Social Environment and Cognition in Language Development
Studies in honor of Ayhan Aksu-Koç
Editors
Language development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child’s own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koç – a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe.
[Trends in Language Acquisition Research, 21] 2017. xii, 242 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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IntroductionF. Nihan Ketrez, Aylin C. Küntay, Şeyda Özçalışkan and Aslı Özyürek
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Section I. Learning environments as contributors to child language acquisition
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Chapter 1. Social motivations for linguistic exploration: A diary studyDan I. Slobin | pp. 3–18
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Chapter 2. Becoming social and interactive with languageEve V. Clark | pp. 19–34
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Chapter 3. Maternal input at 1;6: A comparison of two mothers from different SES backgroundsDorit Ravid and Anael Zimmerman | pp. 35–52
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Chapter 4. Requests in Turkish and German child-directed and child speech: Evidence from different socio-economic backgroundsKatharina Korecky-Kröll, Kumru Uzunkaya-Sharma and Wolfgang U. Dressler | pp. 53–68
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Chapter 5. How robust is the effect of parental response to child gesture in facilitating child vocabulary development across different learners?Şeyda Özçalışkan, Valery Limia and Nevena Dimitrova | pp. 69–84
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Chapter 6. Preschoolers’ use of questions in their joint decisions with peersBahar Köymen and Elena Lieven | pp. 85–98
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Chapter 7. Sibling influence on morphological development?F. Nihan Ketrez | pp. 99–110
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Section II. Changes within the child as contributors to child language acquisition
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Chapter 8. Evidentiality, questions and the reflection principle in Tibetan: What do children learn when they learn about evidentiality?Jill de Villiers and Jay L. Garfield | pp. 113–132
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Chapter 9. The relationship between language, memory and evidentialityÇağla Aydın | pp. 133–150
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Chapter 10. Narrativity and mindreading revisited: Children’s understanding of theory of mind in a storybook and in standard false belief tasksAgeliki Nicolopoulou and Burcu Ünlütabak | pp. 151–166
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Chapter 11. Nonfactual meanings in early use of evidentials in Turkish child-caregiver interactionsBerna A. Uzundag, Süleyman S. Tasci and Aylin C. Küntay | pp. 167–178
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Chapter 12. Event perception and language learning: Early interactions between language and thoughtTilbe Göksun, Asli Aktan-Erciyes, Kathy Hirsh-Pasek and Roberta Michnick Golinkoff | pp. 179–198
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Chapter 13. Developing construals of a narrative event sequenceRuth A. Berman | pp. 199–222
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Chapter 14. A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign LanguageBeyza Sümer, Pamela Perniss and Aslı Özyürek | pp. 223–240
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Index
Cited by
Cited by 1 other publications
Gross, Tobey
2023. Sociodynamics and the Theory of Mind. SSRN Electronic Journal 
This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009040: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics / General