TY - BOOK ID - 32053097 TI - Language acquisition and conceptual development AU - Bowerman, Melissa AU - Levinson, Stephen C. AU - Cambridge University Press PY - 2001 VL - 3 SN - 0521593581 0521596599 9780521596596 9780521593588 9780511620669 0511620667 DB - UniCat KW - Cognitive psychology KW - Psycholinguistics KW - Cognition in children KW - Language acquisition KW - #KVHA: Taalkunde KW - #KVHA: Taalonderwijs KW - #KVHA: Taalverwerving KW - Acquisition of language KW - Developmental linguistics KW - Developmental psycholinguistics KW - Language and languages KW - Language development in children KW - Psycholinguistics, Developmental KW - Interpersonal communication in children KW - Cognition (Child psychology) KW - Thought and thinking in children KW - Child psychology KW - Acquisition KW - Cognition in children. KW - Language acquisition. KW - Langage KW - Cognition chez l'enfant KW - Développement de l'enfant KW - Enfants KW - Représentation mentale KW - Arts and Humanities KW - Language & Linguistics KW - Concept -- formation KW - Processus cognitif KW - Acquisition du langage. KW - Cognition KW - Chez l'enfant. UR - https://www.unicat.be/uniCat?func=search&query=sysid:32053097 AB - 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. ER -