2. Overview of the Tibetan evidential system -- 3. Evidentiality and acquisition challenges -- 4. Tibetan evidentials and maternal-child speech -- 5. The semantics of evidentials -- 6. The reflection principle for questions -- 7. Conclusion -- Acknowledgement -- References -- Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality -- 1. Introduction -- 2. Bilingualism and autobiographical memory -- 3. The role of language in avoiding misinformation -- 4. Conclusion -- Acknowledgment -- References -- Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasksChildren's understanding of theory of mind in a storybook and in standard false belief tasks -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Concluding remarks -- References -- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions. 1. Introduction -- 2. Corpus -- 3. Coding -- 4. Findings -- 5. Discussion and conclusion -- References -- Chapter 12. Event perception and language learning: Early interactions between language and thought -- 1. Introduction -- 2. Trading spaces -- 3. Nonlinguistic event processing: When and how do children package event components? -- 4. How does learning one's native language impact event processing? -- 5. Learning more than one language -- 6. Conclusions -- References -- Chapter 13. Developing construals of a narrative event sequence: Developing construals of a narrative event sequence -- 1. Introduction -- 2. Results -- 3. Discussion -- Acknowledgment -- References -- Appendix A -- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language -- 1. Introduction -- 2. Present study -- 3. Participants -- 4. Method and procedure -- 5. Data coding and analysis -- 6. Results -- 7. Discussion -- 8. Conclusion -- References -- Index. |
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Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality? -- 1. Introduction -- 2. Overview of the Tibetan evidential system -- 3. Evidentiality and acquisition challenges -- 4. Tibetan evidentials and maternal-child speech -- 5. The semantics of evidentials -- 6. The reflection principle for questions -- 7. Conclusion -- Acknowledgement -- References -- Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality -- 1. Introduction -- 2. Bilingualism and autobiographical memory -- 3. The role of language in avoiding misinformation -- 4. Conclusion -- Acknowledgment -- References -- Chapter 10. 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Developing construals of a narrative event sequence: Developing construals of a narrative event sequence -- 1. Introduction -- 2. Results -- 3. Discussion -- Acknowledgment -- References -- Appendix A -- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language -- 1. Introduction -- 2. Present study -- 3. Participants -- 4. Method and procedure -- 5. Data coding and analysis -- 6. Results -- 7. Discussion -- 8. 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| id | ZDB-4-EBA-on1000395928 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:58Z |
| institution | BVB |
| isbn | 9789027265388 9027265380 |
| issn | 1569-0644 ; |
| language | English |
| lccn | 2017039832 |
| oclc_num | 1000395928 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Trends in language acquisition research ; |
| series2 | Trends in Language Acquisition Research, |
| spelling | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / edited by F. Nihan Ketrez, Aylin C. Küntay, Asli Özyürek and Şeyda Özçaliskan. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Trends in Language Acquisition Research, 1569-0644 ; volume 21 Includes bibliographical references and index. Print version record and CIP data provided by publisher. "Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child's own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç - a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe."--Page 4 of cover Intro -- Social Environment and Cognition in Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Chapter 1. Social motivations for linguistic exploration: A diary study -- 1. A diary study -- 2. Who or what is acquiring language? -- 3. What is being acquired? -- 4. Theme: Possible worlds -- 5. Theme: Patterns of adult activity -- 6. Theme: Seeking general principles -- 7. Theme: The nature of time -- 8. Theme: The self in the social world -- 9. Overarching theme: Seeking to understand normativity -- 10. Conclusion: Motivations for linguistic complexity -- References -- Chapter 2. Becoming social and interactive with language -- 1. Introduction -- 2. Precursors to conversational turn taking -- 3. From gestures to words -- 4. Taking turns -- 5. Constructing utterances together -- 6. Fine-tuning the timing -- 7. Conclusion -- References -- Chapter 3. Maternal input at 1 -- 6: A comparison of two mothers from different SES backgroundsA comparison of two mothers from different SES backgrounds -- 1. Introduction: Language and literacy in children from different SES backgrounds -- 2. Method -- 3. Results and discussion -- 4. Conclusions -- Acknowledgment -- References -- Chapter 4. Requests in Turkish and German child-directed and child speech: Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds -- 1. Background -- 2. Method -- 3. Results -- 4. Discussion and conclusion -- Acknowledgment -- References -- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? -- 1. Gesture indexes children's emerging vocabularies in speech -- 2. Does gesture index children's emerging vocabularies across different learners? 3. Role of parental response in building the link between child gesture and vocabulary development across different learners -- 4. Conclusions -- References -- Chapter 6. Preschoolers' use of questions in their joint decisions with peers: Preschoolers' use of questions in their joint decisions with peers -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Chapter 7. Sibling influence on morphological development?: Sibling influence on morphological development? -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Conclusion -- Acknowledgment -- References -- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality? -- 1. Introduction -- 2. Overview of the Tibetan evidential system -- 3. Evidentiality and acquisition challenges -- 4. Tibetan evidentials and maternal-child speech -- 5. The semantics of evidentials -- 6. The reflection principle for questions -- 7. Conclusion -- Acknowledgement -- References -- Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality -- 1. Introduction -- 2. Bilingualism and autobiographical memory -- 3. The role of language in avoiding misinformation -- 4. Conclusion -- Acknowledgment -- References -- Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasksChildren's understanding of theory of mind in a storybook and in standard false belief tasks -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Concluding remarks -- References -- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions. 1. Introduction -- 2. Corpus -- 3. Coding -- 4. Findings -- 5. Discussion and conclusion -- References -- Chapter 12. Event perception and language learning: Early interactions between language and thought -- 1. Introduction -- 2. Trading spaces -- 3. Nonlinguistic event processing: When and how do children package event components? -- 4. How does learning one's native language impact event processing? -- 5. Learning more than one language -- 6. Conclusions -- References -- Chapter 13. Developing construals of a narrative event sequence: Developing construals of a narrative event sequence -- 1. Introduction -- 2. Results -- 3. Discussion -- Acknowledgment -- References -- Appendix A -- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language -- 1. Introduction -- 2. Present study -- 3. Participants -- 4. Method and procedure -- 5. Data coding and analysis -- 6. Results -- 7. Discussion -- 8. Conclusion -- References -- Index. Language acquisition Research Methodology. Language acquisition Social aspects. Cognitive grammar Social aspects. Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage Acquisition Recherche Méthodologie. Langage Acquisition Aspect social. Grammaire cognitive Aspect social. Interlangue (Apprentissage des langues) Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES General. bisacsh Interlanguage (Language learning) fast Language acquisition Research Methodology fast Language acquisition Social aspects fast Psycholinguistics fast Ketrez, F. Nihan, 1973- editor. http://id.loc.gov/authorities/names/n2012016415 Küntay, Aylin C., editor. Özyürek, Asli, editor. Özçaliskan, Şeyda, editor. Aksu-Koç, Ayhan, honouree. has work: Social environment and cognition in language development (Text) https://id.oclc.org/worldcat/entity/E39PCGvYt8DVGQgthMjMpbTtfC https://id.oclc.org/worldcat/ontology/hasWork Print version: Social environment and cognition in language development. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017] 9789027244116 (DLC) 2017014779 Trends in language acquisition research ; v. 21. 1569-0644 http://id.loc.gov/authorities/names/n2001024798 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1572169 Volltext |
| spellingShingle | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / Trends in language acquisition research ; Intro -- Social Environment and Cognition in Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Chapter 1. Social motivations for linguistic exploration: A diary study -- 1. A diary study -- 2. Who or what is acquiring language? -- 3. What is being acquired? -- 4. Theme: Possible worlds -- 5. Theme: Patterns of adult activity -- 6. Theme: Seeking general principles -- 7. Theme: The nature of time -- 8. Theme: The self in the social world -- 9. Overarching theme: Seeking to understand normativity -- 10. Conclusion: Motivations for linguistic complexity -- References -- Chapter 2. Becoming social and interactive with language -- 1. Introduction -- 2. Precursors to conversational turn taking -- 3. From gestures to words -- 4. Taking turns -- 5. Constructing utterances together -- 6. Fine-tuning the timing -- 7. Conclusion -- References -- Chapter 3. Maternal input at 1 -- 6: A comparison of two mothers from different SES backgroundsA comparison of two mothers from different SES backgrounds -- 1. Introduction: Language and literacy in children from different SES backgrounds -- 2. Method -- 3. Results and discussion -- 4. Conclusions -- Acknowledgment -- References -- Chapter 4. Requests in Turkish and German child-directed and child speech: Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds -- 1. Background -- 2. Method -- 3. Results -- 4. Discussion and conclusion -- Acknowledgment -- References -- Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? -- 1. Gesture indexes children's emerging vocabularies in speech -- 2. Does gesture index children's emerging vocabularies across different learners? 3. Role of parental response in building the link between child gesture and vocabulary development across different learners -- 4. Conclusions -- References -- Chapter 6. Preschoolers' use of questions in their joint decisions with peers: Preschoolers' use of questions in their joint decisions with peers -- 1. Introduction -- 2. Method -- 3. Results -- 4. Discussion -- Acknowledgements -- References -- Chapter 7. Sibling influence on morphological development?: Sibling influence on morphological development? -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Conclusion -- Acknowledgment -- References -- Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality? -- 1. Introduction -- 2. Overview of the Tibetan evidential system -- 3. Evidentiality and acquisition challenges -- 4. Tibetan evidentials and maternal-child speech -- 5. The semantics of evidentials -- 6. The reflection principle for questions -- 7. Conclusion -- Acknowledgement -- References -- Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality -- 1. Introduction -- 2. Bilingualism and autobiographical memory -- 3. The role of language in avoiding misinformation -- 4. Conclusion -- Acknowledgment -- References -- Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasksChildren's understanding of theory of mind in a storybook and in standard false belief tasks -- 1. Introduction -- 2. Method -- 3. Results and discussion -- 4. Concluding remarks -- References -- Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions. 1. Introduction -- 2. Corpus -- 3. Coding -- 4. Findings -- 5. Discussion and conclusion -- References -- Chapter 12. Event perception and language learning: Early interactions between language and thought -- 1. Introduction -- 2. Trading spaces -- 3. Nonlinguistic event processing: When and how do children package event components? -- 4. How does learning one's native language impact event processing? -- 5. Learning more than one language -- 6. Conclusions -- References -- Chapter 13. Developing construals of a narrative event sequence: Developing construals of a narrative event sequence -- 1. Introduction -- 2. Results -- 3. Discussion -- Acknowledgment -- References -- Appendix A -- Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language -- 1. Introduction -- 2. Present study -- 3. Participants -- 4. Method and procedure -- 5. Data coding and analysis -- 6. Results -- 7. Discussion -- 8. Conclusion -- References -- Index. Language acquisition Research Methodology. Language acquisition Social aspects. Cognitive grammar Social aspects. Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage Acquisition Recherche Méthodologie. Langage Acquisition Aspect social. Grammaire cognitive Aspect social. Interlangue (Apprentissage des langues) Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES General. bisacsh Interlanguage (Language learning) fast Language acquisition Research Methodology fast Language acquisition Social aspects fast Psycholinguistics fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85067284 http://id.loc.gov/authorities/subjects/sh85108432 https://id.nlm.nih.gov/mesh/D011578 |
| title | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / |
| title_auth | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / |
| title_exact_search | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / |
| title_full | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / edited by F. Nihan Ketrez, Aylin C. Küntay, Asli Özyürek and Şeyda Özçaliskan. |
| title_fullStr | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / edited by F. Nihan Ketrez, Aylin C. Küntay, Asli Özyürek and Şeyda Özçaliskan. |
| title_full_unstemmed | Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / edited by F. Nihan Ketrez, Aylin C. Küntay, Asli Özyürek and Şeyda Özçaliskan. |
| title_short | Social environment and cognition in language development : |
| title_sort | social environment and cognition in language development studies in honor of ayhan aksu koc |
| title_sub | studies in honor of Ayhan Aksu-Koç / |
| topic | Language acquisition Research Methodology. Language acquisition Social aspects. Cognitive grammar Social aspects. Interlanguage (Language learning) http://id.loc.gov/authorities/subjects/sh85067284 Psycholinguistics. http://id.loc.gov/authorities/subjects/sh85108432 Psycholinguistics https://id.nlm.nih.gov/mesh/D011578 Langage Acquisition Recherche Méthodologie. Langage Acquisition Aspect social. Grammaire cognitive Aspect social. Interlangue (Apprentissage des langues) Psycholinguistique. psycholinguistics. aat LANGUAGE ARTS & DISCIPLINES General. bisacsh Interlanguage (Language learning) fast Language acquisition Research Methodology fast Language acquisition Social aspects fast Psycholinguistics fast |
| topic_facet | Language acquisition Research Methodology. Language acquisition Social aspects. Cognitive grammar Social aspects. Interlanguage (Language learning) Psycholinguistics. Psycholinguistics Langage Acquisition Recherche Méthodologie. Langage Acquisition Aspect social. Grammaire cognitive Aspect social. Interlangue (Apprentissage des langues) Psycholinguistique. psycholinguistics. LANGUAGE ARTS & DISCIPLINES General. Language acquisition Research Methodology Language acquisition Social aspects |
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