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The Development of Metalinguistic Abilities in Children [electronic resource] / by David T. Hakes.

By: Contributor(s): Material type: TextSeries: Springer Series in Language and Communication ; 9Publisher: Berlin, Heidelberg : Springer Berlin Heidelberg : Imprint: Springer, 1980Edition: 1st ed. 1980Description: X, 120 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783642677618
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 150 23
LOC classification:
  • BF1-990
Online resources:
Contents:
1 Introduction -- 1.1 Recent Trends in Research on Linguistic Development -- 1.2 Relationships Between Linguistic and Cognitive Development -- 2 The Nature and Development of Metalinguistic Abilities -- 2.1 The Development of Metalinguistic Abilities -- 2.2 Relationships Between Metalinguistic and Cognitive Developments -- 3 A Study of Children’s Metalinguistic Abilities: Method -- 3.1 Tasks and Materials -- 3.2 Subjects -- 3.3 Procedure -- 4 A Study of Children’s Metalinguistic Abilities: Results and Discussion -- 4.1 Conservation -- 4.2 Comprehension -- 4.3 Synonymy -- 4.4 Acceptability -- 4.5 Segmentation -- 4.6 Relationships Among the Tasks -- 5 Reflections on Reflecting on Language -- References.
In: Springer Nature eBookSummary: Not very many years ago, it was common for language researchers and theorists to argue that language development was somehow special and separate from other aspects of development. It was a period when the "1 ittle 1 inguist" view of language development was common, and much discussion was devoted to develop­ mental "linguistic universals," in contrast to more broadly defined cognitive universals. It seemed to me at the time (and still does) that such views reflected more their promulgators' ignorance of those aspects of cognitive development most likely to provide illuminating parallels with language development than they did the true developmental state of affairs. Coming from a neo-Piagetian frame of reference, it seemed to me that there were striking parallels be­ tween the development of children's language comprehension abilities and the cognitive developmental changes occurring contemporaneously, largely during the period Piaget characterized as the preoperational stage. And, though more difficult to see even now, there appeared also to be developmentally earlier parallels during the sensory-motor stage.
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1 Introduction -- 1.1 Recent Trends in Research on Linguistic Development -- 1.2 Relationships Between Linguistic and Cognitive Development -- 2 The Nature and Development of Metalinguistic Abilities -- 2.1 The Development of Metalinguistic Abilities -- 2.2 Relationships Between Metalinguistic and Cognitive Developments -- 3 A Study of Children’s Metalinguistic Abilities: Method -- 3.1 Tasks and Materials -- 3.2 Subjects -- 3.3 Procedure -- 4 A Study of Children’s Metalinguistic Abilities: Results and Discussion -- 4.1 Conservation -- 4.2 Comprehension -- 4.3 Synonymy -- 4.4 Acceptability -- 4.5 Segmentation -- 4.6 Relationships Among the Tasks -- 5 Reflections on Reflecting on Language -- References.

Not very many years ago, it was common for language researchers and theorists to argue that language development was somehow special and separate from other aspects of development. It was a period when the "1 ittle 1 inguist" view of language development was common, and much discussion was devoted to develop­ mental "linguistic universals," in contrast to more broadly defined cognitive universals. It seemed to me at the time (and still does) that such views reflected more their promulgators' ignorance of those aspects of cognitive development most likely to provide illuminating parallels with language development than they did the true developmental state of affairs. Coming from a neo-Piagetian frame of reference, it seemed to me that there were striking parallels be­ tween the development of children's language comprehension abilities and the cognitive developmental changes occurring contemporaneously, largely during the period Piaget characterized as the preoperational stage. And, though more difficult to see even now, there appeared also to be developmentally earlier parallels during the sensory-motor stage.

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