Cross-linguistic differences in early semantic and cognitive development

Cognitive Development

Volumn 11, Issue 2, 1996, Pages 197-225

  Gopnik, Alison ^a   Choi, Soonja ^a   Baumberger, Therese ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030123845     PISSN: 08852014     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2014(96)90003-9     Document Type: Article

References (63)

1. Au T., Dapretto M., Song Y.K. Input vs. constraints: Early word acquisition in Korean and English. Journal of Memory and Language. 33:1994;567-582.
2. Berman R., Soblin D. Relating events in narrative. 1995;Erlbaum, Hillsdale, NJ.
3. Bloom L. One word at a time: The use of single word utterances before syntax. 1973;Mouton, The Hauge.
4. Bloom L., Lifter K., Broughton J. The convergence of early cognition and language in the second year of life: Problems in conceptualization and measurement. Barrett M. Single-word speech. 1985;263-287 Wiley, New York.
5. Bloom L. The transition from infancy to language. 1993;Cambridge University Press, New York.
6. Bowerman M. Learning a semantic system: What role do cognitive predispositions play? Rice M.L., Schiefelbusch R.H. The teachability of language. 1989;133-169 Paul Brookes, Baltimore.
7. Carey S. Conceptual Change in Childhood. 1986;MIT Press, Cambridge, MA.
8. Carey S. Conceptual differences between children and adults. Mind and Language. 3:1988;167-183.
9. Caselli M., Bates E., Casadio P., Fenson J., Fenson L., Sanderl L., Weir J. A cross-linguistic study of early lexical development. Cognitive Development. 10:1995;159-199.
10. Choi S. Early acquisition of epistemic meanings in Korean: A study of sentence-ending suffixes in the spontaneous speech of three children. First Language. 11:1991;93-119.
11. Choi S., Bowerman M. Learning to express motion events in English and Korean: The influence of language-specific lexicalization patterns. Cognition. 41:(1-3):1991;83-121.
12. Choi S., Gopnik A. Nouns are not always learned before verbs: An early verb spurt in Korean. Clark E. Proceedings of the Twenty-Fifth Annual Child Language Research Forum. 1993;96-105 CSLI Publications, Palo Alto CA.
13. Choi S., Gopnik A. Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language. 22:1995;497-530.
14. Chomsky N. Rules and representations. 1980;Basil Blackwell, Oxford.
15. Clancy P. The acquisition of Japanese. Slobin D. The cross-linguistic study of language acquisition. 1985;Erlbaum, Hillsdale, NJ.
16. Corrigan R. Language development as related to stage 6 object permanence development. Journal of Child Language. 5:1978;173-189.
17. Dale P., Bates E., Reznick J.S., Morisset C. The validity of a parent report instrument of child language at twenty months. Journal of Child Language. 16:1989;239-249.
18. Fenson L., Dale P., Reznick J., Bates E., Thal D., Pethick S. Variability in early communicative development. Monographs of the Society for Research in Child Development. 1994;. Serial No. 242.
19. Fernald A., Morikawa H. Common themes and cultural variations in Japanese and American mother's speech to infants. Child Development. 64:1993;637-656.
20. Goldfield B., Reznick J.S. Early lexical acquisition: Rate, content, and the vocabulary spurt. Journal of Child Language. 17:1990;171-183.
21. Goldfield B. Noun bias in maternal speech to one-year-olds. Journal of Child Language. 20:1993;85-100.
22. Gopnik A. Words and plans: Early language and the development of intelligent action. Journal of Child Language. 9:1982;303-308.
23. Gopnik A. The acquisition of "gone" and the development of the object concept. Journal of Child Language. 11:1984a;273-292.
24. Gopnik A. Conceptual and semantic change in scientists and children: Why there are no semantic universals. Linguistics. 20:1984b;163-179.
25. Gopnik A. Conceptual and semantic development as theory change. Mind and Language. 3:1988;197-217.
26. Gopnik A., Choi S. Do linguistic differences lead to cognitive differences?: A cross-linguistic study of semantic and cognitive development. First Language. 10:1990;199-215.
27. Gopnik A., Choi S. Names, relational words and cognitive development in English and Korean speakers: Nouns are not always learned before verbs. Tomasello M., Merriman W. Beyond names for things: Young children's acquisition of verbs. 1995;Erlbaum, Hillsdale, NJ.
28. Gopnik A., Meltzoff A.N. Semantic and cognitive development in 15-to 21-monthold children. Journal of Child Language. 11:1984;495-513.
29. Gopnik A., Meltzoff A.N. Relations between semantic and cognitive development in the one-word stage: The specificity hypothesis. Child Development. 57:1986;1040-1053.
30. Gopnik A., Meltzoff A.N. The development of categorization in the second year and its relation to other cognitive and linguistic developments. Child Development. 58:1987;1523-1531.
31. Gopnik A., Meltzoff A.N. Categorization and naming: Basic-level sorting in eighteen-month-olds and its relation to language. Child Development. 63:1992;1091-1103.
32. Gopnik A., Meltzoff A. Words and thoughts in infancy: The specificity hypothesis and the development of categorization and naming. Rovee-Collier C., Lispitt L. Advances in infancy research. 1993;223-255 Ablex Norwood, NJ.
33. Gopnik A., Wellman H.M. The "theory theory" Hirschfield L., Gelman S. Mapping the mind: Domain specificity in culture and cognition. 1994;257-293 Cambridge University Press, New York.
34. Hampson J., Nelson K. The relation of maternal language to variation in rate and style of language acquisition. Journal of Child Language. 20:1993;313-342.
35. Karmiloff-Smith A. The child is a theoretician, not an inductivist. Mind and Language. 3:1988;183-197.
36. Karmiloff-Smith A., Inhelder B. If you want to get ahead, get a theory. Cognition. 3:1974;195-212.
37. Keil F.C. Concepts, kinds, and cognitive development. 1989;MIT Press, Cambridge, MA.
38. Lifter K., Bloom L. Object knowledge and the emergence of language. Infant Behavior and Development. 12:1989;395-423.
39. Mervis C.B., Bertrand J. Acquisition of early object labels: The roles of operating principles and input. Kaiser A., Gray D.B. Enhancing children's communication: Research foundations for intervention. 1993;Brookes, Baltimore.
40. Mervis C.B., Bertrand J. Acquisition of the Novel-Name - Nameless Category (N3C) principle. Child Development. 65:1994;1646-1663.
41. Nelson K. Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development. 38, 149:(1-2):1973;1-136.
42. Nelson K., Hampson J., Shaw L. Nouns in early lexicons: Evidence, explanations, implications. Journal of Child Language. 20:1993;61-84.
43. Piaget J. The origins of intelligence in childhood. 1952;Basic Books, New York.
44. Piaget J. Play, dreams, and imitation in childhood. 1962;Norton, New York.
45. Pine, J., Lieven, E., & Rowland, C. (in press). Observational and checklist measures of vocabulary composition: What do they mean? Journal of Child Language.
46. Ricciuti H.N. Object grouping and selective ordering behaviors in infants 12 to 24 months old. Merrill-Palmer Quarterly. 11:1965;129-148.
47. Rispoli M. The acquisition of the transitive and intransitive action verb categories in Japanese. First Language. 7:1987;183-200.
48. Sera M., Rettinger E., Castillo-Pintado J. Developing definitions of objects and events in English and Spanish speakers. Cognitive Development. 6:1991;119-143.
49. Shatz M. Using cross-cultural research to inform us about the role of language in development. Bornstein M.H. Cultural approaches to parenting. 1991;139-153 Erlbaum, Hillsdale, NJ.
50. Sinclair H. The transition from sensory-motor behaviour to symbolic activity. Interchange. 1:1970;119-126.
51. Slobin D. The cross-linguistic study of the language-making capacity. Slobin D. The cross-linguistic study of language acquisition. 1985;1157-1256 Erlbaum, Hillsdale, NJ.
52. Starkey D. The origins of concept formation: Object sorting and object preference in early infancy. Child Development. 52:1981;489-497.
53. Sugarman S. Children's early thought: Developments in classification. 1983;Cambridge University Press, Cambridge.
54. Tanouye E.K. The acquisition of verbs in Japanese children. Papers and Reports on Child Language Development. 17:1979;49-56.
55. Tardiff, T. (in press). Why nouns really are not learned before verbs. Developmental Psychology.
56. Tomasello M., Farrar J. Cognitive bases of lexical development: Object permanence and relational words. Journal of Child Language. 11:1984;477-493.
57. Tomasello M., Farrar J. Object-permanence and relational words: A lexical training study. Journal of Child Language. 13:1986;495-505.
58. Uzgiris I.C., Hunt J. Assessment in infancy: Ordinal scales of psychological development. 1975;University of Illinois Press, Urbana.
59. Uzgiris I., Hunt J. Infant performance and experience: New findings with the ordinal scales. 1987;University of Illinois Press, Urbana.
60. Vygotsky L. Thought and language. 1962;MIT Press, Cambridge, MA.
61. Weist R., Wysocka H., Lyytinen P. A cross-linguistic perspective on the development of temporal systems. Journal of Child Language. 18:1991;67-92.
62. Wellman H., Gelman S. Children's understanding of the non-obvious. Sternberg R. Advances in the Psychology of Intelligence. Vol. 4:1987;Erlbaum, Hillsdale, NJ.
63. Whorf B.L. Language, thought, and reality: Selected writings. 1956;MIT. Press, Cambridge, MA.