LINKING EARLY LINGUISTIC AND CONCEPTUAL DEVELOPMENT

说明： 这个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，面临着一个极其丰富的环境。每天，他们 遇到新的物体和事件。这种多样性将是压倒性的，如果 每个对象和事件都被视为唯一的。因此，一个必不可少的 发展任务是形成类别，以捕获跨领域的共性 对象和命名--跨开发、跨语言。特例 单词的类型(例如，计数名词、形容词)突出特定类型的 概念关系(例如，对象类别、对象属性)。 然而，现有的工作有两个严重的局限性。因为 现有的大多数文学作品都是为说英语的儿童而写的 已经取得了重大的语言学进步，我们只有非常有限的 了解他们如何在早期开始建立这些重要的联系 发展以及他们如何受到习得的语言的影响。 目前的申请特别关注两种类型的证据 这将解决从婴儿期到学龄前阶段的过渡问题。 在第二节中，拟议的研究加强了这些联系的证据 在儿童学习英语以外的语言方面。他们将在此基础上 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。通过结合开发 和跨语言的方法，这项研究将1)拓宽实证 和现有研究的理论基础，2)提供了一个窗口 通过它可以更清楚地看到这些强大而精确的 早期语言和概念发展之间的联系，以及3) 强调儿童的期望和儿童的期望之间的重要互动 环境的塑造作用。其结果将产生深远的影响 对早期语言和认知发展理论的启示。这 基础研究已开始成为具体研究的跳板 儿童的语言障碍。

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.