Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxford's Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children.
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Roberta Micknick Golinkoff is at University of Delaware. Kathryn Hirsh-Pasek is at Temple University.
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First Sentence:
Because the word "light" is uttered so often upon entering a room and the effects of flipping a light switch are so dramatic, babies often recognize "light" as one of their first words. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
social eye gaze, young word learners, emergentist coalition model, intermodal preferential looking paradigm, joint attentional skills, two choice objects, learning object names, early word learning, boring toy, rapid word learning, dumb attentional mechanisms, shape bias, developmental lexical principles, coincident condition, boring object, categorical scope, nonsolid substances, vocabulary spurt, distributional learning, overlapping cues, intentionality model, most salient object, early nouns, noun learning, mature principle Key Phrases - Capitalized Phrases (CAPs): (learn more)
Child Development, New York, Journal of Child Language, Academic Press, John Wiley, Monographs of the Society, Harvard University Press, Kathy Hirsh-Pasek, Psychological Review, Developmental Psvchologv, Interactive Intermodal Preferential Looking Paradigm, Journal of Experimental Psychology, Psychological Science, Annual Child Language Research Forum, Oxford University Press, The Minnesota Symposia, University of Minnesota Press New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Because the word "light" is uttered so often upon entering a room and the effects of flipping a light switch are so dramatic, babies often recognize "light" as one of their first words. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
social eye gaze, young word learners, emergentist coalition model, intermodal preferential looking paradigm, joint attentional skills, two choice objects, learning object names, early word learning, boring toy, rapid word learning, dumb attentional mechanisms, shape bias, developmental lexical principles, coincident condition, boring object, categorical scope, nonsolid substances, vocabulary spurt, distributional learning, overlapping cues, intentionality model, most salient object, early nouns, noun learning, mature principle Key Phrases - Capitalized Phrases (CAPs): (learn more)
Child Development, New York, Journal of Child Language, Academic Press, John Wiley, Monographs of the Society, Harvard University Press, Kathy Hirsh-Pasek, Psychological Review, Developmental Psvchologv, Interactive Intermodal Preferential Looking Paradigm, Journal of Experimental Psychology, Psychological Science, Annual Child Language Research Forum, Oxford University Press, The Minnesota Symposia, University of Minnesota Press New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 16
books:
See all 16 books this book cites
2
books
cite this book:
- Cognitive Psychology by Douglas Medin PhD on 4 pages
- Child Development by Heather Brennand on 4 pages
- Child Psychology by Ross Vasta on page 15, page 16, and page 45
- Child Development by Brown on page 15, page 16, and page 193
- Cognitive Development (4th Edition) by John H. Flavell on page 16, page 45, and page 109
See all 16 books this book cites
- Movement and Action in Learning and Development: Clinical Implications for Pervasive Developmental Disorders by Ida Stockman on page 166
- Breaking the Language Barrier: An Emergentist Coalition Model of Word Learning (Monographs of the Society for Research in Child Development) by George Hollich in Back Matter
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