Approaches to Bootstrapping
Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition
Volume 1
The papers on syntactic development deal with the acquisition of grammatical prosodic features for learning language specific syntactic regularities.
Volume 2 of Approaches to Bootstrapping focuses on the interaction between the development of prosodic and morphosyntactic knowledge as evidenced in the early speech of Dutch, English, German, Portugese, Spanish, Danish, Islandic, and Swedish children sheding new light on the relation between universal and language specific aspects of language acquisition. Another section of this volume deals with new approaches to language acquisition using ERP- techniques. The papers discuss in detail the relation between the development of language skills and changes in neurophysiological aspects of the brain. The potentials of these techniques for the development of new tools for an early diagnosis of children who are at risque for developmental language disorders are also pointed out.
The closing section contains a synopsis of interactionist approaches to language acquisition, a discussion of the genetic and experiential origin of primitive linguistic elements in acquisition, and a discussion of structural and developmental aspects of bird song in comparison to human language.
The two volumes making up Approaches to Bootstrapping present a state-of-the art interdisciplinary and cross-linguistic overview of recent developments in first language acquisition research.
Published online on 21 October 2008
Table of Contents
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IntroductionJürgen Weissenborn and Barbara Höhle | p. vii
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Part I: Early Word Learning and its Prerequisites | p. 1
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Bootstrapping from the Signal: Some Further DirectionsPeter W. Jusczyk | pp. 3–23
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Contributions of Prosody to Infants’ Segmentation and Representation of SpeechCatharine H. Echols | pp. 25–46
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Implicit Memory Support for Language AcquisitionCynthia Fisher and Barbara A. Church | pp. 47–69
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How Accessible is the Lexicon in Motherese?Nan Bernstein Ratner and Becky Rooney | pp. 71–78
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Bootstrapping a First VocabularyLila Gleitman and Henry Gleitman | pp. 79–96
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Infants’ Developing Competence in Recognizing and Understanding Words in Fluent SpeechAnne Fernald, Gerald W. McRoberts and Daniel Swingley | pp. 97–123
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Lemma Structure in Language Learning: Comments on Representation and RealizationCecile McKee and Noriko Iwasaki | pp. 125–144
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Part II: From Input Cues to Syntactic Knowledge | p. 145
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Signal to Syntax: Building a BridgeLouAnn Gerken | pp. 147–165
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A Reappraisal of Young Children’s Knowledge of Grammatical MorphemesRoberta Michnick Golinkoff, Kathy Hirsh-Pasek and Melissa A. Schweisguth | pp. 167–188
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Predicting Grammatical Classes from Phonological Cues: An Empirical TestGert Durieux and Steven Gillis | pp. 189–229
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Pre-lexical Setting of the Head: Complement Parameter through ProsodyMaria Teresa Guasti, Marina Nespor, Anne Christophe and Brit van Ooyen | pp. 231–248
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Discovering Word Order Regularities: The Role of Prosodic Information for Early Parameter SettingBarbara Höhle, Jürgen Weissenborn, Michaela Schmitz and Anja Ischebeck | pp. 249–265
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On the Prosody/Lexicon Interface in Learning Word Order: A Study of Normally Developing and Language Impaired ChildrenZvi Penner, Karin Wymann and Jürgen Weissenborn | pp. 267–293
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Index | p. 295
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