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Description
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 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.
Table of Contents
- Theory of Mind
- 1: Virginia Slaughter and Candida C. Peterson: How conversational input shapes theory of mind development in infancy and early childhood
- 2: Elizabeth Meins: Social relationships and children's understanding of mind: Attachment, internal states and mind-mindedness
- 3: Marek Meristo , Erland Hjelmquist and Gary Morgan: How access to language affects theory of mind in deaf children
- 4: Annika Dahlgren Sandberg and SvenOlof Dahlgren: Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities
- Acquisition of Pragmatics
- 5: V. Heather Fritzley, Mako Okanda, Shoji Itakura and Kang Lee: Children's responses to yes-no questions
- 6: Michelle M. Chouinard and Kristi Imberi-Olivares: Getting information from others: Who do children turn to?
- 7: Gil Diesendruck: The scope and origins of children's assumptions of conventionality
- 8: Luca Surian: Access to language, social cognition and lexical development in autism
- Multiple Access to Language
- 9: Brian Butterworth and Robert Reeve: Counting words and a principles-after account of the development of number concepts
- 10: Terry Kit-fong Au: Access to childhood language memory: Implications for cognitive development
- 11: Ágnes Melinda Kovács: Early bilingualism and theory of mind: Bilinguals' advantage in dealing with conflicting mental representations
- 12: Michael Siegal, Maria A. Tallandini, Sandra Pellizzoni and Corinna Michelin: Exploring the effects of bilingualism on children's conversational understanding and moral sense
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