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Author: Katherine Nelson
Publisher: Cambridge University Press
ISBN: 9780521629874
Category : Language Arts & Disciplines
Languages : en
Pages : 452
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Book Description
This book discusses the role of language as a cognitive and communicative tool in a child's early development.
Author: Katherine Nelson
Publisher: Cambridge University Press
ISBN: 9780521629874
Category : Language Arts & Disciplines
Languages : en
Pages : 452
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Book Description
This book discusses the role of language as a cognitive and communicative tool in a child's early development.
Author: Timothy E. Moore
Publisher: Elsevier
ISBN: 1483294560
Category : Psychology
Languages : en
Pages : 321
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Book Description
Cognitive Development and Acquisition of Language
Author: Jacques Mehler
Publisher: MIT Press
ISBN: 9780262041973
Category : Psychology
Languages : en
Pages : 562
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Book Description
The contributions to this collection assess the progress of cognitive science. The questions addressed include: What have we learned or not learned about language, brain, and cognition? Where are we now? Where have we failed? Where have we succeeded?
Author: Eric Amsel
Publisher: Psychology Press
ISBN: 1135661510
Category : Psychology
Languages : en
Pages : 308
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Book Description
Language, Literacy, and Cognitive Development addresses the impact of language and literacy on cognitive development. Top researchers examine the cognitive significance of the growth in children's ability to express themselves symbolically, whether that involves communicating linguistically, mathematically, logically, or through some other symbol system expressed in speech, gesture, notations, or some other means. The book contributes to refining and answering questions regarding the nature, origin, and development of symbolic communication in all its forms, and their consequences for the cognitive development of the younger child at home and the older child at school.
Author: Michael Siegal
Publisher:
ISBN: 0199592721
Category : Language Arts & Disciplines
Languages : en
Pages : 275
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Book Description
One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language? This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings 'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation.
Author: Virginia Gonzalez
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Major problems exist of differently diagnosing language-minority children who are in the process of learning English as a second language, and even sometimes show low levels of language proficiency. These children are often over-represented in special education classes when, in fact, they are normal children or even superior in the process of learning English as a second language. These children are also under-represented in gifted classes due to inappropriate tests and models used, as well as negative attitudes and lack of knowledge on the part of the teachers and evaluators. This edited volume seeks to increase the availability of research-derived knowledge and educational applications in the field of second-language learning. Virginia Gonzalez offers a rare and highly creative approach to second language acquisition research by applying contemporary cognitive psychology theory as a framework for investigating bilingual issues. The book offers a coherent and unified philosophy and context, presenting original research studies that provide a multidimensional socioeducational view to second-language learning and instruction in children and adults. Gonzalez and her colleagues assume the identity of the "Ethnic-Researcher," thereby emphasizing the need to include cultural and linguistic factors when studying, assessing, and instructing second-language learners. School psychologists, therapists, social workers.
Author: John Oates
Publisher: Wiley-Blackwell
ISBN: 9781405110457
Category : Psychology
Languages : en
Pages : 352
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Book Description
This is one of a series of four books that forms part of the Open University course on child development. The series provides a detailed and thorough introduction to the central concepts, theories, issues and research evidence in developmental psychology. Cognitive and Language Development in Children gives an up-to-date and accessible account of how thinking and language develop during childhood. The book is innovative in its approach: it starts by considering cognition and language in infants and continues to weave together these two areas in subsequent chapters that cover aspects of their development through childhood. The chapters have been prepared by leading researchers and theorists in collaboration with members of the Open University course team. Building on the themes in The Foundations of Child Development, a previous book within the series, the editors provide a fully up-to-date, broad and engaging overview of the field, ranging from modern understandings of brain architecture and function to the social and cultural contexts of learning. The chapters have many features to assist and facilitate understanding, including defined learning outcomes, research summaries, activities, readings, definitions of key terms and section summaries.
Author: Ellen Bialystok
Publisher: Cambridge University Press
ISBN: 9780521635073
Category : Psychology
Languages : en
Pages : 304
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Book Description
Describes how intellectual development of bilingual children differs from that of monolingual children.
Author: Peter A A Sutherland
Publisher: SAGE
ISBN: 1473914000
Category : Education
Languages : en
Pages : 219
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Book Description
`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.
Author: Gary Morgan
Publisher:
ISBN: 9789027204493
Category : Cognition in children
Languages : en
Pages : 229
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Book Description
"The study of childhood deafness offers researchers many interesting insights into the role of experience and sensory inputs on the development of language and cognition. This volume provides a state of the art look at these questions and how they are being applied in the areas of clinical and educational settings. It also marks the career and contributions of one of the deafness fields greatest scholars; Bencie Woll. As the deafness field goes through rapid and profound changes we hope this volume captures the latest understanding of this change on child development. The volume will be of essential interest to language development researchers as well as teachers and clinical researchers"--
