The origins of grammar : evidence from early language comprehension / Kathy Hirsh-Pasek and Roberta Michnick Golinkoff.

By:

Hirsh-Pasek, Kathy

Contributor(s):

Golinkoff, Roberta M

Material type: Text

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585331480
9780585331485
9780262275460
0262275465
0262581809
9780262581806

Subject(s): Genre/Form:

Additional physical formats: Print version:: Origins of grammar.DDC classification:

401/.93 20

LOC classification:

P118 .H57 1996eb

Online resources:

Click here to access online

Contents:

Theories of Language Acquisition -- The Intermodal Preferential Looking Paradigm -- Infants' Perception of Constituent Structure -- Single-Word Speakers' Comprehension of Word Order -- Young Children's Use of Syntactic Frames to Derive Meaning -- With Letitia Naigles -- A Coalition Model of Language Comprehension.

Summary: Annotation The authors synthesize their work using the intermodal preferential looking paradigm to understand how childrens' sensitivities to syntactic information can be translated into organizing principles that encourage syntactic learning. They use the results of their empirical work to describe a theory of language learning that emphasizes the role of multiple cues and forces in development, showing how infants shift their reliance on different aspects of linguistic input. For cognitive and developmental psychologists. Annotation c. by Book News, Inc., Portland, Or.

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Holdings
Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references (pages 205-222) and index.

Print version record.

Annotation The authors synthesize their work using the intermodal preferential looking paradigm to understand how childrens' sensitivities to syntactic information can be translated into organizing principles that encourage syntactic learning. They use the results of their empirical work to describe a theory of language learning that emphasizes the role of multiple cues and forces in development, showing how infants shift their reliance on different aspects of linguistic input. For cognitive and developmental psychologists. Annotation c. by Book News, Inc., Portland, Or.