LINKING EARLY LINGUISTIC AND CONCEPTUAL DEVELOPMENT

描述： 该应用程序解决了早期概念的基本问题 发展、语言发展以及它们之间的关系。 孩子们， 像成年人一样，面临着极其丰富的环境。 每一天，他们 遇到新的物体和事件。 如果这种多样性将是压倒性的 每个对象和事件都被视为唯一的。 因此，必不可少的 发展任务是形成能够捕捉共性的类别 对象和命名——跨开发和跨语言。 特别的 单词类型（例如可数名词、形容词）突出显示特定类型 概念关系（例如，对象的类别、对象的属性）。 然而，现有工作存在两个严重的局限性。 因为 现有的大部分文献都是针对讲英语的儿童 虽然语言学已经取得了重大进展，但我们的能力非常有限 了解他们如何尽早开始建立这些重要的联系 发展以及他们如何受到习得语言的影响。 当前的应用程序特别关注两种类型的证据 这将解决从婴儿期到学前阶段的过渡问题。 在第二节中，拟议的研究强化了这些联系的证据 儿童学习英语以外的语言。 他们将建立在 瓦克斯曼之前在法语和西班牙语方面的工作，拓宽了经验基础 包括学习其他母语的儿童（意大利语和 瑞典语），并包括实验方法。 通过结合发展 和跨语言方法，本研究将 1) 拓宽实证研究范围 和现有研究的理论基础，2）提供一个窗口 通过它可以更清楚地看到这些强大而精确的起源 早期语言和概念发展之间的联系，3) 强调孩子的期望和 环境的塑造作用。 结果将产生深远影响 对早期语言和认知发展理论的影响。 这个 基础研究已开始成为特定研究的跳板 儿童语言障碍。

DESCRIPTION: This application addresses fundamental issues of early conceptual development, language development and the relation between them. Children, like adults, are faced with an enormously rich environment. Each day, they encounter new objects and events. This diversity would be overwhelming if each object and event were treated as unique. Therefore, an essential developmental task is to form categories that capture commonalties across objects and naming -- across development and across languages. Particular types of words (e.g. count nouns, adjectives) highlight particular types of conceptual relations (e.g., categories of objects, properties of objects). There are however two serious limitations in the existing work. Because most of the existing literature is devoted to English-speaking children who have already made significant linguistics advances, we have a very limited understanding of how they begin to build these important linkages early in development and how they are influenced by the language under acquisition. The current application focuses specifically on the two types of evidence that will address the transition from infancy through the preschool years. In Section II, the proposed studies sharpen the evidence for these linkages in children acquiring languages other than English. they will build upon Waxman's previous work in French and Spanish, broadening the empirical base to include children acquiring additional native languages (Italian and Swedish), and to include experimental methods. By combining developmental and cross-linguistic approaches, this research will 1) broaden the empirical and theoretical foundations of existing research, 2) provide a window through which to view more clearly the origins of these powerful and precise linkages between early language and conceptual development, and 3) underscore the vital interaction between the expectations of the child and the shaping role of the environment. The results will have far-reaching implications for theories of early language and cognitive development. This basic research has begun to serve as a springboard for research on specific language impairments in children.