Becoming a Word Learner: A Debate on Lexical Acquisition

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Oxford University Press, 2 нояб. 2000 г. - Всего страниц: 216
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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Word Learning Icon Index or Symbol?
3
The Intentionality Model of Word Learning How to Learn a Word Any Word
19
Learning How to Learn Words An Associative Crane
51
Constraining the Problem Space in Early Word Learning
81
The Social Nature of Words and Word Learning
115
An Emergentist Coalition Model for Word Learning Mapping Words to Objects Is a Product of the Interaction of Multiple Cues
136
Counterpoint Commentary
165
Index
199
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Стр. 115 - Language is a social art. In acquiring it we have to depend entirely on intersubjectively available cues as to what to say and when. Hence there is no justification for collating linguistic meanings, unless in terms of men's dispositions to respond overtly to socially observable stimulations.
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Стр. 45 - And the principle of relevance is simply the thesis that every act of ostensive communication communicates a presumption of its own optimal relevance.
Стр. 162 - Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890. Baldwin, DA (1993). Infants' ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395-418.
Стр. 138 - If we grant learners some domain-specific principles, we provide them with a way to define the range of relevant inputs, the ones that support learning about that domain. Because principles embody constraints on the kinds of input that can be processed as data that are relevant to that domain, they therefore can direct attention to those aspects of the environment that need to be selected and attended to. (p.
Стр. 22 - What comes about through the development of language in the broadest sense is the coming to be of expressive power, the power to make things manifest. It is not unambiguously clear that this ought to be considered as a self-expression/realization. What is made manifest is not exclusively, not even mainly, the self, but a world.
Стр. 45 - Bates, E., Marchman, V., Thai, D., Fenson, L., Dale, P., Reznick, S., Reilly, J., & Hartung, J.
Стр. 134 - Tomasello, M. & Barton, M. (1994). Learning words in non-ostensive contexts. Developmental Psychology, 30, 639-650. Tomasello, M. & Farrar, J.
Стр. 15 - ACKNOWLEDGMENTS Preparation of this chapter was supported in part by a grant from the Spencer Foundation.

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