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Language Acquisition and Conceptual Development

£9.99

Product description

Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.

Previously owned by a philosophy professor so contains working pen marks and notes but otherwise this is an excellent working copy.

Item details

Author(s):
Eds.: Bowerman, Melissa; Levinson, Stephen C.
Condition:
Used: good
Edition:
2001
Format:
Paperback
ISBN-10:
0521596599
ISBN-13:
9780521596596
Number of pages:
602
Publisher:
Cambridge University Press

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About this item

Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.

Previously owned by a philosophy professor so contains working pen marks and notes but otherwise this is an excellent working copy.

Author(s):
Eds.: Bowerman, Melissa; Levinson, Stephen C.
Condition:
Used: good
Edition:
2001
Format:
Paperback
ISBN-10:
0521596599
ISBN-13:
9780521596596
Number of pages:
602
Publisher:
Cambridge University Press

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