Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- References
- Index
- References
Part One - Theoretical and methodological approaches
Published online by Cambridge University Press: 05 November 2015
Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- References
- Index
- References
- Type
- Chapter
- Information
- The Cambridge Handbook of Child Language , pp. 13 - 134Publisher: Cambridge University PressPrint publication year: 2015
References
Suggestions for further reading
Berwick, R. C., Pietroski, P., Yankama, B., & Chomsky, N. (2011). Poverty of the stimulus revisited. Cognitive Science, 35, 1207–42.
Jackendoff, R. (2011). What is the human language faculty?: Two views. Language, 87, 586–624.
Valian, V. (in press). Input and Innateness: Controversies in Language Acquisition. Cambridge, MA: MIT Press.
Suggestions for further reading
Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking Innateness. Boston: MIT Press.
Singh, L., Reznick, J. S., & Xuehua, L. (2012). Infant word segmentation and childhood vocabulary development: A longitudinal analysis. Developmental Science, 15, 482–95.
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926–8.
Thiessen, E. D., Kronstein, A. T., & Hufnagle, D. G. (2013). The extraction and integration framework: A two-process account of statistical learning. Psychological Bulletin, 139, 792–814.
Suggestions for further reading
Friederici, A. D. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6, 78–84.
Friederici, A. D. (2005). Neurophysiological markers of early language acquisition: From syllables to sentences. Trends in Cognitive Sciences, 9, 481–8.
Friederici, A. D. (2006). The neural basis of language development and its impairment. Neuron, 52, 941–52.
Friederici, A. D. (2011). The brain basis of language processing: From structure to function. Physiological Reviews, 91, 1357–92.
Friederici, A. D. (2012). Language development and the ontogeny of the dorsal pathway. Frontiers in Evolutionary Neuroscience, 4, 3.
Suggestions for further reading
Goldberg, A. (2006). Constructions at Work. Oxford University Press.
Lieven, E., & Tomasello, M. (2008). Children’s first language acquisition from a usage-based perspective. In Ellis, N. (ed.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 168–96). New York: Routledge.
Tomasello, M. (2001). Perceiving intentions and learning words in the second year of life. In Bowerman, M. & Levinson, S. (eds.), Language Acquisition and Conceptual Development (pp. 132–58). Cambridge University Press.
Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.
Tomasello, M. (2008). Origins of Human Communication. Cambridge, MA: MIT Press.
Suggestions for further reading
Bavin, E. L., & Stoll, S. (eds.) (2013). The Acquisition of Ergativity. Amsterdam: Benjamins.
Berman, R. A., & Slobin, D. I. (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Erlbaum.
Bowerman, M., & Brown, P. (eds.) (2007). Crosslinguistic Perspectives on Argument Structure: Implications for Learnability. Mahwah, NJ: Erlbaum.
Pye, C., Pfeiler, B., de León, L., Brown, P., & Mateo, P. (2007). Roots or edges? Explaining variation in children’s early verb forms in five Mayan languages. In Pfeiler, B. (ed.), Learning Indigenous Languages: Child Language Acquisition in Mesoamerica (pp. 15–47). Berlin and New York: Mouton de Gruyter.
Slobin, D. I. (ed.) (1985–95). The Crosslinguistic Study of Language Acquisition, vols. 1–5. Hillsdale, NJ, and Mahwah, NJ: Erlbaum.