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Showing 1 to 15 of 29 results Save | Export
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Westermann, Gert; Ruh, Nicolas – Psychological Review, 2012
We present a neural network model of learning and processing the English past tense that is based on the notion that experience-dependent cortical development is a core aspect of cognitive development. During learning the model adds and removes units and connections to develop a task-specific final architecture. The model provides an integrated…
Descriptors: Learning Problems, Semantics, Brain Hemisphere Functions, Aphasia
Clyne, Michael – Rassegna Italiana di Linguistica Applicata, 1989
A discussion focusing on the concept of metalinguistic awareness, particularly in bilingual children, precedes a discussion of metalinguistic awareness and its potential relationship with the cognitive advantages of bilingualism. The metalinguistic history and metalinguistic awareness of a subject, bilingual in German and English, are highlighted.…
Descriptors: Bilingualism, Child Language, Cognitive Development, English
Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – 1996
Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, this book provides a new way of thinking about the process of language comprehension. The analysis in the book borrows insights from theories about the development of mental models,…
Descriptors: Child Language, Cognitive Development, Comprehension, Early Childhood Education
Lenskyj, Helen – 1974
This brief overview of child language acquisition begins with a discussion of the affective and cognitive dimensions of the transition period from babbling to speech. Three theories of language acquisition--reinforcement theory, social learning theory, and "innate mechanism" theory--are reviewed. Several theories of the function of language,…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Language Acquisition
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Rice, Mabel – Western Journal of Speech Communication, 1984
Suggests that there are no sharp distinctions among children's linguistic comprehension, production, and knowledge. Instead, all performance and understanding are embedded in a fluctuating, interrelated thought system. (PD)
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Comprehension
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Lavender, Ralph – English in Education, 1979
Discusses children's concepts about stories, by examining interview responses. (AA)
Descriptors: Child Language, Cognitive Development, Elementary Education, Fiction
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Loban, Walter – Research in the Teaching of English, 1984
Recognizes and praises the research of Margaret Donaldson for what it reveals about children's thinking and highlights three central contributions of her work to the understanding of children's language learning. (HOD)
Descriptors: Awards, Child Development, Child Language, Cognitive Development
MacClaren, Richard I. – Rassegna Italiana di Linguistica Applicata, 1989
Discusses the concepts of linguistic awareness and metalinguistic consciousness and their development in individuals, and shows how making a distinction between the two concepts can be useful to linguists, particularly in the areas of first and second language learning. (CFM)
Descriptors: Applied Linguistics, Child Language, Cognitive Development, Language Acquisition
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Fillion, Bryant – Language Arts, 1983
Presents three basic tenets of the language across the curriculum philosophy: that language develops primarily through its purposeful use, that learning often involves and occurs through talking and writing, and that language use contributes to cognitive development. Discusses important practical implications these principles have for effective…
Descriptors: Child Language, Cognitive Development, Educational Philosophy, Elementary Education
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Locke, John L. – Journal of Child Language, 1988
Suggests that Goad & Ingram's (1987) argument in favor of a cognitive model of phonological development failed to recognize the uniqueness of each individual's neural and vocal structures, ignored documented variability in the phonetic patterns of prelexical infants, and inexplicably assumed that inter-child variability implied the operation of…
Descriptors: Child Language, Cognitive Development, Individual Differences, Language Acquisition
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Hart, Leslie A. – Reading Teacher, 1983
Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)
Descriptors: Beginning Reading, Cerebral Dominance, Child Language, Cognitive Development
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Tomasello, Michael; Akhtar, Nameera – Cognition, 2003
Presents evidence that the supposed paradox in which infants find abstract patterns in speech-like stimuli whereas even some preschoolers struggle to find abstract syntactic patterns within meaningful language is no paradox. Asserts that all research evidence shows that young children's syntactic constructions become abstract in a piecemeal…
Descriptors: Child Language, Cognitive Development, Comprehension, Developmental Stages
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Naigles, Letitia R. – Cognition, 2003
Asserts that the posited paradox between infancy and toddlerhood language was not eliminated by Tomasello and Akhtar's appeal to infants' robust statistical learning abilities. Maintains that scrutiny of their studies supports the resolution that abstracting linguistic form is easy for infants and that toddlers find it difficult to integrate…
Descriptors: Child Language, Cognitive Development, Comprehension, Developmental Stages
Hoffman, Gerard – 1977
The goals of bilingual education and its relationship to education are examined, and a model for bilingual education is proposed. A definition of bilingual education is emerging that permits the child to choose the mode of communication with which he is most comfortable. Cognitive psychology and its emphasis upon the child's active interactions…
Descriptors: Bilingual Education, Child Language, Cognitive Development, Communicative Competence (Languages)
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Hewitt, Lynne E.; Duchan, Judith Felson – Topics in Language Disorders, 1995
The literature on how children begin understanding subjectivity and point of view in fictional stories is considered. Examination of the oral stories of a five-year-old child indicated the ability to depict the beliefs, intentions, feelings, and perceptions of the story characters. Implications for assessment and interventions to help children…
Descriptors: Child Language, Cognitive Development, Concept Formation, Evaluation Methods
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