From the time of birth through the early school years, young
children rapidly acquire two complex cognitive systems: They
organize their experiences into concepts and categories, and they
acquire their first language. How do children accomplish these
critical tasks? How do conceptual systems influence the structure
of the language we speak? How do linguistic patterns influence how
we view reality? These questions have captured the interest of such
theorists as Piaget, Vygotsky, Chomsky and Whorf but until recently
very little has been known about the relation between language and
thought during development. Perspectives on Language and Thought
presents current observational and experimental research on the
links between thought and language in young children. Chapters from
leading figures in the field focus on the acquisition of
hierarchical category systems, concepts of time, causality, and
logic and the nature of language learning in both peer and
adult-child social interactions.
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