Social environment and cognition in language development : studies in honor of Ayhan Aksu-Koç / edited by F. Nihan Ketrez [and three others].

Format:

Book

Contributor:

Ketrez, F. Nihan, 1973- editor.

Aksu-Koç, Ayhan, honouree.

Series:

Trends in language acquisition research ; v. 21.

Trends in language acquisition research, 1569-0644 ; 21

Language:

English

Subjects (All):

Language acquisition--Research--Methodology.

Language acquisition.

Language acquisition--Social aspects.

Cognitive grammar--Social aspects.

Cognitive grammar.

Interlanguage (Language learning).

Psycholinguistics.

Physical Description:

1 online resource (256 pages) : color illustrations.

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2017]

Summary:

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:

Intro

Social Environment and Cognition in Language Development

Editorial page

Title page

LCC data

Table of contents

Introduction

Chapter 1. Social motivations for linguistic exploration: A diary study

1. A diary study

2. Who or what is acquiring language?

3. What is being acquired?

4. Theme: Possible worlds

5. Theme: Patterns of adult activity

6. Theme: Seeking general principles

7. Theme: The nature of time

8. Theme: The self in the social world

9. Overarching theme: Seeking to understand normativity

10. Conclusion: Motivations for linguistic complexity

References

Chapter 2. Becoming social and interactive with language

1. Introduction

2. Precursors to conversational turn taking

3. From gestures to words

4. Taking turns

5. Constructing utterances together

6. Fine-tuning the timing

7. Conclusion

Chapter 3. Maternal input at 1

6: A comparison of two mothers from different SES backgroundsA comparison of two mothers from different SES backgrounds

1. Introduction: Language and literacy in children from different SES backgrounds

2. Method

3. Results and discussion

4. Conclusions

Acknowledgment

Chapter 4. Requests in Turkish and German child-directed and child speech: Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgrounds

1. Background

3. Results

4. Discussion and conclusion

Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners?

1. Gesture indexes children's emerging vocabularies in speech

2. Does gesture index children's emerging vocabularies across different learners?.

3. Role of parental response in building the link between child gesture and vocabulary development across different learners

Chapter 6. Preschoolers' use of questions in their joint decisions with peers: Preschoolers' use of questions in their joint decisions with peers

4. Discussion

Acknowledgements

Chapter 7. Sibling influence on morphological development?: Sibling influence on morphological development?

4. Conclusion

Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?What do children learn when they learn about evidentiality?

2. Overview of the Tibetan evidential system

3. Evidentiality and acquisition challenges

4. Tibetan evidentials and maternal-child speech

5. The semantics of evidentials

6. The reflection principle for questions

Acknowledgement

Chapter 9. The relationship between language, memory and evidentiality: The relationship between language, memory and evidentiality

2. Bilingualism and autobiographical memory

3. The role of language in avoiding misinformation

Chapter 10. Narrativity and mindreading revisited: Children's understanding of theory of mind in a storybook and in standard false belief tasksChildren's understanding of theory of mind in a storybook and in standard false belief tasks

4. Concluding remarks

Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactions.

1. Introduction

2. Corpus

3. Coding

4. Findings

5. Discussion and conclusion

Chapter 12. Event perception and language learning: Early interactions between language and thought

2. Trading spaces

3. Nonlinguistic event processing: When and how do children package event components?

4. How does learning one's native language impact event processing?

5. Learning more than one language

6. Conclusions

Chapter 13. Developing construals of a narrative event sequence: Developing construals of a narrative event sequence

2. Results

3. Discussion

Appendix A

Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language

2. Present study

3. Participants

4. Method and procedure

5. Data coding and analysis

6. Results

7. Discussion

8. Conclusion

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.