Anne dunlea (9 Ergebnisse)

23,5 x 16 cm. Zustand: Gut. 1. Auflage. XV, 196 Seiten Innen sauberer, guter Zustand. Leineneinband, mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. Ecken bestoßen. - Inside clean, good condition. Cloth binding, with the usual library markings, stamps and inscriptions, inside and out, see pictures. Corners bumped. B11-02-02I|A60 Sprache: Englisch Gewicht in Gramm: 440. …

Zustand: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Book contains pencil markings. In fair condition, suitable as a study copy. No dust jacket. Library sticker on front cover. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:0521304962.…

Cloth. Zustand: Good. Zustand des Schutzumschlags: Good. First Edition. Type: Book Plain label inside cover.

Zustand: New. In English.

Zustand: New. This work clearly demonstrates the crucial contribution it makes to child language research. Num Pages: 216 pages, black & white illustrations. BIC Classification: CFDC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 13. Weight in Grams: 320. . 2008. Illustrated. paperback. . . . . Books ship from the US and Ireland. …

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The relationship between language and other aspects of conceptual development is one of the central issues in child language acquisition. One view holds that language is a special capacity, separate from other areas of cognition and learning. Another maintains that language is part of a larger, more general cognitive system, and is crucially dependent on other cognitive domains. Recent research has turned to blind children and their acquisition of language as a way of evaluating whether and how language development relies on the non-linguistic context. Vision and the Emergence of Meaning addresses this complex problem through a detailed empirical analysis of early language development in a group of blind, partially sighted and fully sighted children who took part in a pioneering longitudinal investigation at the University of Southern California. By exploring the strategies which blind children bring to selected aspects of the language learning task, Anne Dunlea not only identifies some important differences between blind and sighted children, but also offers new insights on semantic and pragmatic development in general. Further, the study demonstrates the role of conceptual information in language learning and, at a more fundamental level, reveals a convergence of early language and conceptual development.…

Zustand: New. In English.

Zustand: New. This work clearly demonstrates the crucial contribution it makes to child language research. Num Pages: 216 pages, 24 tables, 4 line diagrams, index. BIC Classification: CFDC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 16. Weight in Grams: 490. . 1989. Illustrated. hardcover. . . . . Books ship from the US and Ireland. …

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The relationship between language and other aspects of conceptual development is one of the central issues in child language acquisition. One view holds that language is a special capacity, separate from other areas of cognition and learning. Another maintains that language is part of a larger, more general cognitive system, and is crucially dependent on other cognitive domains. Recent research has turned to blind children and their acquisition of language as a way of evaluating whether and how language development relies on the non-linguistic context. Vision and the Emergence of Meaning addresses this complex problem through a detailed empirical analysis of early language development in a group of blind, partially sighted and fully sighted children who took part in a pioneering longitudinal investigation at the University of Southern California. By exploring the strategies which blind children bring to selected aspects of the language learning task, Anne Dunlea not only identifies some important differences between blind and sighted children, but also offers new insights on semantic and pragmatic development in general. Further, the study demonstrates the role of conceptual information in language learning and, at a more fundamental level, reveals a convergence of early language and conceptual development.…