The Child's Entry Into a Social World |
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Стр. vi
Such increasing complexity has also brought about a change in the conceptual approach to the phenomena examined : simple cause and effect explanations of what transpires between , say , a mother and a child are giving way to concepts ...
Such increasing complexity has also brought about a change in the conceptual approach to the phenomena examined : simple cause and effect explanations of what transpires between , say , a mother and a child are giving way to concepts ...
Стр. 101
As McShane ( 1979 ) has put it , " While the environment can supply the child with names for objects and a context appropriate to the learning of these names it cannot supply the concept of naming . This the child must construct out of ...
As McShane ( 1979 ) has put it , " While the environment can supply the child with names for objects and a context appropriate to the learning of these names it cannot supply the concept of naming . This the child must construct out of ...
Стр. 187
... indeed according to Vygotsky each cognitive function ( concept formation , logical memory , voluntary action , speech ... class on the one hand and I.Q. on the other as the favourite concepts for which a relationship was sought .
... indeed according to Vygotsky each cognitive function ( concept formation , logical memory , voluntary action , speech ... class on the one hand and I.Q. on the other as the favourite concepts for which a relationship was sought .
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Содержание
Preface | 1 |
Initial Encounters | 18 |
FacetoFace Interactions | 44 |
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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 kinds labels language largely later 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 stimulation suggests task thing topic turn utterances various verbal visual vocal young