Access to language and cognitive development
著者
書誌事項
Access to language and cognitive development
Oxford University Press, 2012
大学図書館所蔵 全13件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?
This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with
limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings
'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation.
目次
- THEORY OF MIND
- 1. How conversational input shapes theory of mind development in infancy and early childhood
- 2. Social relationships and children's understanding of mind: Attachment, internal states and mind-mindedness
- 3. How access to language affects theory of mind in deaf children
- 4. Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities
- ACQUISITION OF PRAGMATICS
- 5. Children's responses to yes-no questions
- 6. Getting information from others: Who do children turn to?
- 7. The scope and origins of children's assumptions of conventionality
- 8. Access to language, social cognition and lexical development in autism
- MULTIPLE ACCESS TO LANGUAGE
- 9. Counting words and a principles-after account of the development of number concepts
- 10. Access to childhood language memory: Implications for cognitive development
- 11. Early bilingualism and theory of mind: Bilinguals' advantage in dealing with conflicting mental representations
- 12. Exploring the effects of bilingualism on children's conversational understanding and moral sense
「Nielsen BookData」 より