lois columbia university bloom (2 Ergebnisse)

Paperback. Zustand: Very Good. In this important volume, Lois Bloom brings together the theoretical and empirical work she has carried out on early lexical development. Its focus is on the expressive power children acquire as they begin to talk and, in particular, on contributions from cognitive development, affect expression, and the social context for making the transition from prelinguistic expression to the expression of contents of mind. The first half of the book reviews the developments in infancy that enable the emergence of language and presents the theoretical perspective required for an understanding of the longitudinal study described in the second half. The book's main thesis is that language is acquired for expressing contents of mind and that its usefulness as a 'tool' is of only secondary importance. The Transition from Infancy to Language makes a major contribution to our knowledge of early lexical development, providing a persuasive theoretical model for researchers and students. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Taschenbuch. Zustand: Neu. Neuware - This book is about the young child's intentionality and the importance of this intentionality for explaining language acquisition. Intentions are expressed in actions, and they are constructed by interpreting the actions of others. The cognitive, social, and emotional developments during the first three years of life lead to the elaboration of intentional states, and this elaboration involves the representation of more elements, roles, and relations. The elaboration further involves the child coming to be able to recall the past and anticipate events in the future that other persons cannot yet know. The increasingly elaborated and discrepant intentional states require that the child learn more of the language to express them. The Intentionality Model presented here builds on the child's engagement in a world of persons and objects, the effort that learning the language requires, and the essential tension between engagement and effort that moves language acquisition forward. According to this first person child-centered perspective, children learn language in acts of expression and interpretation; they work at acquiring language; and all aspects of a child's development contribute to this process.