Becoming a Word Learner: A Debate on Lexical Acquisition by Roberta Micknick Gol

Description: Becoming a Word Learner by Roberta Micknick Golinkoff, Kathryn Hirsh-Pasek A debate on lexical acquisition by some of the most prominent and influential psychologists in the area of language development. True to the Counterpoints format, each author puts forth, in the strongest possible terms, his or her own theory of language acquisition. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisitionwill not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxfords Counterpoints series, RobertaGolinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to helpassess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with KathrynHirsh-Pasek of Temple University to solve the question of language acquisition in children. Author Biography Lois Bloom (Ph.D., Columbia University, 1968) is an Edward Lee Thorndike Professor Emeritus pf Psychology and Education at Teachers College, Columbia University. Her research interests have centered on early language acquisition, in general, and the part played by developments in emotion and cognition, in particular, on language development. Erin Tinker (M.A., New York University, 1990; M.A., Teachers College, Columbia University, 1993) is a Learning Specialist at the Trinity School in New York City. Table of Contents Contributors1: Roberta Michnick Golinkoff and Kathy Hirsh-Pasek: Word Learning: Icon, Index, or Symbol?2: Lois Bloom: The Intentionality Model of Word Learning: How to Learn a Word, Any Word3: Linda B. Smith: Learning How to Learn Words: An Associative Crane4: Amanda L. Woodward: Constraining the Problem Space in Early Word Learning5: Nameera Akhtar and Michael Tomasello: The Social Nature of Words and Word Learning6: Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and George Hollich: An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues7: COUNTERPOINT COMMENTARYLois Bloom: What Can We Take for Granted in Word Learning?Linda B. Smith: Avoiding Associations When Its Behaviorism You Really HateAmanda L. Woodward: There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the MarkMichael Tomasello and Nameera Akhtar: Five Questions for Any Theory of Word LearningKathy Hirsh-Pasek and Roberta Michnick Golinkoff: The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model WorksIndex Long Description Language acquisition is a contentious field of research occupied by cognitive and developmental psychologist, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisitionwill not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxfords Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged inthe past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the Huniversity of Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Projectat the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children. Review Text Contributors 1. Roberta Michnick Golinkoff and Kathy Hirsh-Pasek: Word Learning: Icon, Index, or Symbol? 2. Lois Bloom: The Intentionality Model of Word Learning: How to Learn a Word, Any Word 3. Linda B. Smith: Learning How to Learn Words: An Associative Crane 4. Amanda L. Woodward: Constraining the Problem Space in Early Word Learning 5. Nameera Akhtar and Michael Tomasello: The Social Nature of Words and Word Learning 6. Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and George Hollich: An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues 7. COUNTERPOINT COMMENTARY Lois Bloom: What Can We Take for Granted in Word Learning? Linda B. Smith: Avoiding Associations When Its Behaviorism You Really Hate Amanda L. Woodward: There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the Mark Michael Tomasello and Nameera Akhtar: Five Questions for Any Theory of Word Learning Kathy Hirsh-Pasek and Roberta Michnick Golinkoff: The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model Works Index Details ISBN0195130324 Short Title BECOMING A WORD LEARNER Language English ISBN-10 0195130324 ISBN-13 9780195130324 Media Book Format Paperback DEWEY 401.93 Year 2000 Subtitle A Debate on Lexical Acquisition Edited by Roberta Micknick Golinkoff Imprint Oxford University Press Inc Place of Publication New York Country of Publication United States DOI 10.1604/9780195130324 UK Release Date 2000-12-21 AU Release Date 2000-12-21 NZ Release Date 2000-12-21 US Release Date 2000-12-21 Birth 1971 Death 1921 Position Professor of Psychology Qualifications Royal Commission for Jubail and Yanbu, Saudi Arabia Author Kathryn Hirsh-Pasek Publisher Oxford University Press Inc Series Counterpoints: Cognition, Memory, and Language Publication Date 2000-12-21 Illustrations numerous tables; lines diagrams Audience Professional & Vocational Pages 216 We've got this At The Nile, if you're looking for it, we've got it. 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