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In this final volume in the series, the contributors attempt to
"expand the contexts" in which child language has been examined
crosslinguistically. The chapters build on themes that have been
touched on, anticipated, and promised in earlier volumes in the
series. The study of child language has been situated in the
disciplines of psychology and linguistics, and has been most
responsive to dominant issues in those fields such as nativism and
learning, comprehension and production, errors, input, and
universals of morphology and syntax. The context has primarily been
that of the individual child, interacting with a parent, and
deciphering the linguistic code. The code has been generally
treated in these volumes as a system of morphology and syntax, with
little attention to phonology and prosody. Attention has been paid
occasionally to the facts that the child is acquiring language in a
sociocultural setting and that language is used in contexts of
semantic and pragmatic communication.
In addition, there has been a degree of attention paid to the
interactions between language and cognition in the process of
development. As for individual differences between children, they
have been discussed in those studies where they could not be
avoided, but such variation has rarely been the focus of systematic
attention. Differences between individual languages have been of
great interest, but these differences have not often been placed in
a framework of systematic typological variation. And although
languages and their grammars change over time, the focus of
attention on the individual child learner has generally led to
neglect of explanatory principles that are best found on the level
of linguistic diachrony, rather than the level of innate ideas or
patterns of learning and cognition in the individual child. The
chapter authors seek to explore these neglected contexts in more
depth.
Continuing the tradition of this series, which has become a
standard reference work in language acquisition, Volume 4 contains
chapters on three additional languages/language groups--Finnish,
Greek, and Korean. The chapters are selective, critical reviews
rather than exhaustive summaries of the course of development of
each language. Authors approach the language in question as a case
study in a potential crosslinguistic typology of acquisitional
problems, considering those data which contribute to issues of
general theoretical concern in developmental psycholinguistics and
linguistic theory. Each chapter, therefore, provides the following:
* "Grammatical Sketch of Language." Brief grammatical sketch of
the language or language group, presenting those linguistic facts
which are relevant to the developmental analysis.
* "Sources of Evidence." Summary of basic sources of evidence,
characterizing methods of gathering data, and listing key
references.
* "Overall Course of Development." Brief summary of the overall
course of development in the language or language group, giving an
idea of the general problems posed to the child in acquiring a
language of this type, summarizing typical errors, domains of
relatively error-free acquisition, and the timing of
acquisition--areas of the grammar that show relatively precocious
or delayed development in crosslinguistic perspective.
* "Data." Specific developmental aspects of the language examined
in depth, depending on each individual language and available
acquisition data.
* "Conclusions." An interpretive summary of theoretical points
raised above, attending to general principles of language
development and linguistic organization suggested by the study of a
language of this type, plus comparisons with development of other
languages.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This book covers a wide range of research interests in the field,
from linguistically oriented approaches to social and ethnography
oriented approaches. The issue of the relationships between forms
and structures of language and social interactions is examined in
studies of both adult and child speech. It is a useful anthology
for graduate students studying language and social interaction, as
well as for researchers in this field.
This collection of essays is a representative sample of the current
research and researchers in the fields of language and social
interactions and social context. The opening chapter, entitled
"Context in Language," is written by Susan Ervin-Tripp, whose
diverse and innovative research inspired the editors to dedicate
this book to her honor. Ervin-Tripp is known for her work in the
fields of linguistics, psychology, child development, sociology,
anthropology, rhetoric, and women's studies. She has played a
central role in the definition and establishment of
psycholinguistics, child language development, and
sociolinguistics, and has been an innovator in terms of approaches
and methods of study.
This book covers a wide range of research interests in the field,
from linguistically oriented approaches to social and ethnography
oriented approaches. The issue of the relationships between forms
and structures of language and social interactions is examined in
studies of both adult and child speech. It is a useful anthology
for graduate students studying language and social interaction, as
well as for researchers in this field.
This volume represents the culmination of an extensive research
project that studied the development of linguistic form/function
relations in narrative discourse. It is unique in the extent of
data which it analyzes-more than 250 texts from children and adults
speaking five different languages-and in its crosslinguistic,
typological focus. It is the first book to address the issue of how
the structural properties and rhetorical preferences of different
native languages-English, German, Spanish, Hebrew, and
Turkish-impinge on narrative abilities across different phases of
development. The work of Berman and Slobin and their colleagues
provides insight into the interplay between shared, possibly
universal, patterns in the developing ability to create
well-constructed, globally organized narratives among preschoolers
Contact Susan Barker at (201) 258-2282 for more information. from
three years of age compared with school children and adults,
contrasted against the impact of typological and rhetorical
features of particular native languages on how speakers express
these abilities in the process of "relating events in narrative."
This volume also makes a special contribution to the field of
language acquisition and development by providing detailed analyses
of how linguistic forms come to be used in the service of narrative
functions, such as the expression of temporal relations of
simultaneity and retrospection, perspective-taking on events, and
textual connectivity. To present this information, the authors
prepared in-depth analyses of a wide range of linguistic systems,
including tense-aspect marking, passive and middle voice, locative
and directional predications, connectivity markers,null subjects,
and relative clause constructions. In contrast to most work in the
field of language acquisition, this book focuses on developments in
the use of these early forms in extended discourse-beyond the
initial phase of early language development. The book offers a
pioneering approach to the interactions between form and function
in the development and use of language, from a typological
linguistic perspective. The study is based on a large
crosslinguistic corpus of narratives, elicited from preschool,
school-age, and adult subjects. All of the narratives were elicited
by the same picture storybook, Frog, Where Are You?, by Mercer
Mayer. (An appendix lists related studies using the same storybook
in 50 languages.) The findings illuminate both universal and
language-specific patterns of development, providing new insights
into questions of language and thought.
An essential handbook for professionals and advanced students in
the field. Volume 1 contains comprehensive studies on the
acquisition of 15 different languages (from ASL to Samoan) --
written by top researchers on each topic. Volume 2 concentrates on
theoretical issues, emphasizing current linguistic and
psycholinguistic research. Unique in its approach toward individual
languages and in its comparative perspective, this book is a
hallmark of a rapidly growing area of interdisciplinary,
international research.
Extending the tradition of this series, which has become a standard
reference work in language acquisition, this volume contains
chapters on seven more languages, including a section on ergative
languages. Languages in this volume include: * Georgian *
Greenlandic * K'iche Mayan *Warlpiri * Mandarin * Scandinavian *
Sesotho
This volume represents the culmination of an extensive research
project that studied the development of linguistic form/function
relations in narrative discourse. It is unique in the extent of
data which it analyzes--more than 250 texts from children and
adults speaking five different languages--and in its
crosslinguistic, typological focus. It is the first book to address
the issue of how the structural properties and rhetorical
preferences of different native languages--English, German,
Spanish, Hebrew, and Turkish--impinge on narrative abilities across
different phases of development. The work of Berman and Slobin and
their colleagues provides insight into the interplay between
shared, possibly universal, patterns in the developing ability to
create well-constructed, globally organized narratives among
preschoolers from three years of age compared with school children
and adults, contrasted against the impact of typological and
rhetorical features of particular native languages on how speakers
express these abilities in the process of "relating events in
narrative." This volume also makes a special contribution to the
field of language acquisition and development by providing detailed
analyses of how linguistic forms come to be used in the service of
narrative functions, such as the expression of temporal relations
of simultaneity and retrospection, perspective-taking on events,
and textual connectivity. To present this information, the authors
prepared in-depth analyses of a wide range of linguistic systems,
including tense-aspect marking, passive and middle voice, locative
and directional predications, connectivity markers, null subjects,
and relative clause constructions. In contrast to most work in the
field of language acquisition, this book focuses on developments in
the use of these early forms in extended discourse--beyond the
initial phase of early language development. The book offers a
pioneering approach to the interactions between form and function
in the development and use of language, from a typological
linguistic perspective. The study is based on a large
crosslinguistic corpus of narratives, elicited from preschool,
school-age, and adult subjects. All of the narratives were elicited
by the same picture storybook,Frog, Where Are You?, by Mercer
Mayer. (An appendix lists related studies using the same storybook
in 50 languages.) The findings illuminate both universal and
language-specific patterns of development, providing new insights
into questions of language and thought.
Beyond Nature-Nurture: Essays in Honor of Elizabeth Bates is a very
special tribute to the University of California at San Diego
psycholinguist, developmental psychologist, and cognitive scientist
Elizabeth Ann Bates, who died on December 14, 2003 from pancreatic
cancer. Liz was a force of nature; she was also a nurturing force,
as is evidenced by this collaborative collection of chapters
written by many of her closest colleagues and former students. The
book covers a brilliant career of wide-ranging interdisciplinary
interests, such as the brain bases of language in children and
adults; language and cognitive development in normal and
neurologically impaired populations of children; real-time language
processing in monolinguals and bilinguals; and crosslinguistic
comparisons of language development, language use, and language
loss. In this volume the contributors provide up-to-date reviews of
these and other areas of research in an attempt to continue in the
directions in which she has pointed us. The genius of Bates is
founded on a deep dedication to science, supported by an enduring
sense of humor. The volume is introduced by the editors' collection
of "Bates's aphorisms," the wisdom of which guide much of the field
today: "[T]he human capacity for language could be both innate and
species-specific, and yet involve no mechanisms that evolved
specifically and uniquely for language itself. Language could be
viewed as a new machine constructed entirely out of old parts."
(Bates & MacWhinney, 1989) The volume also contains a list of
her many important publications, as well as some personal
reflections of some of the contributors, noting ways in which she
made a difference in their lives. Beyond Nature-Nurture: Essays in
Honor of Elizabeth Bates appeals to international scholars in the
fields of developmental psycholinguistics, cognitive science,
crosslinguistic research, and both child and adult language
disorders. It is a state-of-the-art overview of many areas of
cognitive science, and can be used in a graduate-level classroom in
courses designed as seminars in any of these topics.
Extending the tradition of this series, which has become a standard
reference work in language acquisition, this volume contains
chapters on seven more languages, including a section on ergative
languages. Languages in this volume include: * Georgian *
Greenlandic * K'iche Mayan *Warlpiri * Mandarin * Scandinavian *
Sesotho
Beyond Nature-Nurture: Essays in Honor of Elizabeth Bates is a very
special tribute to the University of California at San Diego
psycholinguist, developmental psychologist, and cognitive scientist
Elizabeth Ann Bates, who died on December 14, 2003 from pancreatic
cancer. Liz was a force of nature; she was also a nurturing force,
as is evidenced by this collaborative collection of chapters
written by many of her closest colleagues and former students. The
book covers a brilliant career of wide-ranging interdisciplinary
interests, such as the brain bases of language in children and
adults; language and cognitive development in normal and
neurologically impaired populations of children; real-time language
processing in monolinguals and bilinguals; and crosslinguistic
comparisons of language development, language use, and language
loss. In this volume the contributors provide up-to-date reviews of
these and other areas of research in an attempt to continue in the
directions in which she has pointed us. The genius of Bates is
founded on a deep dedication to science, supported by an enduring
sense of humor. The volume is introduced by the editors' collection
of "Bates's aphorisms," the wisdom of which guide much of the field
today: "[T]he human capacity for language could be both innate and
species-specific, and yet involve no mechanisms that evolved
specifically and uniquely for language itself. Language could be
viewed as a new machine constructed entirely out of old parts."
(Bates & MacWhinney, 1989) The volume also contains a list of
her many important publications, as well as some personal
reflections of some of the contributors, noting ways in which she
made a difference in their lives. Beyond Nature-Nurture: Essays in
Honor of Elizabeth Bates appeals to international scholars in the
fields of developmental psycholinguistics, cognitive science,
crosslinguistic research, and both child and adult language
disorders. It is a state-of-the-art overview of many areas of
cognitive science, and can be used in a graduate-level classroom in
courses designed as seminars in any of these topics.
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