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Part Four - Semantics, pragmatics and discourse

Published online by Cambridge University Press:  05 November 2015

Edith L. Bavin
Affiliation:
La Trobe University, Victoria
Letitia R. Naigles
Affiliation:
University of Connecticut
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Publisher: Cambridge University Press
Print publication year: 2015

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References

Suggestions for further reading

Bloom, P. (2000). How Children Learn the Meanings of Words. Cambridge, MA: MIT Press.
Bowerman, M., & Levinson, S. C. (eds.) (2001). Language Acquisition and Conceptual Development. Cambridge University Press.
Clark, E. V. (1993). The Lexicon in Acquisition. Cambridge University Press. (2009). First Language Acquisition, 2nd edn. Cambridge University Press.
Gentner, D., & Goldin-Meadow, S. (eds.) (2003). Language in Mind. Cambridge, MA: MIT Press.

Suggestions for further reading

Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science, 8, 199209.
Berman, R. A. (2014). Cross-linguistic comparisons in child language research. Journal of Child Language, 41, 2637.
Berman, J. M., Graham, S. A., Callaway, D., & Chambers, C. G. (2013). Preschoolers use emotion in speech to learn new words. Child Development, 84, 17911805.
Bion, R., Borovsky, A., & Fernald, A. (2013). Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months. Cognition, 126, 3953.
Waxman, S., Fu, X., Arunachalam, S., Leddon, E., Geraghty, K., & Song, H. (2013). Are nouns learned before verbs? Infants provide insight into a long-standing debate. Child Development Perspectives, 7, 155–9.

Suggestions for further reading

Chierchia, G., & McConnell-Ginet, S. (2000). Meaning and Grammar: An Introduction to Semantics. Cambridge, MA: MIT Press.
Crain, S., & Thornton, R. (1998). Investigations in Universal Grammar: A Guide to Experiments in the Acquisition of Syntax and Semantics. Cambridge, MA: MIT Press.
Guasti, M. T. (2002). Language Acquisition: The Growth of Grammar. Cambridge, MA: MIT Press.

Suggestions for further reading

Huang, Y. T., & Snedeker, J. (2011). Cascading activation across levels of representation in children’s lexical processing. Journal of Child Language, 38(3), 644–61.
Snedeker, J., & Yuan, S. (2008). The role of prosodic and lexical constraints in parsing in young children (and adults). Journal of Memory and Language, 58, 574608.
Trueswell, J. C., & Gleitman, L. R. (2007). Learning to parse and its implications for language acquisition. In Gaskell, G. (ed.), The Oxford Handbook of Psycholing. Oxford University Press.
Van Gompel, R. P. (ed.) (2013). Sentence Processing. Hove: Psychology Press.

Suggestions for further reading

Blum-Kulka, S., & Snow, C. (eds.). (2002). Talking to Adults: The Contribution of Multi-party Discourse to Language Acquisition. Mahwah, NJ: Erlbaum.
Ninio, A., & Snow, C. (1996). Pragmatic Development. Boulder, CO: Westview Press.
Piaget, J. (1926/1974). The Language and Thought of the Child, trans. Gabains, M.. New York: New American Library.
Subrahmanyam, K., & Šmahel, D. (2011). Digital Youth: The Role of Media in Development. New York: Springer.

Suggestions for further reading

Berman, R. A. (2008). The psycholinguistics of developing text construction. Journal of Child Language, 35, 735–71.
Berman, R. A., & Slobin, D. I. (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Erlbaum.
Hickmann, M. (2003). Children’s Discourse: Person, Time, and Space across Languages. Cambridge University Press.
McCabe, A., & Peterson, C. (eds.). (1991). Developing Narrative Structure. Hillsdale, NJ: Erlbaum.
Strömqvist, S., & Verhoeven, L. (eds.). (2004). Relating Events in Narrative: Typological and Contextual Perspectives. Mahwah, NJ: Erlbaum.

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