9780521593588 - language acquisition and conceptual development (language, culture and cognition 3) (3 Ergebnisse)
Sprache: Englisch
Verlag: Cambridge University Press, 2001
Serie: Language Culture and Cognition, Buch 2 von 10. Buch 2 von 10 - Language Culture and Cognition
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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EUR 132,51
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Zustand: New. In.
Language Acquisition and Conceptual Development: 3 (Language Culture and Cognition, Series Number 3)
Sprache: Englisch
Verlag: Cambridge University Press, 2001
Serie: Language Culture and Cognition, Buch 2 von 10. Buch 2 von 10 - Language Culture and Cognition
- Hardcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
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Zustand: New. Leading scholars examine the relationship between child language acquisition and cognitive development. Editor(s): Bowerman, Melissa; Levinson, Stephen. Series: Language, Culture and Cognition. Num Pages: 616 pages, 35 b/w illus. 32 tables. BIC Classification: CFDC. Category: (P) Professional & Vocational. Dimensio…n: 228 x 152 x 38. Weight in Grams: 1070. . 2001. hardcover. . . . . Books ship from the US and Ireland.
Sprache: Englisch
Verlag: Cambridge University Press, 2001
Serie: Language Culture and Cognition, Buch 2 von 10. Buch 2 von 10 - Language Culture and Cognition
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive developm…ent. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
