Contemporary study of language and cognition in infancy and early
childhood has received considerable, well deserved attention.
However, little effort has been directed to the means by which
language becomes a cognitive and communicative tool, as well as
what the full implications of this development may be. This book
highlights a transition from the study of language and cognition to
that of language in cognition. It presents an integrative theory of
cognitive development, emphasizing the important role that language
plays in taking the two to five year old child to new levels of
cognitive operations in memory, forming concepts, categories,
processing narratives, and understanding other people's intentions.
Biological evolution is considered the source of both language and
culture but it is argued that qualitatively different modes of
thinking and knowing emerge therefrom.
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