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  1. Home
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  3. Language Acquisition and Conceptual Development
  • Cited by 140
  • Edited by Melissa Bowerman, Max-Planck-Institut für Psycholinguistik, The Netherlands, Stephen Levinson, Max-Planck-Institut für Psycholinguistik, The Netherlands
Publisher:
Cambridge University Press
Online publication date:
January 2010
Print publication year:
2001
Online ISBN:
9780511620669
DOI:
https://doi.org/10.1017/CBO9780511620669
Series:
Language Culture and Cognition (3)
Subjects:
Cognitive Linguistics, Linguistic Anthropology, Psycholinguistics and Neurolinguistics, Anthropology, Language and Linguistics
Information

Book description

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 development. 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.

Reviews

‘This thought-provoking book will challenge many existing preconceptions about the relationship between language and thought.’

Source: The Journal of The Royal Anthropological Institute

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