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Each child is spoken to by genetic heritage and by the rich current
set of interactional environments -- familial, local community, and
broader cultural voices. Using past structures and paradigms of
scholarship, scholars seek to understand what the child achieves in
language and how. The tools available for this research are not
static but evolve jointly through the sharing of information, and
with each "brief moment in time" in efforts to look at children's
languages "just as they are." Containing a wide range of
contributions from developmental approaches to phonological
ability, the lexicon, the grammar as well as conversation and sign
language, this text details the interrelated research and
theorizing discussed at a recent Budapest conference. The meeting
of the International Association for the Study of Child Languages
was particularly rich in the diversity of scholars present, which
is highly appropriate because such diversity is integral to an
informed study of children's 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.
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.
Each child is spoken to by genetic heritage and by the rich current
set of interactional environments -- familial, local community, and
broader cultural voices. Using past structures and paradigms of
scholarship, scholars seek to understand what the child achieves in
language and how. The tools available for this research are not
static but evolve jointly through the sharing of information, and
with each "brief moment in time" in efforts to look at children's
languages "just as they are."
Containing a wide range of contributions from developmental
approaches to phonological ability, the lexicon, the grammar as
well as conversation and sign language, this text details the
interrelated research and theorizing discussed at a recent Budapest
conference. The meeting of the International Association for the
Study of Child Languages was particularly rich in the diversity of
scholars present, which is highly appropriate because such
diversity is integral to an informed study of children's
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.
In this book we take a fresh look at imitation. With the knowledge
of some 20 years of research after Chomsky's initial critique of
the behavioristic approach to language learning, it is time to
explore imitation once again. How imitation is viewed in this book
has changed greatly since the 1950s and can only be under stood by
reading the various contributions. This reading reveals many faces,
many forms, many causes, and many functions of imitation-cognitive,
social, information processing, learning, and biological. Some
views are far removed from the notion that an imitation must occur
immediately or that it must be a per fect copy of an adult
sentence. But the essence of the concept of imitation is retained:
Some of the child's language behavior originates as an imitation of
a prior model. The range of phenomena covered is broad and
stimulating. Imitation's role is discussed from infancy on through
all stages of language learning. Individual differences among
children are examined in how much they use imitation, and in what
forms and to what purposes they use it. The forms and functions of
parent imitation of their child are considered. Second-language
learning is studied alongside first-language learning. The
juxtaposition of so many views and facets of imitation in this book
will help us to study the commonalities as well as differences of
various forms and functions of imitative language and will help us
to discern the further dimensions along which we must begin to
differentiate imitation.
In this book we take a fresh look at imitation. With the knowledge
of some 20 years of research after Chomsky's initial critique of
the behavioristic approach to language learning, it is time to
explore imitation once again. How imitation is viewed in this book
has changed greatly since the 1950s and can only be under stood by
reading the various contributions. This reading reveals many faces,
many forms, many causes, and many functions of imitation-cognitive,
social, information processing, learning, and biological. Some
views are far removed from the notion that an imitation must occur
immediately or that it must be a per fect copy of an adult
sentence. But the essence of the concept of imitation is retained:
Some of the child's language behavior originates as an imitation of
a prior model. The range of phenomena covered is broad and
stimulating. Imitation's role is discussed from infancy on through
all stages of language learning. Individual differences among
children are examined in how much they use imitation, and in what
forms and to what purposes they use it. The forms and functions of
parent imitation of their child are considered. Second-language
learning is studied alongside first-language learning. The
juxtaposition of so many views and facets of imitation in this book
will help us to study the commonalities as well as differences of
various forms and functions of imitative language and will help us
to discern the further dimensions along which we must begin to
differentiate imitation."
Breakthroughs show readers the world of Tricky Mixes as key
pathways to breakthrough advances--estimates of human potential may
never be the same again. Dynamic Systems theories and research
provide the backbone concepts for Breakthroughs. Yet, readers
discover that new Dynamic Mixes reveal untapped human potential in
everyday situations not just in rigorous scientific studies.
Individuals, small groups, and large organizations often get
"stuck" in their progress by failing to respect and explore the
complex interacting factors impacting their situations.
Breakthroughs present countless examples which reveal that variants
of the same dynamic processes underlie being stuck, versus
progressing at modest rates, or advancing at turbo speeds. These
examples and events are drawn from research with Keith E. Nelson's
colleagues plus many independent labs around the world, as well as
from first-person episodes of many kinds and from many sources. New
cross-domain explorations and new insights propel readers into much
higher levels of creativity, innovation, rapid learning, social
problem solving, curiosity, and life balance. The Dynamic Tricky
Mix perspective in most contexts helps shake up and improve paths
toward solutions. In times of crisis, as in the Covid-19 pandemic,
it becomes especially important to bring this kind of thinking to
bear.
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