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Language Acquisition offers, in one convenient reader, work by the most outstanding researchers in each field and is intended as a snapshot of the sort of theory and research taking place in language acquisition in the 1990s. All of the articles and chapters were chosen to reflect topics and debates of current interest, and all take an interdisciplinary approach to language development, relating the study of how a child comes to possess a language to issues within linguistics, computational theory, biology, social cognition, and comparative psychology.
While there are several introductory texts on language development,
and countless collections of articles, these scientists are asking about language acquisition, the important experimental findings, and the key theoretical debates, suitable for students at advanced levels and scholars with a range of different perspectives and interests.
The readings are organized into six sections:- the onset of language development,- word learning,-
syntax and semantics,- morphology,- acquisition in special circumstances, and- alternative perspectives.Each section serves as an introduction to a specific area and provides sufficient background for further reading.
Contributors: Dare A. Baldwin. Paul Bloom. Melissa
Bowerman. Kathie L. Carpenter. Eve V. Clark. Stephen Crain. Richard F. Cromer. Anne Fernald. Lila
Gleitman. Richard Goldberg. Susan Goldin-Meadow. Peter Gordon. Jess Gropen. Michelle Hollander.
Janellen Huttenlocher. Annette Karmiloff-Smith. Ellen M.Markman. Peter Marler. Jay L. McClelland.
Carolyn Mylander. Elissa L. Newport. Laura Ann Petitto. Steven Pinker. David E. Rumelhart. Patricia
Smiley.A Bradford Book
The MIT Press
|Preface: Language acquisitions||1|
|Overview: Controversies in language acquisition||5|
|Pt. 1||The onset of language development||49|
|1.1||Human maternal vocalizations to infants as biologically relevant signals: An evolutionary perspective||51|
|1.2||Modularity and constraints in early lexical acquisition: Evidence from children's early language and gesture||95|
|Pt. 2||Word learning||127|
|2.1||Infant contributions to the achievement of joint reference||129|
|2.2||Constraints children place on word meanings||154|
|2.3||The structural sources of verb meanings||174|
|2.4||Early word meanings: The case of object names||222|
|Pt. 3||Syntax and semantics||249|
|3.1||The notion of source in language acquisition||251|
|3.2||Affectedness and direct objects: The role of lexical semantics in the acquisition of verb argument structure||285|
|3.3||Learning a semantic system: What role do cognitive predispositions play?||329|
|3.4||Language acquisition in the absence of experience||364|
|3.5||Language growth with experience without feedback||411|
|4.1||On learning the past tenses of English verbs||423|
|4.2||Rules of language||472|
|4.3||Level-ordering in lexical development||485|
|Pt. 5||Acquisition in special circumstances||505|
|5.1||Beyond the input given: The child's role in the acquisition of language||507|
|5.2||Maturational constraints on language learning||543|
|Pt. 6||Alternative perspectives||561|
|6.1||Innate constraints and developmental change||563|
|6.2||The instinct to learn||591|