Michael Siegal and Luca Surian (eds)
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199592722
- eISBN:
- 9780191731488
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199592722.001.0001
- Subject:
- Psychology, Developmental Psychology, Social Psychology
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 ...
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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 confronts 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 chapters which 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.Less
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 confronts 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 chapters which 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.
