Access to Language and Cognitive Development (Hardcover)
Language: English
Published by Oxford University Press, Oxford, 2011
- Hardcover
- New
Seller: CitiRetail, Stevenage, United KingdomCitiRetail
AbeBooks seller since June 29, 2022
Condition: New
£ 105.49
Quantity: 1 available
Add to basketItem description from seller
Hardcover. One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?This book is the first to confront directly the issue of how possessing an enhanced orimpaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book featuresstate of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings'Access to Language and CognitiveDevelopment' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested inthe effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? What are the affects on development of impaired access to language? This book is the first to consider how possessing an enhanced or impaired access to language influences a child's development. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…
Seller Inventory # 9780199592722
- Title
- Access to Language and Cognitive Development (Hardcover)
- Author
- Michael Siegal
- Publisher
- Oxford University Press, Oxford
- Publication year
- 2011
- Condition
- new
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0199592721
- ISBN 13
- 9780199592722
This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings
'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation.
"Synopsis" may belong to another edition of this title.
About the Author
Among his books are Knowing Children: Experiments in Conversation and Cognition (second edition, Psychology Press, 1997), Children's Understanding of Biology and Health (co-edited with C. C. Peterson, Cambridge University Press, 1999), The Cognitive Basis of Science (co-edited with P. Carruthers and S. Stich, Cambridge University Press, 2002), and Marvelous Minds: The Discovery of What Children Know (Oxford University Press, 2008). He is a Fellow of the Association for Psychological Science and the Academia Europaea.
Luca Surian is a Professor of Developmental Psychology at the University of Trento, Italy. Previously, he held appointments at the MRC Cognitive Development Unit in London (UK) and at the Departments of Psychology of the Universities of Padua (Italy), Trieste (Italy) and North Carolina, Greensboro, where he was supported by a Fulbright Scholarship. For many years, Professor Surian has been carrying out research on the development of language and cognitive processes, with a particular interest in the conceptual development and the acquisition of communicative competence both in typically developing children and in atypically developing children, such as those with autism and specific language impairment. His recent research concerns the development of cognitive processes in preverbal infants, monolingual and bilingual children and deaf children who either have deaf parents or hearing parents. Professor Surian's research is represented in more than 80 scientific publications.
"About the title" may belong to another edition of this title.
CitiRetail
Stevenage, United Kingdom
AbeBooks seller since June 29, 2022
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