Social Interaction and the Development of Language and Cognition

Garton, Alison F.

ISBN 10: 0863772277 ISBN 13: 9780863772276

Verlag: Taylor & Francis Group, 1992

Sprache: Englisch

Zustand: Gebraucht - Gut Hardcover

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Beschreibung

Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

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Bibliografische Details

Titel

Social Interaction and the Development of Language and Cognition

Verlag

Taylor & Francis Group

Erscheinungsjahr

1992

Sprache

Englisch

ISBN-10

0863772277

ISBN-13

9780863772276

Einband

Hardcover

Auflage

1st Edition.

Zustand

Very Good

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Inhaltsangabe

For students of developmental psychology, this book should be a useful reference guide to the main concepts concerned with "motherese", scaffolding, socio-cognitive learning and joint problem solving. It is also a contribution to the debate on the influence of social behaviour on development.

Cr�ticas

This book makes an elegant and concise synthesis of the major theories of developmental psychology, relating to cognitive and language development. This is a timely contribution with so much research being carried out in the socio-cognitive domain. The book is a review and as such, makes a good starting point from which to read in more detail about the increasingly influential theories of Vygotsky, for example. For students of developmental psychology, therefore this book may be an indispensable reference guide to the main concepts concerned with 'motherese', scaffolding, socio-cognitive learning and joint problem solving. It is also a valuable contribution to the debate into the influence of social interaction on development. - M. Allerton in The International Journal of Early Childhood

The book has its roots in the tradition of developmental psychology, but also incorporates a good deal of research conducted by linguists. It is one of the strengths of the book that it manages to bridge the gap between these two disciplines, to combine research findings relating to cognitive and linguistic development, and effectively to chart a portion of interdisciplinary territory. - Clare Tarplee, National College of Speech Sciences, in Child Language, 1994

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