Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

These volumes present coherent sets of papers developed along two of the thematic lines that underscored the program of the meeting of the International Association for the Study of Child Language in Istanbul in the summer of 1996. Thoroughly reviewed and updated to reflect the state of child language research and theory--particularly in the domains of discourse and interaction--they convey not only the flavor of that meeting but some of the most exciting trends in the field today. Each contribution in Volume 10,Developing Narrative and Discourse Competence, focuses on the dif

Children --- Interpersonal communication in children. --- Child psychology --- Language development in children --- Interpersonal communication in children --- Language and languages --- Language. --- Vocabulary

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In this volume, the results of a number of empirical studies of the development of narrative construction within a multilingual context are presented and discussed. It is explored what operating principles underlie the process of narrative production in L1 and L2. Developmental relations between form and function will be studied across a broad range of functional categories, such as temporality, perspective, connectivity, and narrative coherence. Moreover, a variety of language contact situations is considered with broad variation in the typological distances between the languages in order to enable cross-linguistic comparison. The analysis of learner data in various cross-linguistic settings may thus offer new information on the role of the structural properties of unrelated languages on the process of narrative acquisition. In the present volume, an attempt is also made to find out how transfer from one language to the other is facilitated. Finally, the effects of input on narrative construction in children's first and second language are examined in several studies.

Psycholinguistics --- Sociolinguistics --- Pragmatics --- Language acquisition --- Discourse analysis, Narrative --- Multilingualism in children --- Philology & Linguistics --- Languages & Literatures --- Children --- Narrative discourse analysis --- Narration (Rhetoric) --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Acquisition --- Language acquisition. --- Discourse analysis, Narrative. --- Multilingualism in children.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.

Cognitive psychology --- Psycholinguistics --- Cognition in children --- Language acquisition --- #KVHA: Taalkunde --- #KVHA: Taalonderwijs --- #KVHA: Taalverwerving --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Cognition (Child psychology) --- Thought and thinking in children --- Child psychology --- Acquisition --- Cognition in children. --- Language acquisition. --- Langage --- Cognition chez l'enfant --- Développement de l'enfant --- Enfants --- Représentation mentale --- Arts and Humanities --- Language & Linguistics --- Concept -- formation --- Processus cognitif --- Acquisition du langage. --- Cognition --- Chez l'enfant.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Theses --- Free indirect speech. --- Grammar, Comparative and general --- Language acquisition. --- Speech. --- Indirect discourse. --- Free indirect speech --- Language acquisition --- Speech --- Talking --- Language and languages --- Oral communication --- Phonetics --- Voice --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Indirect discourse (Grammar) --- Indirect quotation (Grammar) --- Indirect speech (Grammar) --- Reported speech (Grammar) --- Discourse analysis --- Narration (Rhetoric) --- Free indirect style --- Indirect speech, Free --- Speech, Free indirect --- Fiction --- Indirect discourse in literature --- Indirect discourse --- Acquisition --- Indirect quotation --- Reported speech --- Technique --- Linguistics --- Philology

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Bilingualism in Development is an examination of the language and cognitive development of bilingual children focusing primarily on the preschool years. It begins by defining the territory for what is included in bilingualism and how language proficiency can be conceptualized. Using these constraints, the discussion proceeds to review the research relevant to various aspects of children's development and assesses the role that bilingualism has in each. The areas covered include language acquisition, metalinguistic ability, literacy skill, and problem-solving ability. In each case, the performance of bilingual children is compared to that of similar monolinguals, and differences are interpreted in terms of a theoretical framework for cognitive development and processing. The studies show that bilingualism significantly accelerates children's ability to selectively attend to relevant information and inhibit attention to misleading information or competing responses. This conclusion is used as the basis for examining a set of related issues regarding the education and social circumstances of bilingual children.

Bilingualism in children --- Bilinguisme --- --Enfant --- --Cognition --- Langage --- --Acquisition --- --2291 --- Language awareness in children. --- Language awareness in children --- Bilingualism in children. --- Language acquisition. --- Cognition in children. --- Cognition (Child psychology) --- Thought and thinking in children --- Child psychology --- Children --- Language acquisition --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Language --- Acquisition --- Cognition in children --- #PBIB:2002.1 --- #KVHB:Taalontwikkeling --- #KVHB:Tweetaligheid --- --Langage --- --Bilingualism in children. --- Health Sciences --- Psychiatry & Psychology --- --Bilingualism in children --- Enfant --- Cognition