1 How Children Learn the Reference of Concrete Nouns: A Critique of Current Hypotheses.- The Original Hypotheses of Clark and Nelson.- Subsequent Developments.- Revisions and Extensions.- Conclusions and Some Suggestions for Future Research.- 2 Early Semantic Representations and Early Word-Usage.- The Principal Phenomena Characterizing Early Word-Usage.- The Development of Semantic Representations: A Summary of the Proposed Model.- Conclusions.- 3 Constraints on the Representation of Word Meaning: Evidence From Autistic and Mentally Retarded Children.- The Study.- Results.- Discussion.- 4 Semantic and Conceptual Knowledge Underlying the Child's Words.- Extensional Studies.- Interview Studies.- Conclusion.- 5 Thoughts on the Intensional Basis of Early Object Word Extension: Evidence From Comprehension and Production.- Object Word Meaning.- Children's Extension Errors.- The Comprehension/Production Issue.- The Notion of Prototypes and Its Implications for the Comprehension/Production Issue.- Conclusions and Speculations.- An Unembarrassed Return to the Notion of Prototype-Based Word Meaning.- 6 Lexical Acquisition Strategies in the Preschool Child.- What's in a Word?.- Data Bases and Strategies.- The Input.- Experimental Evidence.- Conclusion.- 7 Apprenticeship in Word Use: Social Convergence Processes in Learning Categorically Related Nouns.- The Vygotsky-Wittgenstein Legacy.- Some Clarifications and Implications.- The Framework Applied to Maternal Labeling Research.- Factors Affecting Parent-Child Reference Patterns.- An Illustrative Study.- Conclusion.- 8 Words, Plans, Things, and Locations: Interactions Between Semantic and Cognitive Development in the One-Word Stage.- Meaning in the One-Word Stage.- Words About Things.- Words About Plans.- Words About Locations.- Other Early Words and Meanings.- Changes in the Meanings of Early Words.- Summary.- Conceptual Development and Early Meaning.- Theories of Semantic Development in the One-Word Stage.- An Alternative Hypothesis.- 9 Actions and Things: What Adults Talk About to 1-Year-Olds.- Speech Input Characteristics.- What Is the Topic of Conversation: Action or Object?.- Mother Speech Styles.- Conversational Demands and Child-Directed Speech.- Descriptive Comments About Objects and Actions.- Directing Visual Attention.- Directing Actions.- Promoting Verbal Responses.- Conclusion.- 10 Action Words and Pragmatic Function in Early Language.- Action Words: Classes and Contexts.- Data: Actions and State Changes.- The Pragmatics of Early Action Words.- Mental Process Verbs.- Conclusions.- 11 Verbs and Time.- Cutting Up Verbs.- Time Talk.- The Category Verb.- Conclusion.- 12 Acquiring and Using Words to Express Logical Relationships.- Selective Review of the Literature Concerning Children's Understanding of the Terms Before, After, Because, So, If, But, and Or.- Production and Comprehension Measures.- Content as a Context for Comprehending Relational Terms.- Conclusions.- Summary.- Author Index.
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in develop mental journals that could be considered cognitive, 50% seems like a conserva tive estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several autbors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" types, carrying the sub title Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defmed domain of cognitive-developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as sepa rate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad defmition of cognitive development is being used in the selec tion of books for this series.
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