Full Description
Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child's own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç - a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe.
Contents
1. Introduction (by Ketrez, F. Nihan); 2. Section I. Learning environments as contributions to child language acquisition; 3. Chapter 1. Social motivations for linguistic exploration: A diary study (by Slobin, Dan I.); 4. Chapter 2. Becoming social and interactive with language (by Clark, Eve V.); 5. Chapter 3. Maternal input at 1;6: A comparison of two mothers from different SES backgrounds (by Ravid, Dorit); 6. Chapter 4. Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds (by Korecky-Kroll, Katharina); 7. Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners? (by Ozcaliskan, Seyda); 8. Chapter 6. Preschoolers' use of questions in their joint decisions with peers (by Koymen, Bahar); 9. Chapter 7. Sibling influence on morphological development? (by Ketrez, F. Nihan); 10. Section II. Changes within the child as contributors to child language acquisition; 11. Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality? (by Villiers, Jill G. de); 12. Chapter 9. The relationship between language, memory and evidentiality (by Aydin, Cagla); 13. Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasks (by Nicolopoulou, Ageliki); 14. Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions (by Uzundag, Berna A.); 15. Chapter 12. Event perception and language learning: Early interactions between language and thought (by Goksun, Tilbe); 16. Chapter 13. Developing construals of a narrative event sequence (by Berman, Ruth A.); 17. Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language (by Sumer, Beyza)
