Development of geocentric spatial language and cognition : an eco-cultural perspective
著者
書誌事項
Development of geocentric spatial language and cognition : an eco-cultural perspective
(Cambridge studies in cognitive perceptual development)
Cambridge University Press, 2012
- : pbk
大学図書館所蔵 全2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
"First published 2010. First paperback edition 2012"--on t.p. verso
Includes bibliographical references (p. 355-375) and indexes
内容説明・目次
内容説明
Egocentric spatial language uses coordinates in relation to our body to talk about small-scale space ('put the knife on the right of the plate and the fork on the left'), while geocentric spatial language uses geographic coordinates ('put the knife to the east, and the fork to the west'). How do children learn to use geocentric language? And why do geocentric spatial references sound strange in English when they are standard practice in other languages? This book studies child development in Bali, India, Nepal, and Switzerland and explores how children learn to use a geocentric frame both when speaking and performing non-verbal cognitive tasks (such as remembering locations and directions). The authors examine how these skills develop with age, look at the socio-cultural contexts in which the learning takes place, and explore the ecological, cultural, social, and linguistic conditions that favor the use of a geocentric frame of reference.
目次
- Part I. Introduction and Methods: 1. Theory and research questions
- 2. Methods
- 3. Settings
- Part II. Results: 4. Pilot study in Bali and first study (India and Nepal, 1999-2000)
- 5. Returning to Bali: main study 2002-7
- 6. Varanasi
- 7. Kathmandu
- 8. Panditpur
- 9. Geneva
- Part III. Additional Studies: 10. Spatial language addressed to children
- 11. Geocentric gestures before language?
- 12. Spatial organization schemes
- 13. Neurophysiological correlates of geocentric space
- 14. Geocentric dead reckoning
- Part IV. Conclusions: 15. Discussion and conclusions
- Appendix 1. Summary of instructions, questionnaires, and coding schemes
- Appendix 2. Examples of language in each location
- Appendix 3. Extracts from school manuals.
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