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These volumes present coherent sets of papers developed along two
of the thematic lines that underscored the program of the meeting
of the International Association for the Study of Child Language in
Istanbul in the summer of 1996. Thoroughly reviewed and updated to
reflect the state of child language research and
theory--particularly in the domains of discourse and
interaction--they convey not only the flavor of that meeting but
some of the most exciting trends in the field today.
Each contribution in Volume 10, "Developing Narrative and
Discourse Competence," focuses on the differential effects of
discourse genres, elicitation techniques, communicative contexts,
literacy and schooling, and the oft-cited variables of age,
language, and culture. Issues concerning the interrelations between
social, cognitive, and affective capacities and processes in
discourse are addressed. Each chapter raises theoretical questions
regarding how and when representations are constructed to support
new complexities. Presenting data from a cross-cultural and
cross-linguistic perspective, this volume highlights both the
particulars and the universals of the processes involved.
The chapters in Volume 11, "Interactional Contributions to
Language Development," address issues including scaffolding of
processing and learning in particular interactional sequences;
linkages among interpersonal functions or relations, cognitive
development, and semantic, syntactic, and pragmatic devices or
forms; and models of how interactions proceed, input is selected,
and learning advances across multiple rounds of interaction.
Each of these volumes will be a valuable addition to the libraries
of all who study the development of language.
These volumes present coherent sets of papers developed along two
of the thematic lines that underscored the program of the meeting
of the International Association for the Study of Child Language in
Istanbul in the summer of 1996. Thoroughly reviewed and updated to
reflect the state of child language research and
theory--particularly in the domains of discourse and
interaction--they convey not only the flavor of that meeting but
some of the most exciting trends in the field today.
Each contribution in Volume 10, "Developing Narrative and
Discourse Competence," focuses on the differential effects of
discourse genres, elicitation techniques, communicative contexts,
literacy and schooling, and the oft-cited variables of age,
language, and culture. Issues concerning the interrelations between
social, cognitive, and affective capacities and processes in
discourse are addressed. Each chapter raises theoretical questions
regarding how and when representations are constructed to support
new complexities. Presenting data from a cross-cultural and
cross-linguistic perspective, this volume highlights both the
particulars and the universals of the processes involved.
The chapters in Volume 11, "Interactional Contributions to
Language Development," address issues including scaffolding of
processing and learning in particular interactional sequences;
linkages among interpersonal functions or relations, cognitive
development, and semantic, syntactic, and pragmatic devices or
forms; and models of how interactions proceed, input is selected,
and learning advances across multiple rounds of interaction.
Each of these volumes will be a valuable addition to the libraries
of all who study the development of language.
This book deals with the development of modality from a
crosslinguistic perspective and is closely related to two earlier
volumes on the development of verb and nominal inflection in first
language acquisition (SOLA 21 and 30) both methodologically and
theoretically. Each of the fourteen contributions studies the early
development of the form and function of expressions of deontic and
dynamic agent-oriented modality or epistemic and evidential
propositional modality in one of fourteen languages belonging to
different morphological types and language families (seven
Indo-European and seven non-Indo-European). The analyses are mainly
based on longitudinal observations of children in their 2nd and 3rd
years of life in conversational interaction with their caregivers,
mostly the mothers. Main issues addressed are the development of
directives and modulations of information in terms of certainty and
evidentiality, also taking into account children's developing
social-pragmatic and cognitive skills. One of the main findings is
that agent-oriented and propositional modality may develop in
parallel depending on the typological characteristics of the
language acquired. The decisive factor is whether notions of
propositional modality are grammaticized and obligatorily expressed
in the language. The findings are interpreted within non-nativist
theoretical frameworks (Usage-based theories, Natural Morphology).
Cigdem Kagitcibasi has long been at the forefront of research in
developmental and cultural psychology, and is one of the world's
most highly respected cross-cultural psychologists. This collection
of essays has been produced in honor of Professor Kagitcibasi's
retirement and to commemorate her contribution to the field. The
volume examines social, developmental, and cultural psychology and
intervention policies. A select group of international expert
scholars explore those aspects of human behavior that are observed
in all cultures, as well as those that are unique to each. They
also examine changes in the family across socio-cultural contexts
and generations in order to understand the factors precipitating
these changes. Representing developments in theory and research in
the field, this volume that will appeal to researchers and students
of developmental and cross-cultural psychology across the world.
Ayhan Aksu-Koc's empirical research on Turkish children's
acquisition of the past tense forms the basis for this original and
important contribution to the current debate among
psycholinguistics on the interrelationship between language and
cognitive development. Turkish, in its grammar, makes a clear
distinction between direct and indirect experiencing, separating
personal observation of processes from both inference and
narrative. This distinction thus provides an ideal means by which
linguistic and nonlinguistic conceptual development can be
observed. Dr Aksu-Koc has exploited this to full advantage in her
broadly based longitudinal and cross-sectional study, conducted
across a wide age range. The data are meticulously analyzed, and
the theoretical implications for a neo-Piagetian paradigm are
carefully considered.
Ayhan Aksu-Koc's empirical research on Turkish children's
acquisition of the past tense forms the basis for this original and
important contribution to the current debate among
psycholinguistics on the interrelationship between language and
cognitive development. Turkish, in its grammar, makes a clear
distinction between direct and indirect experiencing, separating
personal observation of processes from both inference and
narrative. This distinction thus provides an ideal means by which
linguistic and nonlinguistic conceptual development can be
observed. Dr Aksu-Koc has exploited this to full advantage in her
broadly based longitudinal and cross-sectional study, conducted
across a wide age range. The data are meticulously analyzed, and
the theoretical implications for a neo-Piagetian paradigm are
carefully considered.
i dem Ka it iba i has long been at the forefront of research in
developmental and cultural psychology, and is one of the world's
most highly respected cross-cultural psychologists. This collection
of essays, first published in 2009, has been produced in honor of
Professor Ka it iba i's retirement and to commemorate her
contribution to the field. The volume examines social,
developmental, and cultural psychology and intervention policies. A
select group of international expert scholars explore those aspects
of human behavior that are observed in all cultures, as well as
those that are unique to each. They also examine changes in the
family across socio-cultural contexts and generations in order to
understand the factors precipitating these changes. Representing
developments in theory and research in the field, this volume that
will appeal to researchers and students of developmental and
cross-cultural psychology across the world.
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