The Child’s Conception of Language

The Child’s Conception of Language
A Book

by A. Sinclair,R. J. Jarvella,W. J. M. Levelt

  • Publisher : Springer Science & Business Media
  • Release : 2013-03-12
  • Pages : 268
  • ISBN : 3642671551
  • Language : En, Es, Fr & De
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It is obvious that the growing child manifests an increasing understanding of his language and facility to use it. A major part of the child lan guage literature is concerned with the child's developing linguistic and communicative competence. Scattered evidence also shows, however, that children become progressively more aware of language as Zanguage. It is interesting to consider in what ways the internal structure and mechanisms of language become more accessible. Little is known about linguistic aware ness of this kind, the role it plays, or how it develops. When the new Projektgruppe fUr Psycholinguistik of the Max-Planck Gesellschaft was founded, "the child's conception .of language," in analogy to Piaget's "child's conception of the physical world," become one of the research unit's topics of study. As previous work on linguistic awareness was largely amorphous, we first organized a kind of conference workshop with some of those who had worked in the area. The aims of this meeting were to map out the field of study, detail the phenomena of interest, and define major theoretical issues. The meeting took place just after the creation of the project group, on May 3-7, 1977. The participants were psychologists and linguists who had either published work on metalinguistic issues in child language, or who could be expected to contribute substantially to the discussion. This book is a direct outcome of that conference, though it is not a complete reflection of the papers presented, or of the discussion that took place.

The Child's Conception of Language

The Child's Conception of Language
A Book

by Anonim

  • Publisher : Unknown Publisher
  • Release : 1978
  • Pages : 268
  • ISBN : 9780387091532
  • Language : En, Es, Fr & De
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The Child's Conception of Language

The Child's Conception of Language
A Book

by R. J. Jarvella,Willem J. M. Levelt,Anne Sinclair

  • Publisher : Unknown Publisher
  • Release : 1978
  • Pages : 268
  • ISBN : 9876543210XXX
  • Language : En, Es, Fr & De
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The Child's Conception of the World

The Child's Conception of the World
A Book

by Jean Piaget

  • Publisher : Rowman & Littlefield
  • Release : 1989
  • Pages : 397
  • ISBN : 9780822602132
  • Language : En, Es, Fr & De
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This classic examines the child's notions of reality and causality.

The Guided Construction of Knowledge

The Guided Construction of Knowledge
Talk Amongst Teachers and Learners

by Neil Mercer

  • Publisher : Multilingual Matters
  • Release : 1995-01-01
  • Pages : 135
  • ISBN : 9781853592621
  • Language : En, Es, Fr & De
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Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.

The Child's Conception of the World

The Child's Conception of the World
A Book

by Jean Piaget

  • Publisher : Rowman & Littlefield
  • Release : 2007
  • Pages : 397
  • ISBN : 9780742559516
  • Language : En, Es, Fr & De
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Nineteenth-century developmental psychologist Jean Piaget examines the child's notions of reality and causality at various stages of development.

THE CHILD'S CONCEPTION OF Physical CAUSALITY

THE CHILD'S CONCEPTION OF Physical CAUSALITY
A Book

by Piaget, Jean

  • Publisher : Routledge
  • Release : 2013-07-04
  • Pages : 320
  • ISBN : 1136316388
  • Language : En, Es, Fr & De
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Our encounters with the physical world are filled with miraculous puzzles-wind appears from somewhere, heavy objects (like oil tankers) float on oceans, yet smaller objects go to the bottom of our water-filled buckets. As adults, instead of confronting a whole world, we are reduced to driving from one parking garage to another. The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. Piaget's data are remarkably rich. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's great contribution to developmental psychology was his "clinical method"-a tactic that integrated relevant aspects of naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking. Reading Piaget will encourage the contemporary reader to think about the unity of psychological phenomena and their theoretical underpinnings. His wealth of creative experimental ideas probes into the most sophisticated ways of thinking in children. Technologies change, yet the creative curiosity of children remains basically unhindered by the consumer society. Piaget's data preserve the reality of the original phenomena. As such, this work will provide a wealth of information for developmental psychologists and those involved in the field of experimental science. Jean Piaget (1896-1980) is known for investigations of thought processes. He was professor at Geneva University (1929-1954) and director of the International Center for Epistemology (1955-1980). He is the author of The Language and Thought of the Child, Judgment and Reasoning in the Child, The Origin of Intelligence in Children, and The Early Growth of Logic in the Child. Jaan Valsiner is professor of psychology at Clark University, and a recognized authority on the life and work of Piaget.

Literacy, Narrative and Culture

Literacy, Narrative and Culture
A Book

by Jens Brockmeier,David R. Olson,Min Wang

  • Publisher : Routledge
  • Release : 2013-12-16
  • Pages : 336
  • ISBN : 1136858032
  • Language : En, Es, Fr & De
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An important contribution to the multi-disciplinary study of literacy, narrative and culture, this work argues that literacy is perhaps best described as an ensemble of socially and historically embedded activities of cultural practices. It suggests viewing written language, producing and distributing, deciphering and interpreting signs, are closely related to other cultural practices such as narrative and painting. The papers of the first and second parts illustrate this view in contexts that range from the pre-historical beginnings of tracking signs' in hunter-gatherer cultures, and the emergence of modern literate traditions in Europe in the 17th to 19th century, to the future of electronically mediated writing in times of the post-Gutenberg galaxy. The chapters of the third present results of recent research in developmental and educational psychology. Contributions by leading experts in the field make the point that there is no theory and history of writing that does not presuppose a theory of culture and social development. At the same time, it demonstrates that every theory and history of culture must unavoidably entail a theory and history of writing and written culture. This book brings together perspectives on literacy from psychology, linguistics, history and sociology of literature, philosophy, anthropology, and history of art. It addresses these issues in plain language – not coded in specialized jargon – and addresses a multi-disciplinary forum of scholars and students of literacy, narrative and culture.

A Developmental-functionalist Approach To Child Language

A Developmental-functionalist Approach To Child Language
A Book

by Nancy Budwig

  • Publisher : Psychology Press
  • Release : 2013-04-15
  • Pages : 236
  • ISBN : 1135806314
  • Language : En, Es, Fr & De
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Although there has been much empirical study within what has been referred to as "functional approaches to child language," there has yet to be a major attempt to compare and contrast such proposals. In addition, much of the work carried out within child language from a functionalist perspective has not been specific with regard to the nature of the approach adopted. In attempting to fill the gap, the author of this book begins with a comparison of various functionalist approaches. By concentrating on one domain -- agentivity and control -- Budwig develops a set of research questions based on an examination of findings stemming from linguistics, psycholinguistics, and developmental psychology, and also provides an in-depth discussion of related methodological issues. In the second part of the book, she traces the development of linguistic means to refer to oneself within a developmental-functionalist perspective. Individual case studies as well as group analyses of six children in the early phases of acquiring English grammar are provided. In the last part, Budwig examines the relationship between forms and functions in development with special attention to potential generalizations about the organization and reorganization of the children's linguistic systems.

Consciousness and the Acquisition of Language

Consciousness and the Acquisition of Language
A Book

by Maurice Merleau-Ponty

  • Publisher : Northwestern University Press
  • Release : 1973
  • Pages : 108
  • ISBN : 0810105977
  • Language : En, Es, Fr & De
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The tools, concepts, and vocabulary of phenomenology are used in this book to explore language in a multitude of contexts.

The Cambridge Handbook of Literacy

The Cambridge Handbook of Literacy
A Book

by David R. Olson,Nancy Torrance

  • Publisher : Cambridge University Press
  • Release : 2009-02-16
  • Pages : 601
  • ISBN : 0521862205
  • Language : En, Es, Fr & De
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This volume demonstrates how literacy is more than learning to read and write. Literacy creates communities, organizes personal and social lives, makes possible civil society and the rule of law, and underwrites the commitment of both modern and developing societies to universal education and ever higher levels of literate competence. Everything that is involved in being and becoming literate is the concern of this interdisciplinary group of distinguished scholars.

First Language Acquisition

First Language Acquisition
A Book

by Eve V. Clark

  • Publisher : Cambridge University Press
  • Release : 2009-01-22
  • Pages : 490
  • ISBN : 0521514134
  • Language : En, Es, Fr & De
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In this volume, Eve V. Clark takes a comprehensive look at where and when children acquire a first language. All the major findings and debates are presented in a highly readable form.

Child's Conception of the World

Child's Conception of the World
Selected Works

by Jean Piaget

  • Publisher : Routledge
  • Release : 2013-07-04
  • Pages : 408
  • ISBN : 1136220232
  • Language : En, Es, Fr & De
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First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

The Role of Subject Knowledge in the Early Years of Schooling

The Role of Subject Knowledge in the Early Years of Schooling
A Book

by Carol Aubrey

  • Publisher : Psychology Press
  • Release : 1994
  • Pages : 202
  • ISBN : 9780750701952
  • Language : En, Es, Fr & De
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The Transition From Prelinguistic To Linguistic Communication

The Transition From Prelinguistic To Linguistic Communication
A Book

by R. M. Golinkoff

  • Publisher : Psychology Press
  • Release : 2013-09-05
  • Pages : 344
  • ISBN : 1134921624
  • Language : En, Es, Fr & De
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Published in the year 1983, The Transition From Prelinguistic To Linguistic Communication is a valuable contribution to the field of Developmental Psychology.

The Development of Social Cognition and Communication

The Development of Social Cognition and Communication
A Book

by Bruce D. Homer,Catherine S. Tamis-LeMonda

  • Publisher : Psychology Press
  • Release : 2013-12-02
  • Pages : 400
  • ISBN : 1317778138
  • Language : En, Es, Fr & De
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For young children, two of the most important tasks they face are learning how to communicate and learning how to think about themselves and the social world around them. The premise of this book is that these two tasks are inherently linked. The communicative routines and language that children learn enable new modes of cognition, which in turn allow for more complex social interactions. The model of early child development that emerges is one in which equal importance is given to the socio-cultural context in which children are developing, and to the role played by children in actively constructing their own knowledge. The book is organized into four thematic sections, each introduced by an integrative overview. The first section, "Language and Cognition," examines the function of language in young children's lives. The second section, "Intentionality and Communication," explores young children's understanding of intentions and their verbal and non-verbal communication. The third section, "Theory of Mind and Pedagogy," examines the ways in which developments in cognitive and communicative skills transform children's participation in the process of teaching and learning. The final section, "Narrative and Autobiographical Memory," looks at the effects of narrative on young children's understanding of themselves and their world. This book will be of great interest to anyone concerned with young children's learning and development.

Handbook of Child Psychology, Cognition, Perception, and Language

Handbook of Child Psychology, Cognition, Perception, and Language
A Book

by William Damon,Richard M. Lerner,Deanna Kuhn,Robert S. Siegler

  • Publisher : John Wiley & Sons
  • Release : 2006-05-11
  • Pages : 1072
  • ISBN : 0470050543
  • Language : En, Es, Fr & De
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Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 2: Cognition, Perception, and Language, edited by Deanna Kuhn, Columbia University, and Robert S. Siegler, Carnegie Mellon University, covers mechanisms of cognitive and perceptual development in language acquisition. It includes new chapters devoted to neural bases of cognition, motor development, grammar and langauge rules, information processing, and problem solving skills.

Child Second Language Acquisition

Child Second Language Acquisition
A bi-directional study of English and Italian tense-aspect morphology

by Sonia Rocca

  • Publisher : John Benjamins Publishing
  • Release : 2007-10-26
  • Pages : 240
  • ISBN : 9027291888
  • Language : En, Es, Fr & De
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As one of the first books in child second language acquisition (SLA), this book focuses on the core area of tense-aspect morphology, reporting on three L1-Italian children learning L2 English vs. three L1-English children learning L2 Italian. An innovative longitudinal/bidirectional research design, where two languages represent both source and target, show effects of language transfer in learners that, because of their age, still have potential to become native-speakers of the target. An unusual feature of this book is that relevant studies of acquisition of L2 Italian, some heretofore only in Italian, are reviewed, incorporated into the study and made available to a more general audience. Though the main focus is on child SLA, crucial comparisons to both first language acquisition vs. adult SLA are presented. This approach will thus be of interest more generally to readers in first and second language acquisition and child development.

Utterance Structure

Utterance Structure
Developing grammars again

by Wolfgang Klein,Clive Perdue

  • Publisher : John Benjamins Publishing
  • Release : 1992-08-13
  • Pages : 354
  • ISBN : 9027282889
  • Language : En, Es, Fr & De
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This volume presents the results of part of the ESF project 'Second language acquisition by adult immigrants'. The present study deals specifically with structure of utterances in learner varieties. The authors have attempted to find general principles which determine the form of utterances from the very beginning to relatively advanced stages. Chapter 1 and 2 provide the framework for the study and here the guiding hypotheses are sketched on the basis of a pilot analysis. The empirical part of the study is contained in Chapters 3-6, in which data are given for the acquisition of, respectively, English (by Punjabi and Italian learners), German (Italian and Turkish learners), Dutch (Turkish and Moroccon learners) and French (Moroccon and Spanish learners), thus allowing for crosslinguistic comparisons in various ways. For each data-set the learner's linguistic repertoire is established, and then the utterance patterns recurrent in his/her production and the constraints these patterns are subject to. In Chapter 7 the general and theoretical implications are discussed.

The Acquisition of Romance, With Special Reference To French

The Acquisition of Romance, With Special Reference To French
The Crosslinguistic Study of Language Acquisition, Volume 1

by Eve Clark

  • Publisher : Psychology Press
  • Release : 2016-01-08
  • Pages : 782
  • ISBN : 1134932618
  • Language : En, Es, Fr & De
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First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.