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Author: S. A. II Kuczaj Publisher: Springer Science & Business Media ISBN: 146139502X Category : Psychology Languages : en Pages : 175
Book Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 5090 seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
Author: S. A. II Kuczaj Publisher: Springer Science & Business Media ISBN: 146139502X Category : Psychology Languages : en Pages : 175
Book Description
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 5090 seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel opment is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series.
Author: Katherine Nelson Publisher: Harvard University Press ISBN: 9780674023635 Category : Language Arts & Disciplines Languages : en Pages : 372
Book Description
This classic psychological case study focuses on one talkative child's emerging ability to use language, her capacity for understanding, for imagining, and for making inferences and solving problems. In wide-ranging essays, scholars offer multifaceted linguistic and psychological analyses of two-year-old Emily's bedtime conversations with her parents and pre-sleep monologues, taped over a fifteen-month period. In a foreword written for this new edition, Emily, now an adult, reflects on the experience of having been a research subject without knowing it.
Author: Danielle L. Mead Publisher: ISBN: Category : Children Languages : en Pages : 79
Book Description
Crib speech, the monologue speech of a young child just before he or she falls asleep, has been examined in very few studies to date. Crib speech falls under the larger domain of private speech, which is more broadly defined as overt speech that is not directed to another person. Private speech has been explored in relation to motivational and self-regulatory functions, and there are few studies that have examined private speech in pretend play or pre-sleep contexts. This study examines the crib speech of a young girl between the ages of 46 and 50 months, and examines the different functions of her crib speech, as well as the course of linguistic and fantasy dialogue development. More specifically, this study addresses (1) what the content of her pre-sleep monologues is and if the content changes over time, (2) how her crib speech evolves linguistically over time, (3) whether the language/literacy practice function of crib speech changes over time, (4) how her fantasy dialogue in crib speech develops over time, and (5) whether there are differences in the content of speech depending on whether she fell asleep by the end of the recording. A total of 57 recordings were analyzed over months, and each lasted up to 45 minutes during her daily nap or quiet time. Every utterance in each transcription was coded as whispered or in full volume, spoken or sung, and social or private speech. Content codes within private speech were reliably coded into several categories: self-regulation (and then further coded as either: talk-relevant self-regulation, emotion regulation, or language modification), fantasy dialogue (and then further coded as containing role-playing content), emotion, and language/literacy practice. Repeated-measures ANOVAs and linear curve estimations were run to detect changes in the content and complexity of crib speech over three time periods (e.g., each time period consisted of 19 days), as well as over individual days. Results indicated that she did use crib speech during each recording day, lasting for an average of 41 minutes. On average, each day consisted of 340 utterances and had a mean length of utterance (MLU) of around three words, and the MLU over the recorded days revealed a non-linear, inverted-U shape curve. There was a strong positive correlation between the within-day proportions of emotion talk and self-regulation utterances. Language practice was found to increase over time, while emotion content, fantasy dialogue, and role-playing dialogue revealed a non-linear, inverted U-shape over time. She had fewer undecipherable and emotion utterances on days that she fell asleep, compared to days where she played the entire time. While the girl in this study was older than the children in prior crib speech studies, language practice and language-modification was still prevalent. Since her sung utterances were longer than spoken utterances, it may be beneficial for some children to encourage them to express their thoughts in song and to practice singing long strings of words to promote language development.
Author: Gisela E. Speidel Publisher: Springer Science & Business Media ISBN: 1461210119 Category : Psychology Languages : en Pages : 307
Book Description
In this book we take a fresh look at imitation. With the knowledge of some 20 years of research after Chomsky's initial critique of the behavioristic approach to language learning, it is time to explore imitation once again. How imitation is viewed in this book has changed greatly since the 1950s and can only be under stood by reading the various contributions. This reading reveals many faces, many forms, many causes, and many functions of imitation-cognitive, social, information processing, learning, and biological. Some views are far removed from the notion that an imitation must occur immediately or that it must be a per fect copy of an adult sentence. But the essence of the concept of imitation is retained: Some of the child's language behavior originates as an imitation of a prior model. The range of phenomena covered is broad and stimulating. Imitation's role is discussed from infancy on through all stages of language learning. Individual differences among children are examined in how much they use imitation, and in what forms and to what purposes they use it. The forms and functions of parent imitation of their child are considered. Second-language learning is studied alongside first-language learning. The juxtaposition of so many views and facets of imitation in this book will help us to study the commonalities as well as differences of various forms and functions of imitative language and will help us to discern the further dimensions along which we must begin to differentiate imitation.
Author: Joan Kelly Hall Publisher: Routledge ISBN: 1135660751 Category : Education Languages : en Pages : 327
Book Description
This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Author: Irene M. PEPPERBERG Publisher: Harvard University Press ISBN: 0674041992 Category : Science Languages : en Pages : 450
Book Description
20 years ago Pepperberg set out to discover whether results of pigeon studies necessarily meant that other birds were incapable of mastering cognitive concepts and the rudiments of referential speech. This is a synthesis of her studies.
Author: Publisher: Academic Press ISBN: 0080565980 Category : Psychology Languages : en Pages : 265
Book Description
Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints.
Author: S. A. II Kuczaj
Author: S. A. II Kuczaj
Author: S. A II Kuczaj
Author: Ruth Hirsch Weir
Author: Katherine Nelson
Author: Danielle L. Mead
Author: Marsha Rach DeForest
Author: Gisela E. Speidel
Author: Joan Kelly Hall
Author: Irene M. PEPPERBERG
Author: