Language Development: The Essential Readings(Essential Readings in Developmental Psychology)

This collection brings together for students the essential readings from the broad and fast-moving field of child language development.

Table of Contents:
Acknowledgments vii General Introduction 1 Part I Introduction to Speech Perception 13 1 Finding and Remembering Words: Some Beginnings by English-Learning Infants 19 Peter W. Jusczyk 2 Listening to Speech in the 1st Year of Life 26 Janet F. Werker and Renée N. Desjardins 3 Language Discrimination by Human Newborns and by Cotton-Top Tamarin Monkeys 34 Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, and Jacques Mehler 4 Infant Artificial Language Learning and Language Acquisition 42 R.L. Gómez and L.A. Gerken 5 Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year 49 Anne Fernald, John P Pinto, Daniel Swingley, Amy Weinberg, And Gerald W. Mcroberts Part II Introduction to Word Learning 57 6 Young Children’s Appreciation of the Mental Impact of Their Communicative Signals 62 Helen I. Shwe and Ellen M. Markman 7 Lexical Development in English und Italian 76 Maria Cristina Caselli, P. Casadio, and E. Bates 8 Perceiving Intentions and Learning Words in the Second Year of Life 111 Michael Tomasello 9 Evidence Against a Dedicated System for Word Learning in Children 129 Lori Markson and Paul Bloom 10 On the Inseparability of Grammar and the Lexicon; Evidence from Acquisition 134 Elizabeth Bates and Judith C. Goodman Part III Introduction to Grammatical Development 163 11 The Item-Based Nature of Children’s Early Syntactic Development 169 Michael Tomasello 12 Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure 187 Nameera Akhtar 13 The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules 203 Klaus-Michael Köpcke 14 An Exploration into Children’s Use or Passives 227 Nancy Budwig 15 Acquisition of Complementation 248 Lois Bloom, Matthew Rispoli, Barbara Gartner. And Jeremie Hafitz 16 Form Function Relations: How Do Children Find Out What They Are? 267 Dan I. Slobin Part IV Brains, Genes, and Computation in Language Development 291 17 Connectionism and Language Acquisition 295 Jeffrey L. Elman 18 Neural Correlates of Early Language Learning 307 Barbara Clancy and Barbara Finlay 19 Development Itself Is the Key to Understanding Developmental Disorders 331 Annette Karmiloff-Smith Index 351 

About the Author :
Elizabeth Bates is Professor of Psychology and Professor of Cognitive Science at the University of California, San Diego, where she also directs the Center for Research in Language and the Project in Cognitive and Neural Development. She is a visiting scholar on a regular basis at the National Research Council Institute of Psychology in Rome. She has authored or co-authored more than 150 papers and nine books, including most recently, Rethinking Innateness (1996). Michael Tomasello is Co-Director of the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. His previous publications include Primate Cognition (1997), The New Psychology of Language: Cognitive and Functional Approaches to Language Structure (1998) and The Cultural Origins of Human Cognition (1999).