Rent 9780534202927 | Language Development | Erika Hoff-Ginsberg @knetbooks.com

Summary Table of Contents Author Biography

By presenting a balanced treatment that examines all sides of arguments, the author helps readers understand different theoretical points of view -- and the research process that has led theorists to their findings. After an overview and history of the field, Hoff-Ginsberg presents thorough coverage of the biological bases of language development and the core topics of phonological, lexical, and syntactic development, as well as development of communicative competence, language development in special populations, and childhood bilingualism.

Introduction to the Study of Language Development	p. 2
Defining the Field of Language Development	p. 2
Who studies language development?	p. 2
Why study language development?	p. 3
A Brief Description of the Course of Language Development	p. 5
Components of language development	p. 5
A chronological overview of language development	p. 6
History of the Study of ... MORELanguage Development	p. 8
Big questions and studies of special cases	p. 8
Baby biographies	p. 10
Normative studies	p. 11
The Chomskyan revolution	p. 11
Theoretical Issues in the Field of Language Development	p. 12
Nature or nurture?	p. 13
The nature of nature	p. 15
What kind of learning mechanisms does the child have?	p. 18
What kind of knowledge does the child acquire?	p. 19
The relation between communication and language	p. 21
Approaches to the Study of Language Development	p. 22
The developmental approach	p. 23
The learnability approach	p. 23
Methods of Research in Language Development	p. 25
Cross-cultural and cross-linguistic research	p. 25
Research designs	p. 26
Assessment of productive language from speech samples	p. 26
CHILDES--A data archive	p. 29
Standardized tests and measures of language development	p. 29
Sources for Research on Language Development	p. 30
Journals	p. 30
Indexes	p. 30
Annotated bibliographies	p. 32
Summary	p. 33
Key Terms	p. 34
Review Questions	p. 34
Biological Bases of Language Development	p. 36
Language as a Human Universal	p. 38
Language creation	p. 38
The common basis of language creation and acquisition	p. 41
The Human Vocal Tract and Language	p. 42
The Human Brain and Language	p. 44
Some basic neuroanatomy	p. 46
Methods of neurolinguistic investigation	p. 46
Language as a left-hemisphere function	p. 47
Language as not exclusively a left-hemisphere function	p. 50
Other neurological divisions of labor	p. 53
Brain Development and Language Development	p. 55
The development of the left-hemisphere specialization for language	p. 55
Basic processes in neurological development	p. 59
The Critical Period Hypothesis	p. 62
"Wild" children	p. 62
The case of Genie	p. 63
Late acquisition of American Sign Language	p. 65
The evidence from second language acquisition	p. 67
The Genetics of Language Development	p. 71
The genetic basis of language universals	p. 71
The heritability of individual differences	p. 72
The genetics of language impairment	p. 73
Language and Other Species	p. 74
The natural communication systems of other species	p. 74
The acquisition of human language by other species	p. 77
The Origin of the Human Capacity for Language	p. 86
Language as an adaptation	p. 86
Nonadaptationist accounts of the origin of language	p. 88
Summary	p. 89
Key Terms	p. 90
Review Questions	p. 91
Phonological Development: Learning the Sounds of Language	p. 92
Phonological Knowledge in Adults	p. 94
The sounds of language	p. 94
Underlying phonological structure	p. 95
Phonotactics	p. 96
Phonological rules	p. 96
Describing Speech Sounds	p. 98
Phonetics	p. 98
Phonemics	p. 98
Phonetic features	p. 98
Prelinguistic Speech Sound Development	p. 101
Strages of prespeech vocal development	p. 101
Influence of the target language on babbling	p. 104
Speech sounds at the end of the babbling stage	p. 105
The transition from babbling to words	p. 105
Processes underlying infants' development of speech sounds	p. 106
Prelinguistic Speech Perception	p. 107
Human language and human perception	p. 107
Infants' hearing	p. 108
Studying infants' perception	p. 109
Infants' discrimination of speech sounds	p. 113
Categorical perception	p. 113
Infants' mental representation of speech sounds	p. 117
Infants' recognition of speech sounds	p. 117
Infants' perception of multisyllabic strings	p. 118
Infant-directed speech	p. 119
The influence of the target language on infants' speech perception	p. 121
Phonological Development During Early Language Development	p. 123
The sounds in first words	p. 123
The emergence of a phonological system	p. 125
General patterns of phonological development	p. 128
Cross-linguistic differences in phonological development	p. 130
Individual differences in phonological development	p. 130
The development of linguistic perception	p. 131
Later Phonological Development	p. 133
Dialect and accent changes	p. 133
The development of phonological awareness	p. 135
Models of Phonological Development	p. 138
Behaviorist models	p. 139
Biologically based models	p. 140
The cognitive problem-solving model	p. 141
The connectionist approach	p. 142
Summary	p. 144
Key Terms	p. 145
Review Questions	p. 146
Lexical Development: Learning Words	p. 148
Lexical Knowledge in Adults	p. 150
The mental lexicon	p. 150
What is a word?	p. 150
The Course of Early Lexical Development	p. 151
First words	p. 151
Vocabulary development from first words to 50 words	p. 155
Vocabularies at the 50-word mark	p. 155
Overextensions and underextensions of first words	p. 158
The word spurt	p. 159
Early word comprehension	p. 162
Individual Differences in Lexical Development	p. 163
Individual differences in language style	p. 163
Individual differences in the rate of lexical development	p. 167
How Are New Words Learned?	p. 171
The segmentation problem	p. 171
The mapping problem	p. 1172
The Relation of Words to Concepts	p. 182
Words map onto preexisting concepts	p. 182
Words influence conceptual development	p. 186
Words and concepts develop together	p. 188
Later Lexical Development	p. 189
Growth in vocabulary size	p. 189
Learning word formation processes	p. 191
Learning words from context	p. 194
Summary	p. 196
Key Terms	p. 198
Review Questions	p. 198
The Development of Syntax and Morphology: Learning the Structure of Language	p. 200
Some Features of Adults' Knowledge of Language Structure	p. 202
The productivity of language	p. 202
Syntax	p. 202
Morphology	p. 206
Descriptive versus prescriptive rules	p. 208
An Overview of Grammatical Development	p. 209
Early Multiword Utterances	p. 209
The transition from one-word speech	p. 209
Two-word combinations	p. 210
Three-word and more combinations	p. 213
The telegraphic nature of early combinatorial speech	p. 215
The Development of Grammatical Morphemes	p. 215
Morphological development in children acquiring English	p. 215
Morphological development in children acquiring languages other than English	p. 217
The Development of Different Sentence Forms	p. 219
Expressing negation	p. 219
Asking questions	p. 219
The Development of Complex Sentences	p. 220
Individual Differences in Grammatical Development	p. 222
Measuring Grammatical Development	p. 223
The Development of Comprehension of Structured Speech	p. 225
Strategies children use	p. 226
Children's comprehension of meaning in sentence structure	p. 227
Sometimes production precedes comprehension	p. 231
What is the Nature of Children's Grammars?	p. 232
Evidence that children know grammatical rules	p. 232
Questions about the nature of early grammatical rules	p. 234
Issues in Explaining the Acquisition of Grammar	p. 237
Nature or nurture?	p. 237
Can general cognitive processes account for grammatical development?	p. 238
The role of language experience	p. 242
Continuity or discontinuity in grammatical development	p. 246
Theoretical Positions on the Acquisition of Grammar	p. 247
The behaviorist account	p. 247
The social/cognitive position	p. 248
The innate grammar position	p. 250
Connectionism	p. 253
Summary	p. 254
Key Terms	p. 255
Review Questions	p. 256
The Development of Communicative Competence: Learning to Use Language	p. 258
Components of Communicative Competence	p. 260
Pragmatics	p. 260
Discourse	p. 263
Sociolinguistics	p. 264
Pragmatic Development	p. 265
The development of speech acts	p. 266
The emergence of communicative intent in infancy	p. 267
The communicative functions of early speech	p. 269
The role of prelinguistic interaction in the development of communication	p. 273
Discourse Development	p. 274
The nature of young children's discourse	p. 274
The development of conversational skill	p. 278
The development of narrative skill	p. 288
Sociolinguistic Development	p. 297
Learning to produce situationally appropriate language	p. 297
Learning culture-specific or group-specific language styles	p. 304
Becoming an Effective Communicator	p. 308
Comprehension monitoring	p. 309
Message repair	p. 310
The Development of Literacy	p. 312
Literacy and human nature	p. 312
Oral language skill and reading	p. 312
Explaining SES-Related Differences in Reading Achievement	p. 315
Explaining the Development of Communicative Competence	p. 316
Influences on pragmatic development	p. 316
Influences on the development of discourse skill	p. 318
Influences on sociolinguistic development	p. 319
The Relation Between the Development of Communication and the Development of Language	p. 320
Communication as the motivation for acquiring language structure	p. 320
Language function as the basis of language structure	p. 321
Language function as the gateway to language structure	p. 322
Communicative pressure as the source of communicative development	p. 322
The independence of language function and language structure	p. 323
Summary	p. 324
Key Terms	p. 326
Review Questions	p. 326
Language Development in Special Populations	p. 328
Why Study Special Populations?	p. 330
Language Development and Deafness	p. 330
The acquisition of sign language	p. 332
Oral language development in deaf children	p. 334
The creation of home sign systems by deaf children	p. 337
Implications of research on language development in deaf children	p. 337
Language Development and Blindness	p. 339
Language Development and Mental Retardation	p. 341
Language development in children with Down syndrome	p. 342
Language development in children with Williams syndrome	p. 345
Case studies of individuals with mental retardation who have high-level language skills	p. 349
Language Development and Autism	p. 350
Language in lower-functioning persons with autism	p. 350
Language in higher-functioning persons with autism	p. 351
Specific Language Impairment	p. 353
Who is "specifically language impaired"?	p. 353
Characteristics of language development in children with specific language impairment	p. 353
What causes specific language impairment?	p. 356
What is specific language impairment?	p. 362
Summary	p. 362
Key Terms	p. 364
Review Questions	p. 365
Childhood Bilingualism	p. 366
The Social Circumstances of Childhood Bilingualism	p. 368
Bilingual Development as a Topic of Study	p. 369
Bilingual First Language Acquisition	p. 370
Language differentiation in bilingual development	p. 371
Bilingualism's effects on the development of each language	p. 373
Second Language Acquisition in Childhood	p. 376
Are first and second language acquisition in childhood different processes?	p. 376
Factors that influence the outcome of second language acquisition in childhood	p. 378
Bilingual Language Use: Code Switching	p. 380
Cognitive Consequences of Childhood Bilingualism	p. 382
The Bilingual Brain	p. 383
Bilingual Education	p. 385
Overview	p. 385
The French immersion program in Canada	p. 385
Bilingual education in the United States	p. 388
Summary	p. 390
Key Terms	p. 391
Review Questions	p. 391
Glossary	p. 393
References	p. 413
Name Index	p. 485
Subject Index	p. 493
Table of Contents provided by Syndetics. All Rights Reserved.

Erika Hoff is Professor of Psychology at Florida Atlantic University

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