Becoming a word learner : a debate on lexical acquisition
著者
書誌事項
Becoming a word learner : a debate on lexical acquisition
（Counterpoints : cognition, memory, and language）
Oxford University Press, 2000
- : hard
- : pbk
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注記
Includes bibliographical references and index
内容説明・目次
- 巻冊次
-
: hard ISBN 9780195130317
内容説明
A debate on lexical acquisition by some of the most prominent and influential psychologists in the area of language development. True to the Counterpoints format, each author puts forth, in the strongest possible terms, his or her own theory of language acquisition. In the final commentary chapter, a lively exchange between competing colleagues further sharpens differences and, in some cases, brings consensus.
- 巻冊次
-
: pbk ISBN 9780195130324
内容説明
Language acquisition is a contentious field of research occupied by cognitive and developmental psychologist, 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 Huniversity of 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.
目次
- Contents
- 1. Word Learning: Icon, Index, or Symbol?
- 2. The Intentionality Model of Word Learning: How to Learn a Word, Any Word
- 3. Learning How to Learn Words: An Associative Crane
- 4. Contraining the Problem Space in Early Word Learning
- 5. The Social Nature of Words and Word Learning
- 6. An Emergentist, Coalition Model for Word Learning: Mapping Words to Objects is Product of the Internation of Multiple Cues
- 7. Commentary
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