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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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2017]
|
| Colección: | Trends in language acquisition research ;
v. 21. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.