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First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.
This volume presents the state of the art of recent research on the acquisition of semantics. Covering topics ranging from infants' initial acquisition of word meaning to the more sophisticated mapping between structure and meaning in the syntax-semantics interface, and the relation between logical content and inferences on language meaning (semantics and pragmatics), the papers in this volume introduce the reader to the variety of ways in which children come to realize that semantic content is encoded in word meaning (for example, in the event semantics of the verbal domain or the scope of logical operators), and at the level of the sentence, which requires the composition of semantic meaning. The authors represent some of the most established and promising researchers in this domain, demonstrating collective expertise in a range of methodologies and topics relevant to the acquisition of semantics. This volume will serve as a valuable resource for students and faculty, and junior and seasoned researchers alike.
Syntactic Development presents a broad critical survey of the research literature on child language development. Giving balanced coverage to both theoretical and empirical issues, William O'Grady constructs an up-to-date picture of how children acquire the syntax of English. Part 1 offers an overview of the developmental data pertaining to a range of syntactic phenomena, including word order, subject drop, embedded clauses, wh-questions, inversion, relative clauses, passives, and anaphora. Part 2 considers the various theories that have been advanced to explain the facts of development as well as the learnability problem, reporting on work in the mainstream formalist framework but also considering the results of alternative approaches. Covering a wide range of perspectives in the modern study of syntactic development, this book is an invaluable reference for specialists in the field of language acquisition and provides an excellent introduction to the acquisition of syntax for students and researchers in psychology, linguistics, and cognitive science.
This book provides a snapshot of the field of language acquisition at the beginning of the 21st Century. It represents the multiplicity of approaches that characterize the field and provides a review of current topics and debates, as well as addressing some of the connections between sub-fields and possible future directions for research.
No detailed description available for "Syntactic Structures".
An accessible introduction to language development aimed at a wide audience of students from different disciplines such as psychology, behavioural science, linguistics, cognitive science, and speech pathology. It requires only minimal knowledge of psychology, and is intended for undergraduates from the second year of studies onwards. The wide accessibility to undergraduates is achieved by avoiding technical terminology when possible and explaining all crucial concepts in the text. From the first moment of life, language development occurs in the context of social activities. This book emphasises how language development interacts with social and cognitive development, and shows how these abilities work together to turn children into sophisticated language users—a process that continues well beyond the early years. Covering the breadth of contemporary research on language development, Brooks and Kempe illustrate the methodological variety and multi-disciplinary character of the field, presenting recent findings with reference to major theoretical discussions. Through their clear and accessible style, readers are given an authentic flavour of the complexities of language development research. With such research advancing at a rapid pace, Language Development uncovers new insights into a variety of areas such as the neurophysiological underpinnings of language, the language processing capabilities of newborns, and the role of genes in regulating this amazing human ability.
Bringing together diachronic research from a variety of perspectives, notably typology, formal syntax and semantics, this volume focuses on the interplay of syntactic and semantic factors in language change - an issue so far largely neglected both in (mostly lexical) historical semantics as well as historical syntax, but recently brought into focus by grammaticalization theory as well as Minimalist diachronic syntax. The contributions draw on data from numerous Indo-European languages including Vedic Sanskrit, Middle Indic, Greek as well as English and German, and discuss a range of phenomena such as change in negation markers, indefinite articles, quantifiers, modal verbs, argument structure among others. The papers analyze diachronic evidence in the light of contemporary syntactic and semantic theory, addressing the crucial question of how syntactic and semantic change are linked, and whether both are governed by similar constraints, principles and systematic mechanisms. The volume will appeal to scholars in historical linguistics and formal theories of syntax and semantics.
The remarkable way in which young children acquire language has long fascinated linguists and developmental psychologists alike. Language is a skill that we have essentially mastered by the age of three, and with incredible ease and speed, despite the complexity of the task. This accessible textbook introduces the field of child language acquisition, exploring language development from birth. Setting out the key theoretical debates, it considers questions such as what characteristics of the human mind make it possible to acquire language; how far acquisition is biologically programmed and how far it is influenced by our environment; what makes second language learning (in adulthood) different from first language acquisition; and whether the specific stages in language development are universal across languages. Clear and comprehensive, it is set to become a key text for all courses in child language acquisition, within linguistics, developmental psychology and cognitive science.