Language Acquisition and Conceptual Development

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Overview

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, bringing two vital strands of investigation into close dialog. The book explains important new ideas about how language acquisition interacts with the process of early cognition, providing original empirical contributions based on a variety of languages, populations and ages as well as theoretical discussions that bridge psychology, linguistics and anthropology.

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Editorial Reviews

From the Publisher
"[This volume] is an excellent reference." Language in Society
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Product Details

  • ISBN-13: 9780521593588
  • Publisher: Cambridge University Press
  • Publication date: 11/28/2003
  • Series: Language Culture and Cognition Series , #3
  • Pages: 616
  • Product dimensions: 5.98 (w) x 8.98 (h) x 1.50 (d)

Table of Contents

Preface
Introduction 1
1 The mosaic evolution of cognitive and linguistic ontogeny 19
2 Theories, language, and culture: Whorf without wincing 45
3 Initial knowledge and conceptual change: space and number 70
4 How domain-general processes may create domain-specific biases 101
5 Perceiving intentions and learning words in the second year of life 132
6 Roots of world learning 159
7 Whorf versus continuity theorists: bringing data to bear on the debate 185
8 Individuation, relativity, and early world learning 215
9 Grammatical categories and the development of classification preferences: a comparative approach 257
10 Person in the language of singletons, siblings, and twins 284
11 Early representations for all, each, and their counterparts in Mandarin Chinese and Portuguese 316
12 Children's weak in interpretations of universally quantified questions 340
13 Emergent categories in first language acquisition 379
14 Form-function relations: how do children find out what they are? 406
15 Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense 450
16 Shaping meanings for language: universal and language-specific in the acquisition of spatial semantic categories 475
17 Learning to talk about motion Up and Down in Tzeltal: is there a language-specific bias for verb learning? 512
18 Finding the richest path: language and cognition in the acquisition of verticality in Tzotzil (Mayan) 544
19 Covariation between spatial language and cognition, and its implications for language learning 566
Author index 589
Subject index 597
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