How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises.
All languages have exceptions alongside overarching rules and regularities. How does a young child tease them apart within just a few years of language acquisition? In this book, drawing an economic analogy, Charles Yang argues that just as the price of goods is determined by the balance between supply and demand, the price of linguistic productivity arises from the quantitative considerations of rules and exceptions.
Language is a hallmark of the human species; the flexibility and unbounded expressivity of our linguistic abilities is unique in the biological world. In this book, Morten Christiansen and Nick Chater argue that to understand this astonishing phenomenon, we must consider how language is created: moment by moment, in the generation and understanding of individual utterances; year by year, as new language learners acquire language skills; and generation by generation, as languages change, split, and fuse through the processes of cultural evolution.
When children are late in hitting developmental milestones, parents worry. And no delay causes more parental anxiety than late talking, which is associated in many parents’ minds with such serious conditions as autism and severe intellectual disability. In fact, as children’s speech expert Stephen Camarata points out in this enlightening book, children are late in beginning to talk for a wide variety of reasons. For some children, late talking may be a symptom of other, more serious, problems; for many others, however, it may simply be a stage with no long-term complications.
Children with specific language impairment (SLI) show a significant deficit in spoken language that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. More prevalent than autism and at least as prevalent as dyslexia, SLI affects approximately seven percent of all children; it is longstanding, with adverse effects on academic, social, and (eventually) economic standing.
Before Steven Pinker wrote bestsellers on language and human nature, he wrote several technical monographs on language acquisition that have become classics in cognitive science. Learnability and Cognition, first published in 1989, brought together two big topics: how do children learn their mother tongue, and how does the mind represent basic categories of meaning such as space, time, causality, agency, and goals?
Linguists have mapped the topography of language behavior in many languages in intricate detail. To understand how the brain supports language function, however, we must take into account the principles and regularities of neural function. Mechanisms of neurolinguistic function cannot be inferred solely from observations of normal and impaired language. In The Neural Architecture of Grammar, Stephen Nadeau develops a neurologically plausible theory of grammatic function.
When two or more languages are part of a child's world, we are presented with a rich opportunity to learn something about language in general and about how the mind works. In this book, Norbert Francis examines the development of bilingual proficiency and the different kinds of competence that come together in making up its component parts. In particular, he explores problems of language ability when children use two languages for tasks related to schooling, especially in learning how to read and write.
This volume brings together contributions by prominent researchers in the fields of language processing and language acquisition on topics of common interest: how people refer to objects in the world, how people comprehend such referential expressions, and how children acquire the ability to refer and to understand reference. The contributors first discuss issues related to children's acquisition and processing of reference, then consider evidence of adults' processing of reference from eye-tracking methods (the visual-world paradigm) and from corpora and reading experiments.
Human communication is grounded in fundamentally cooperative, even shared, intentions. In this original and provocative account of the evolutionary origins of human communication, Michael Tomasello connects the fundamentally cooperative structure of human communication (initially discovered by Paul Grice) to the especially cooperative structure of human (as opposed to other primate) social interaction.