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After decades of research most scholars generally agree that
language acquisition is a complex and multifaceted process that
involves the interaction of innate biologically-based mechanisms
devoted to language, other non-linguistic cognitive and social
mechanisms, linguistic input, and information about the social and
physical world. Theoretical work in the field of language
acquisition now needs to focus in greater depth and detail on some
specific aspects of this general model, which is the main goal of
this book. The chapters in this volume provide some new insights
into one of the most remarkable accomplishments achieved by almost
all children. The particular questions that are raised by
contributors include: * What kinds of constraints operate on the
process of language development? * Which aspects of the acquisition
process depend on language-specific mechanisms? * Are there
critical brain structures necessary for the acquisition of
language? * What role do cognitive and social mechanisms play in
language development? * How critical is perceptual input about the
physical and social world? * What is the specific role played by
linguistic input in the child's construction of a linguistic
system? Questions are addressed from the perspective of children
who come to the task of acquiring language with many hurdles to
overcome, including deafness and blindness, mental retardation,
autism, and prenatal or perinatal brain damage involving the left
hemisphere. Each section contributes some insight on how an innate
language-specific biological substrate interacts with cognitive and
social factors, as well as external information, to support the
child's construction of a linguistic system. Studies of atypical
children offer a singular contribution to this enterprise by
allowing us to see the specific influences of each component, and
in turn, they shed new light on how all children are able to
acquire language so effortlessly and during such a brief period of
development.
After decades of research most scholars generally agree that
language acquisition is a complex and multifaceted process that
involves the interaction of innate biologically-based mechanisms
devoted to language, other non-linguistic cognitive and social
mechanisms, linguistic input, and information about the social and
physical world. Theoretical work in the field of language
acquisition now needs to focus in greater depth and detail on some
specific aspects of this general model, which is the main goal of
this book. The chapters in this volume provide some new insights
into one of the most remarkable accomplishments achieved by almost
all children.
The particular questions that are raised by contributors include:
* What kinds of constraints operate on the process of language
development?
* Which aspects of the acquisition process depend on
language-specific mechanisms?
* Are there critical brain structures necessary for the
acquisition of language?
* What role do cognitive and social mechanisms play in language
development?
* How critical is perceptual input about the physical and social
world?
* What is the specific role played by linguistic input in the
child's construction of a linguistic system?
Questions are addressed from the perspective of children who come
to the task of acquiring language with many hurdles to overcome,
including deafness and blindness, mental retardation, autism, and
prenatal or perinatal brain damage involving the left hemisphere.
Each section contributes some insight on how an innate
language-specific biological substrate interacts with cognitive and
social factors, as well as external information, to support the
child's construction of a linguistic system. Studies of atypical
children offer a singular contribution to this enterprise by
allowing us to see the specific influences of each component, and
in turn, they shed new light on how all children are able to
acquire language so effortlessly and during such a brief period of
development.
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