The goals of this volume are twofold: on a general level the volume explores whether evidence for teaching and learning can be found in mother-child interactions during the course of first language acquisition and whether these processes can be objectively described; on a sublevel, the volume investigates whether the denials of frequency and reinforcement effects found in the literature withstand closer scrutiny. The findings support a teaching/learning approach to first language acquisition and demonstrate some of the major principles involved in this process.
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CAROLYN ROVEE-COLLIER is Professor II of Psychology at Rutgers University./e She is recognized as having founded the field of infant long-term memory and is currently funded by the National Institute of Mental Health for research on infant learning and memory. She has authored more than 180 publications.
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Hardcover. Condition: new. Hardcover. The goals of this volume are twofold: on a general level the volume explores whether evidence for teaching and learning can be found in mother-child interactions during the course of first language acquisition and whether these processes can be objectively described; on a sublevel, the volume investigates whether the denials of frequency and reinforcement effects found in the literature withstand closer scrutiny. The findings support a teaching/learning approach to first language acquisition and demonstrate some of the major principles involved in this process. The goals of this volume are twofold: on a general level the volume explores whether evidence for teaching and learning can be found in mother-child interactions during the course of first language acquisition and whether these processes can be objectively described; This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780893911621
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Hardcover. Condition: New. In shrink wrap. Looks like an interesting title! Seller Inventory # Q-0893911623