Introduction to Child Language Development
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A01=Susan H.Foster- Cohen
acquisition
American Sign Language
Author_Susan H.Foster- Cohen
Baby Talk
Basic Word Order
bilingual language learning
blind
Blind Children
Blue Footed Booby
bootstrapping
Category=CFDC
Category=JMC
chair
Child Studied
children
Cinnamon Roll
daddy
developmental psychology
empiricist theory
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fine Day
Influences Language Development
Intransitive Verbs
Language Acquisition
Language Acquisition Task
language disorders
Language Specific Innate Knowledge
literacy acquisition
Metalinguistic Development
noun
Noun Noun Combination
Past Tenses
phrases
prelinguistic communication development
psycholinguistics
Sighted Children
SLI
Sov Language
Sov Order
speech
SVO
syntactic
Syntactic Bootstrapping
Word Order Errors
Young Blind Children
Younger Child's Story
Product details
- ISBN 9781138172883
- Weight: 620g
- Dimensions: 138 x 216mm
- Publication Date: 06 Jul 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This volume introduces the field of child language development studies, and presents hypotheses in an accessible, largely non-technical language, aiming to demonstrate the relationship between these hypotheses and interpretations of data. It makes the assumption that having a theory of language development is as important as having reliable data about what children say and understand, and it advocates a combination of both `rationalist' and more 'empiricist' traditions. In fact, the author overtly argues that different traditions provide different pieces of the picture, and that taking any single approach is unlikely to lead to productive understanding.
Susan Foster-Cohen explores a range of issues, including the nature of prelinguistic communication and its possible relationship to linguistic development; early stages of language development and how they can be viewed in the light of later developments; the nature and role of children's experience with the language(s) around them; variations in language development due to both pathological and non-pathological differences between children, and (in the latter case) between the languages they learn; later oral language development; and literacy. The approach is distinctly psycholinguistic and linguistic rather than sociolinguistic, although there is significant treatment of issues which intersect with more sociolinguistic concerns (e.g. literacy, language play, and bilingualism). There are exercises and discussion questions throughout, designed to reinforce the ideas being presented, as well as to offer the student the opportunity to think beyond the text to ideas at the cutting edge of research.
The accessible presentation of key issues will appeal to the intended undergraduate readership, and will be of interest to those taking courses in language development, linguistics, developmental psychology, educational linguistics, and speech pathology. The book will also serve as a useful introduction to students wishing to pursue post-graduate courses which deal with child language development.
Susan H. Foster-Cohen is Head of the Department of English at the University of London, The British Institute in Paris, France.
