Current Perspectives on Child Language Acquisition

How children use their environment to learn

Editors
| Max Planck Institute for Psycholinguistics & Radboud University
| University of Manchester
| University of Liverpool
| University of Manchester
HardboundForthcoming
ISBN 9789027207074 | EUR 99.00 | USD 149.00
 
e-BookOrdering information
ISBN 9789027261007 | EUR 99.00 | USD 149.00
 
In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated.
[Trends in Language Acquisition Research, 27]  Expected September 2020.  ix, 320 pp. + index
Publishing status: In production
Table of Contents
This is a provisional table of contents, and subject to changes.
Foreword
Michael Tomasello
vii–ix
Introduction
Ben Ambridge, Caroline F. Rowland, Anna L. Theakston and Katherine E. Twomey
1–7
Part 1. Levels of acquisition
12–170
Learning how to communicate in infancy
Danielle Matthews
11–38
Heads, shoulders, knees and toes: What developmental robotics can tell us about language acquisition
Katherine E. Twomey and Angelo Cangelosi
39–64
Insights from studying statistical learning
Rebecca L.A. Frost and Padraic Monaghan
65–89
From grammatical categories to processes of categorization: The acquisition of morphosyntax from a usage-based perspective
Heike Behrens
91–112
The retreat from transitive-causative overgeneralization errors: A review and diary study
Ben Ambridge and Chloe Ambridge
113–130
Where form meets meaning in the acquisition of grammatical constructions
Anna L. Theakston
131–154
Social cognitive and later language acquisition
Silke Brandt
155–170
Part 2. Levels of variation
174–321
The emergence of gesture during prelinguistic interaction
Thea Cameron-Faulkner
173–187
Individual differences in first language acquisition and their theoretical implications
Evan Kidd, Amy Bidgood, Seamus Donnelly, Samantha Durrant, Michelle S. Peter and Caroline F. Rowland
189–219
Understanding the cross-linguistic pattern of verb-marking error in typically developing children and children with Developmental Language Disorder: Why the input matters
Julian M. Pine, Daniel Freudenthal and Fernand Gobet
221–246
Sampling linguistic diversity to understand language development
Sabine Stoll
247–262
Lessons from studying language development in bilingual children
Ludovica Serratrice
263–285
Language disorders and autism: Implications for usage-based theories of language development
Kirsten Abbot-Smith
287–321
Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009040 – LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics
U.S. Library of Congress Control Number:  2020015564