Choose an application

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

This text synthesizes 15 years of empirical research on essentialism into a coherent framework, examining children's thinking and ways in which language influences thought. It shows that children do not come into the world as passive recipients of data.

Categorization (Psychology) in children. --- Cognition in children. --- Children --- Kognitiv utveckling hos barn. --- Kind. --- Kognition. --- Language. --- Children -- Language. --- Categorization (Psychology) in children --- Cognitive psychology --- Psycholinguistics --- Catégorisation (psychologie) chez l'enfant --- Cognition chez l'enfant --- Enfants --- Langage

Choose an application

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

Social perception. --- Social perception in children. --- Social psychology. --- Perception sociale --- Perception sociale chez l'enfant --- Psychologie sociale --- waarneming --- Social psychology --- kinderen --- sociale psychologie --- baby's --- cognitieve psychologie

Choose an application

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

From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic and the nature of language learning in both peer and adult-child social interactions.

Categorization (Linguistics) --- Cognition in children --- Language acquisition --- Social interaction in children --- Child psychology --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Cognition (Child psychology) --- Thought and thinking in children --- Classification (Linguistics) --- Linguistic analysis (Linguistics) --- Acquisition --- Cognitive psychology --- Life Sciences --- General and Others --- Language acquisition. --- Cognition in children. --- Social interaction in children.

Choose an application

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

Choose an application

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