The Child's Entry Into a Social World |
Результаты поиска по книге
Результаты 1 – 3 из 27
Стр. 101
As to the first , it may well be that names are acquired before the child realizes
that they have a naming function . As McShane ( 1979 ) has put it , “ While the
environment can supply the child with names for objects and a context
appropriate to ...
As to the first , it may well be that names are acquired before the child realizes
that they have a naming function . As McShane ( 1979 ) has put it , “ While the
environment can supply the child with names for objects and a context
appropriate to ...
Стр. 131
Such a development parallels the account that has been given of the way in
which sensorimotor skills are acquired ( e . g . by Bruner , 1973 , and by Connolly
, 1973 ) . According to the modular model of the acquisition process , units of
action ...
Such a development parallels the account that has been given of the way in
which sensorimotor skills are acquired ( e . g . by Bruner , 1973 , and by Connolly
, 1973 ) . According to the modular model of the acquisition process , units of
action ...
Стр. 152
( 1 ) Nature of conversational skills The following are among the principal skills a
child must acquire in order to become effective at verbal communication : ( a ) He
must learn to initiate the interaction , attracting the other person ' s attention as a ...
( 1 ) Nature of conversational skills The following are among the principal skills a
child must acquire in order to become effective at verbal communication : ( a ) He
must learn to initiate the interaction , attracting the other person ' s attention as a ...
Отзывы - Написать отзыв
Не удалось найти ни одного отзыва.
Содержание
Preface | 1 |
Initial Encounters | 18 |
Facetoface Interactions | 45 |
Авторские права | |
Не показаны другие разделы: 6
Часто встречающиеся слова и выражения
ability able according action activity adaptation adult already appear appropriate aspects attempts attention becomes beginning behaviour bring changes characteristics child communicative consequences considerable context continuity conversation course described developmental direct dyadic early effect emerge encounters environment evidence examined example experience expression face fact findings function further gaze gesture give hand important increase indicate individual infants influence initially instance interaction interest involved labels language largely learning less looking maternal means months mother mutual namely nature object observed occur parent participants particular patterns period person play pointing possible present reference relation relationship remains respect responses result role seen sequences situation skills social social interaction specific speech stage stimulation suggests task thing topic turn utterances various verbal visual vocal young