Social Environment and Cognition in Language Development

Studies in honor of Ayhan Aksu-Koç

| Istanbul Bilgi University
| Koç University
| Georgia State University
| Radboud University and the MPI for Psycholinguistics
ISBN 9789027244116 | EUR 95.00 | USD 143.00
ISBN 9789027265388 | EUR 95.00 | USD 143.00
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.
[Trends in Language Acquisition Research, 21]  2017.  xii, 242 pp.
Publishing status: Available
Table of Contents
F. Nihan Ketrez, Aylin C. Küntay, Şeyda Özçalışkan and Aslı Özyürek
Section I. Learning environments as contributors to child language acquisition
Chapter 1. Social motivations for linguistic exploration: A diary study
Dan I. Slobin
Chapter 2. Becoming social and interactive with language
Eve V. Clark
Chapter 3. Maternal input at 1;6: A comparison of two mothers from different SES backgrounds
Dorit Ravid and Anael Zimmerman
Chapter 4. Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds
Katharina Korecky-Kröll, Kumru Uzunkaya-Sharma and Wolfgang U. Dressler
Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners?
Şeyda Özçalışkan, Valery Limia and Nevena Dimitrova
Chapter 6. Preschoolers’ use of questions in their joint decisions with peers
Bahar Köymen and Elena Lieven
Chapter 7. Sibling influence on morphological development?
F. Nihan Ketrez
Section II. Changes within the child as contributors to child language acquisition
Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?
Jill G. de Villiers and Jay L. Garfield
Chapter 9. The relationship between language, memory and evidentiality
Çağla Aydın
Chapter 10. Narrativity and mindreading revisited: Children’s understanding of theory of mind in a storybook and in standard false belief tasks
Ageliki Nicolopoulou and Burcu Ünlütabak
Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions
Berna A. Uzundag, Süleyman S. Tasci and Aylin C. Küntay
Chapter 12. Event perception and language learning: Early interactions between language and thought
Tilbe Goksun, Aslı Aktan-Erciyes, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff
Chapter 13. Developing construals of a narrative event sequence
Ruth A. Berman
Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language
Beyza Sümer, Pamela Perniss and Aslı Özyürek
Cited by

Cited by 1 other publications

2018. Exposure and feedback in language acquisition: adult construals of children's early verb-form use in Hebrew. Journal of Child Language  pp. 1 ff. Crossref logo

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Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009040 – LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2017014779 | Marc record