Resources This book is available in Oxford Scholarship Online - view abstracts and keywords at book and chapter level.
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Access to Language and Cognitive Development
Edited by Michael Siegal and Luca Surian
280 pages
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234x156mm
978-0-19-959272-2
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Hardback
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15 December 2011
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- Unique in exploring how advanced or impaired access to language affects a child's development, resulting in an original and important new study of cognitive development
- Provides thorough, up to date reviews of the relevant literature, helping students to understand the main issues and controversies in the field.
- Focuses on rigorous experimental work that casts new light on many areas of cognitive development and shows how core features of these areas may be affected by language experience, thus assisting the reader in deepening their knowledge of developmental mechanisms and developing a critical view on theories about cognitive development.
One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language?
This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and
educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures with limited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings
'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have
an impaired access to participation in conversation.Readership: Advanced undergraduate and postgraduate students in psychology, linguistics and education.
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Edited by Michael Siegal, Professor of Psychology, University of Sheffield, UK, and Luca Surian, Professor of Developmental Psychology at the University of Trento, Italy Michael Siegal is a Professor in the Department of Psychology at the University of Sheffield, UK. Professor Siegal has a long history of involvement in research on the development of language and reasoning in typically and atypically developing children, particularly deaf children and children with autism. His work extends to studies of scientific and mathematical understanding in adults following brain damage.
Among his books are Knowing Children: Experiments in Conversation and Cognition (second edition, Psychology Press, 1997), Children's Understanding of Biology and Health (co-edited with C. C. Peterson, Cambridge University Press, 1999), The Cognitive Basis of Science (co-edited with P. Carruthers and S. Stich, Cambridge University Press, 2002), and Marvelous Minds: The Discovery of What Children Know (Oxford University Press, 2008). He is a Fellow of the Association for Psychological Science and the Academia Europaea.
Luca Surian is a Professor of Developmental Psychology at the University of Trento, Italy. Previously, he held appointments at the MRC Cognitive Development Unit in London (UK) and at the Departments of Psychology of the Universities of Padua (Italy), Trieste (Italy) and North Carolina, Greensboro, where he was supported by a Fulbright Scholarship. For many years, Professor Surian has been carrying out research on the development of language and cognitive processes, with a particular interest in the conceptual development and the acquisition of communicative competence both in typically developing children and in atypically developing children, such as those with autism and specific language impairment. His recent research concerns the development of cognitive processes in
preverbal infants, monolingual and bilingual children and deaf children who either have deaf parents or hearing parents. Professor Surian's research is represented in more than 80 scientific publications. Contributors:
Professor Terry Kit-fong Au, The University of Hong Kong , Hong Kong
Professor Brian Butterworth, Institute of Cognitive Neuroscience, University College London, UK
Professor Michelle Chouinard, University of California, USA
Professor Gil Diesendruck, Department of Psychology, Bar-Ilan University, Israel
Dr. Heather Fritzley, Sheridan Institute of Technology and Advanced Learning, Canada
Professor
Erland Hjelmquist, University of Gothenburg, Sweden
Kristi Imberi-Olivares, Ph.D Candidate University of California, Merced, USA
Professor Shoji Itakura, Kyoto University, Japan
Dr. Ágnes Melinda Kovács, Central European University, Budapest, Hungary
Professor Kang Lee, Institute of Child Study, University of Toronto, Canada
Dr. Elizabeth Meins, University of Durham, UK
Dr. Marek Meristo, University of Gothenburg, Sweden
Dr. Corinna Michelin, University of Trieste, Italy
Professor Gary Morgan, City University, UK
Professor Robert Reeve, Psychological Sciences, University of Melbourne, Australia
Sandra Pellizzoni, Department of Psychology, University of Trieste,
Italy
Candida C. Peterson, University of Queensland, Australia
Professor Annika Dahlgren Sandberg, University of Gothenburg, Sweden
Professor Michael Siegal, University of Sheffield, UK
Professor Virginia Slaughter, University of Queensland, Australia
Professor Luca Surian, University of Trento, Italy
Professor Maria A. Tallandini, University of Trieste, Italy
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Theory of Mind
1: Virginia Slaughter & Candida C. Peterson: How conversational input shapes theory of mind development in infancy and early childhood
2: Elizabeth Meins: Social relationships and children's understanding of mind: Attachment, internal states and mind-mindedness
3: Marek Meristo , Erland Hjelmquist & Gary Morgan: How access to language affects theory of mind in deaf children
4: Annika Dahlgren Sandberg & SvenOlof Dahlgren: Theory of mind in children with cerebral palsy: The impact of limited expressive linguistic abilities
Acquisition of Pragmatics
5: V. Heather Fritzley, Mako Okanda, Shoji Itakura & Kang Lee: Children's responses to yes-no questions
6: Michelle M. Chouinard & Kristi Imberi-Olivares: Getting information from others: Who do children turn to?
7: Gil Diesendruck: The scope and origins of children's assumptions of conventionality
8: Luca Surian: Access to language, social cognition and lexical development in autism
Multiple Access to Language
9: Brian Butterworth & Robert Reeve: Counting words and a principles-after account of the development of number concepts
10: Terry Kit-fong Au: Access to childhood language memory: Implications for cognitive development
11: Ágnes Melinda Kovács: Early bilingualism and theory of mind: Bilinguals' advantage in dealing with conflicting mental representations
12: Michael Siegal, Maria A. Tallandini, Sandra Pellizzoni & Corinna Michelin: Exploring the effects of bilingualism on children's conversational understanding and moral sense
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The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Occasionally, due to the nature of some contractual restrictions, we are unable to ship a specific product to a particular territory. Jacket images are provisional and liable to change before publication.
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