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The studies in this book cover a range of topics in child language development, including: acquistion of semantic-syntactic relations, negation, verb inflections, questions, syntactic connectives, complementation, causality, imitation, and discourse contigency. Of special interest is the development of verb subcategorization, and the importance of action, locative, epistemic, and perception verbs in particular. Language Development from Two to Three will be of interest to a range of readers in psychology, linguistics, early childhood education, speech and language pathology, and second language learing.
- Sales Rank: #3171026 in Books
- Color: Blue
- Brand: Brand: Cambridge University Press
- Published on: 1993-05-28
- Released on: 1993-08-26
- Original language: English
- Number of items: 1
- Dimensions: 8.03" h x 1.18" w x 6.26" l, 1.52 pounds
- Binding: Paperback
- 528 pages
- Used Book in Good Condition
Review
"...provide an important first step toward the goal of finding ways to integrate children's acquisition of grammar into their more general cognitive and social-cognitive development, that is to say, toward a truly psychological theory of language acquistion." Michael Tomasello, Merrill-Palmer Quarterly
"This volume makes evident the remarkable scope of Bloom's contributions to developmental psycholinguistics. Here we see a systematic mind scanning the acquisition of linguistic knowledge from diverse perspectives. The work is impressive and cohesive." Elinor Ochs
"Together, (these studies) represent a formidable body of research that is necessary reading for any serious student in the field." David Ingram (from First Language Acquisition)
"...Offers an integrated overview of major themes of interest in current research on language acquisition. The claims are supported by rigorous research, expounded with clear language, and accompanied by several detailed figures and tables that summarize the results. These, together with the robust theoretical assumptions, make this book an excellent approach which is absolutely essential reading for anyone interested in the study of syntax acquisition." Almuena Gimenez de la Pena, First Language
"This is a welcome and useful book. Its editing and organization make it easy to find one's way around, and it will reassure practitioners that they are not disadvantaging their clients by not being as well-informed about recent developments in linguistic theory as they would like." Mick Perkins, Child Language Teaching and Therapy
"...the work of Lois Bloom and her colleagues remains the single most extensively studied database in child language studies." David Ingram, C'an Jnl of Linguistics
"...this book is likely to be seminal work in the field. It is must reading for those interested in research in this area." Choice
"...a collection of 12 papers, published between 1970 and 1989, on the language development of 2- to 3-year-old children....offers and integrated overview of major themes of interest in current research on language acquisition. The claims are supported by rigorous research, expounded with clear language, and accompanied by several detailed figures and tables that summarize the results. These, together with the robust theoretical assumptions, make this book an excellent approach which is absolutely essential reading for anyone interested in the study of syntax acquisition." Almudena Gimeénez de la Penã, First Language
"...deftly integrates the works and grounds them all in present scholarship, by presenting an informative theoretical and historical introduction and by framing each paper with a newly-written introductory summary and an epilogue identifying publications by others which have appeared since the reprinted articles...The findings of these studies have a timeless utility that transcends theoretical boundaries." Lorraine McCune, Child Development Abstracts & Bibliography
"...The funds [from this book] are earmarked for the support of graduate students' research in language development. Bloom's generous gift acknowledges her roots as a speech-language pathologist and provides an added motivation to purchase this intriguing collection of papers." Asha
About the Author
Lois Bloom (Ph.D., Columbia University, 1968) is an Edward Lee Thorndike Professor Emeritus pf Psychology and Education at Teachers College, Columbia University. Her research interests have centered on early language acquisition, in general, and the part played by developments in emotion and cognition, in particular, on language development.
Erin Tinker (M.A., New York University, 1990; M.A., Teachers College, Columbia University, 1993) is a Learning Specialist at the Trinity School in New York City.
LOIS HOLZMAN is Associate Professor of Psychology at Empire State College and a member of the faculty at The East Side Institute for Short-term Psychotherapy.
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