9780521374972 - Perspectives on Language and Thought Hardback: Interrelations in Development de Gelman; Byrnes (19 resultados)

Hardcover. Condición: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

gebundene Ausgabe. Condición: Gut. 524 Seiten; Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber. Es befindet sich neben dem Rückenschild lediglich ein Bibliotheksstempel im Buch; ordnungsgemäß entwidmet. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 920.

Hardcover. Condición: Very Good. Estado de la sobrecubierta: Very Good. Very good clean tight copy. Text free of marks. Previous owners name inside. Professional book dealer with storefront since 1999. All orders are processed promptly and carefully packaged.

Condición: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, and may have sticker on cover, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Cloth. Condición: Good. Estado de la sobrecubierta: Good. First Edition. Type: Book Small plain label inside cover.Slight lean to binding.

Condición: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condición: New. In.

Hardcover. Condición: new. Hardcover. From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky, and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic, and the nature of language learning in both peer and adult-child social interactions. Four major themes are presented. First, children honor constraints or biases that limit the possible meanings they consider when learning new words.Second, the conceptual systems underlying language use are intricately subtle and complex. Third, children's 'naive theories' about the world may be integral to their early word meanings. Fourth, studying the nature of social interaction can be a potent tool for disentangling the roles of parent, child, and context during language learning. The chapters in this volume provide a detailed discussion of the multiple relations between language and cognition in the course of children's first language acquisition. This book will be of special interest to researchers in developmental and cognitive psychology, linguistics, cognitive science, and education. This book presents current observational and experimental research on the links between thought and language in such children. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condición: New. This book presents current observational and experimental research on the links between thought and language in such children. Editor(s): Gelman, Susan A.; Byrnes, James P. Num Pages: 540 pages, 6 half-tones, 10 line diagrams, 21 tables. BIC Classification: CFA; JMR. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 35. Weight in Grams: 960. . 1992. 1st Edition. hardcover. . . . .

Condición: New. This book presents current observational and experimental research on the links between thought and language in such children. Editor(s): Gelman, Susan A.; Byrnes, James P. Num Pages: 540 pages, 6 half-tones, 10 line diagrams, 21 tables. BIC Classification: CFA; JMR. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 35. Weight in Grams: 960. . 1992. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book presents current observational and experimental research on the links between thought and language in such children.

Condición: New. Print on Demand pp. 540.

Hardcover. Condición: Brand New. 538 pages. 9.50x6.50x1.25 inches. In Stock. This item is printed on demand.

Condición: New. Print on Demand pp. 540 9:B&W 6 x 9 in or 229 x 152 mm Case Laminate on Creme w/Gloss Lam.

Condición: New. PRINT ON DEMAND pp. 540.

Hardcover. Condición: new. Hardcover. From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky, and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic, and the nature of language learning in both peer and adult-child social interactions. Four major themes are presented. First, children honor constraints or biases that limit the possible meanings they consider when learning new words.Second, the conceptual systems underlying language use are intricately subtle and complex. Third, children's 'naive theories' about the world may be integral to their early word meanings. Fourth, studying the nature of social interaction can be a potent tool for disentangling the roles of parent, child, and context during language learning. The chapters in this volume provide a detailed discussion of the multiple relations between language and cognition in the course of children's first language acquisition. This book will be of special interest to researchers in developmental and cognitive psychology, linguistics, cognitive science, and education. This book presents current observational and experimental research on the links between thought and language in such children. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book presents current observational and experimental research on the links between thought and language in such children.InhaltsverzeichnisPart I. Introduction: 1. Perspectives on thought and language: traditional and contempora.

Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Hardcover. Condición: new. Hardcover. From the time of birth through the early school years, young children rapidly acquire two complex cognitive systems: They organize their experiences into concepts and categories, and they acquire their first language. How do children accomplish these critical tasks? How do conceptual systems influence the structure of the language we speak? How do linguistic patterns influence how we view reality? These questions have captured the interest of such theorists as Piaget, Vygotsky, Chomsky, and Whorf but until recently very little has been known about the relation between language and thought during development. Perspectives on Language and Thought presents current observational and experimental research on the links between thought and language in young children. Chapters from leading figures in the field focus on the acquisition of hierarchical category systems, concepts of time, causality, and logic, and the nature of language learning in both peer and adult-child social interactions. Four major themes are presented. First, children honor constraints or biases that limit the possible meanings they consider when learning new words.Second, the conceptual systems underlying language use are intricately subtle and complex. Third, children's 'naive theories' about the world may be integral to their early word meanings. Fourth, studying the nature of social interaction can be a potent tool for disentangling the roles of parent, child, and context during language learning. The chapters in this volume provide a detailed discussion of the multiple relations between language and cognition in the course of children's first language acquisition. This book will be of special interest to researchers in developmental and cognitive psychology, linguistics, cognitive science, and education. This book presents current observational and experimental research on the links between thought and language in such children. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.