Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2006
|
| Schriftenreihe: | Cambridge textbooks in linguistics
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014602324&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014602324&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Umfang: | XIX, 389 S. Ill., graph. Darst. |
| ISBN: | 0521449227 0521444780 9780521444781 9780521449229 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents List offigures List of tables Preface Acknowledgments 1 The Growth of language 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Introduction A logical-developmental perspective Current research questions Language acquisition, linguistic theory and cognitive science 1.4.1 Competing models 1.4.2 Cognitive· Science and language development The structure of this book Toward a more comprehensive theory of language acquisition Supplementary readings 2 What is acquired? 2.1 2.2 2.3 What is language? 2.1.1 Attempting to define language 2.1.2 Language and thought 2.1.3 Language and communication The discovery of the place of human language: in the mind 2.2.1 A cognitive system: grammar 2.2.2 A formal distinction: І-Language versus E-Language The computational system 2.3.1 From the finite to the infinite 2.3.2 A digital system 2.3.3 A combinatorial system 2.3.4 The power of sequencing 2.3.5 The recursive property 2.3.6 Constituent structure 2.3.7 Hierarchical structure: the “secret skeleton” 2.3.8 Discovery of syntax: special features of the system 2.3.9 Knowing the impossible 2.3.10 Finding the meaning 2.3.11 Closing in on the mystery: the hidden computational system 2.3.12 Summarizing the basic properties of the hidden system , page xv xvi xvii xviii 1 1 1 3 3 4 4 5 6 7 9 9 9 11 11 12 13 13 14 14 14 15 15 16 17 18 18 20 21 22 22 ix
x Contents 2.4 2.5 2.6 Designing the architecture of the Language Faculty 2.4.1 The basic design 2.4.2 The interfaces 2.4.3 Levels of representation 2.4.4 Relation of child language acquisition to linguistic . theory 2.4.5 Does the Language Faculty develop? Conclusions Supplementary readings 23 23 23 24 25 26 26 27 3 What is the problem of language acquisition? 3.1 3.2 3.3 3.5 Getting started 3.1.1 What evidence do children need? The nature of the evidence: searching the speech stream for the units 3.2.1 The physical evidence 3.2.2 The linguistic evidence How could the problem be solved? 3.3.1 Prosodic bootstrapping 3.3.2 Phonological bootstrapping 3.3.3 Semantic bootstrapping 3.4 Conclusions Supplementary readings 4 How we can construct a theory of language acquisition 4.1 4.2 4.3 4.4 4.5 Theoretical approaches to the study of language acquisition 4.1.1 Classical approaches to epistemology 4.1.2 The challenge of language acquisitionto classical empiricist approaches Current approaches to the study of language acquisition 4.2.1 A rationalist approach 4.2.2 Challenges to the UG paradigm 4.2.3 Empiricist approaches to the studyof language acquisition 4.2.4 Empirical rationalists and rational empiricists 4.2.5 Resolving epistemological tensions Toward a comprehensive and realistic theory of language acquisition 4.3.1 Predictions of a rationalist paradigm 4.3.2 Predictions of an empiricist paradigm Conclusions Supplementary readings 5 Brain and language development 5.1 5.2 Introduction The human brain 5.2.1 Cerebral cortex 5.2.2 Brain development 28 28 28 33 33 36 40 41 42 42
47 48 49 49 49 49 52 52 58 63 69 69 70 70 71 71 72 73 73 74 75 76
Contents Cerebral dominance 5.3.1 Handedness 5.3.2 Sign language 5.3.3 Development 5.4 Dissociation: localization within the left hemisphere 5.4.1 Language pathologies 5.4.2 Classic aphasias 5.4.3 Refining dissociations 5.4.4 Modeling the brain’s organization 5.4.5 Individual variance 5.5 Brain imaging in language development 5.6 Language development and dissociations 5.6.1 Developmentaldisorders 5.6.2 SLI (Specific Language Impairment) 5.6.3 Special cases 5.7 Plasticity 5.8 Critical Period 5.8.1 Genie 5.8.2 Second language acquisition 5.9 Creating a theory 5.9.1 Where is the Language Faculty? 5.9.2 Is there a language gene? 5.10 Conclusions 5.11 Supplementary readings 76 78 78 79 84 85 86 86 87 89 90 90 90 91 92 92 93 94 96 97 97 97 98 100 The nature of nurture 101 101 101 101 102 102 104 5.3 6.1 6.2 6.3 6.4 6.5 Is experience necessary? 6.1.1 The “royal” experiments 6.1.2 Lack of overt practice 6.1.3 Oral babbling in deaf children 6.1.4 Language acquisition without a language model 6.1.5 Language acquisition without communication 6.1.6 Language acquisition without direct perceptual input 6.1.7 The inscrutability of rate of language acquisition 6.1.8 Summary When does linguistic experience begin? 6.2.1 Before birth? 6.2.2 Summary What is the nature of the input? 6.3.1 Baby Talk Register (BTR) 6.3.2 How does experience work? 6.3.3 What is the nature of experience? Conclusions Supplementary readings 105 105 106 106 106 109 109 110 112 118 121 122 xi
xii Contents 7 How can we tell what children know? Methods for the study of language acquisition 7.1 7.2 7.3 7.4 7.5 7.6 introduction 7.1.1 Knowing vs. doing Typology of methods 7.2.1 Grammaticality judgments 7.2.2 Assessing language production 7.2.3 Assessing comprehension 7.2.4 Summary Methods before the first words 7.3.1 High Amplitude Sucking (HAS) 7.3.2 Head turn techniques Comparing methods 7.4.1 Naturalistic vs. experimental 7.4.2 Comprehension vs. production Conclusions Supplementary readings 8 The acquisition of phonology 8.1 8.2 8.3 8.4 8.5 Introduction 8.1.1 What must children acquire? 8.1.2 What are the challenges? 8.1.3 Leading questions How do children meet the challenge? Laying the foundations: the first twelve months 8.2.1 Development of speech perception 8.2.2 Development of speech production 8.2.3 Linking perception and production First words and beyond 8.3.1 Early phonological deformations 8.3.2 Is acquisition of phonology pre-ordained? 8.3.3 “Mushy Mouth-Mushy Ear” Hypothesis 8.3.4 Grammatical mapping: continuity of the Language Faculty 8.3.5 Suprasegmental dimensions 8.3.6 Summary Conclusions 8.4.1 Toward an explanation 8.4.2 Linguistic theories 8.4.3 Open questions Supplementary readings 9 The acquisition of syntax 9.1 9.2 Introduction 9.1.1 What must children acquire? 9.1.2 What are the challenges? 9.1.3 Leading questions How do children meet the challenge? Laying the foundations: the first twelve months 123 123 123 129 129 132 135 136 136 136 137 138 138 139 140 141 143 143 143 145 146 148 148 152 155 155 155 159 162 164 172 175 175 177 178 179 180
182 182 182 187 187 187
Contents 9.3 9.4 9.5 9.2.1 Perception 9.2.2 Production 9.2.3 Perception and production First words and beyond 9.3.1 The development of production 9.3.2 Principles and parameters 9.3.3 Operations 9.3.4 Computation: anaphora 9.3.5 Summary Conclusions 9.4.1 Toward an explanation 9.4.2 Open questions Supplementary readings 188 194 194 194 194 208 212 213 216 217 217 218 218 219 10 The acquisition of semantics Introduction 10.1.1 What must children acquire? 10.1.2 What are the challenges? 10.1.3 Leading questions 10.1.4 Language and thought 10.1.5 Relating language and cognition 10.2 How do children meet the challenge? Laying the foundations: the first twelve months 10.2.1 Perception 10.2.2 Production 10.2.3 Perception and production 10.2.4 Summary 10.3 First words and beyond 10.3.1 Creativity 10.3.2 Semantic displacement 10.3.3 Fast mapping 10.3.4 Overextensions 10.3.5 Categorical throughout 10.3.6 Theories of the acquisition of word meaning 10.3.7 Higher order semantics 10.3.8 Summary 10.4 Conclusions 10.4.1 Toward an explanation 10.4.2 Open questions 10.5 Supplementary readings 10.1 219 219 222 223 223 225 227 227 228 229 229 229 229 230 230 231 232 233 238 239 239 240 240 241 11 On the nature of language growth 11.1 Formal analyses from the start: “Frogs all the way down” (Levy 1983b) 11.1.1 Grammatical categories 11.1.2 Grammatical case 11.1.3 Grammatical gender 11.1.4 Classifiers 11.1.5 Summary 242 ƒ 242 242 245 250 251 253 xiii
xiv Contents 11.2 11.3 11.4 11.5 Mechanisms of growth 11.2.1 Do the mechanismsof language acquisition change? 11.2.2 Eliminating false hypotheses 11.2.3 Summary Syntactic bootstrapping Conclusions Supplementary readings 12 Conclusions: toward an integrated theory of language acquisition 253 253 254 258 258 262 262 263 12.1 12.2 12.3 Introduction Conclusions Toward a theory of language acquisition 12.3.1 Linguistic bootstrapping 12.3.2 Strong continuity of the Language Faculty 12.3.3 Reviewing Universal Grammar 12.3.4 The growth of language 12.4 The open questions 12.4.1 The mystery remains 12.4.2 A suggested framework 12.5 Toward the future 12.5.1 Cross-linguistic data 12.5.2 Pragmatics 12.5.3 Multilingualism 12.5.4 Brain imaging 263 263 264 264 265 265 266 266 266 267 267 267 268 269 269 Appendices 270 1 Developmental milestones in motor and language development (adapted from Lenneberg 1967) 270 2a Developmental milestones in infant speech perception 272 2b Examples of sound distinctions perceived by infants 274 3 Developmental milestones in infant speech production 276 4 Developmental milestones in infant syntax: perception 278 5 Developmental milestones in infant syntax: production 280 6 Developmental milestones in infant semantics 281 7 Abbreviations and notations 283 Glossary References Author index Subject index 285 293 373 383
The remarkable way in which young children acquire language has long fascinat ed linguists and developmental psychologists alike. Language is a skill that we have essentially mastered by the age of three, and with incredible ease and speed, despite the complexity of the task. This accessible textbook introduces the field of child language acquisition, exploring language development from birth into the early childhood years. Setting out the key theoretical debates, it consid ers questions such as what characteristics of the human mind make it possible to acquire language; how far acquisition is biologically programmed and how far it is influenced by our environment; what makes second language learning (in adulthood) different from first language acquisition; and whether the specific stages in language development are universal across languages. Clear and com prehensive, it is set to become a key text for all courses in child language acquisi tion, within linguistics, developmental psychology, and cognitive science. • A comprehensive introduction to the field of child language acquisition • Looks at acquisition in the three key areas of phonology, semantics, and syntax • Compares the acquisition of English to the acquisition of other languages around the world • Draws on empirical data from children acquiring a range of different lan guages. • Merges linguistic analysis with empirical research from developmental psy chology • Focuses on the foundations of language acquisition, including the early peri ods beginning at birth • Provides an accessible overview of the main
theories • Includes useful lists of further reading
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| title | Child language acquisition and growth |
| title_auth | Child language acquisition and growth |
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| title_full | Child language acquisition and growth Barbara C. Lust |
| title_fullStr | Child language acquisition and growth Barbara C. Lust |
| title_full_unstemmed | Child language acquisition and growth Barbara C. Lust |
| title_short | Child language |
| title_sort | child language acquisition and growth |
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