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Titlebook: New Directions In Language Development And Disorders; Michael Perkins,Sara Howard Book 2000 Springer Science+Business Media New York 2000

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發(fā)表于 2025-3-21 18:24:40 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱New Directions In Language Development And Disorders
編輯Michael Perkins,Sara Howard
視頻videohttp://file.papertrans.cn/666/665070/665070.mp4
圖書封面Titlebook: New Directions In Language Development And Disorders;  Michael Perkins,Sara Howard Book 2000 Springer Science+Business Media New York 2000
描述Research into child language development is being conducted more extensively, by more people, and in more countries throughout the world than at any point in the past. We now know more than we ever did before about the linguistic, cognitive, neurobio- logical, and social capacities that children bring to their language learning task, as well as the ways in which these capacities interact with a whole range of factors present in the child‘s environment throughout the learning process, not least the particular character- istics of the language or languages to which the child is exposed. Far from inducing a sense of complacency, this new knowledge seems instead to create an even stronger impetus to know more. This is partly because of the new and unforeseen questions it raises and partly because of competition between different theories to provide the best explanation of the phenomenon, and which in turn engender different methods of enquiry. This volume addresses many of the key issues which are currently exercising the minds of child language researchers, and which are likely to motivate research for some years to come. The chapters included here-all previously unpublished-present a
出版日期Book 2000
關(guān)鍵詞Syntax; Verb; development; language; language acquisition; learning; morphology; semantics
版次1
doihttps://doi.org/10.1007/978-1-4615-4157-8
isbn_softcover978-1-4613-6865-6
isbn_ebook978-1-4615-4157-8
copyrightSpringer Science+Business Media New York 2000
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發(fā)表于 2025-3-21 21:44:45 | 只看該作者
https://doi.org/10.1007/978-1-4615-4157-8Syntax; Verb; development; language; language acquisition; learning; morphology; semantics
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978-1-4613-6865-6Springer Science+Business Media New York 2000
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Cross-Linguistic Developmental Evidence of Implicit Causality In Visual Perception and Cognition Ve “theory of mind” has shown interesting relationships between the development of children’s understanding of mental life and the development of language in the early years (e.g..; .). Moreover, it has been suggested that children’s knowledge about mental verbs may be linked specifically to later developments of “theory of mind” in children (.; .).
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,The Emergence of Periphrastic Questions in Child—French,The most common type of question of found in spoken French is the type in (1).
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Theories of Language Learning and Children with Specific Language Impairment,es on non-verbal tests of intelligence, normal hearing, and no clear evidence of neurological impairment. Children who meet this definition are not identical in their characteristics, though some linguistic profiles are rather common. Boys outnumber girls, with a ratio of approximately 2.8 to 1 (.).
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