Borrow it

The Resource Children's language : consensus and controversy, Ray Cattell

Children's language : consensus and controversy, Ray Cattell

Resource Information

The item Children's language : consensus and controversy, Ray Cattell represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Liverpool.
This item is available to borrow from 1 library branch.

Creator

Cattell, N. R

Summary: This revised edition of Ray Cattell's bestselling textbook aims to give readers the background necessary to form their own views on the debate as to how children really learn language

Language: eng

Work

Publication

London, Continuum, 2007

Edition: Rev. ed.

Extent: xvii, 277 p.

Note: Previous ed.: 2000

Contents

1.4.
6.4.
Enough scrapes of grammar to keep you alive
6.4.1.
Word classes
6.4.2.
Nouns and verbs: getting to know them
6.4.3.
Phrase structure
6.5.
One way of deducing something about the mind
Babbling
6.6.
Parameters
7.
Do we help children to speak?
7.1.
Introduction
7.2.
Ferguson on baby-talk
7.2.1.
Simplifying processes
1.5.
7.2.2.
Clarifying processes
7.2.3.
Expressive processes
7.2.4.
Discussion
7.3.
early work of Catherine Snow
7.4.
work of Newport and colleagues
first words
7.5.
Wexler and Culicover
7.6.
Discovery procedures
7.7.
Snow drift
7.8.
Doggerel
7.9.
work of Anne Fernald
1.6.
8.
Learning how to mean
8.1.
Introduction
8.2.
Learning how to mean
8.2.1.
Introduction
8.2.2.
What 'mean' means
Two-word utterances
8.2.3.
child as active participant
8.3.
Protolanguage (phase 1)
8.4.
transition (phase 2)
8.5.
adult language (phase 3)
8.6.
Conclusion
2.
8.6.1.
scope of Halliday's work
8.6.2.
Separate planets
9.
two hemispheres of the brain -- A
9.1.
physical brain
9.2.
origins of knowledge about aphasia
Catching fire
9.2.1.
Marc Dax
9.2.2.
Paul Broca
9.2.3.
Karl Wernicke
9.2.4.
Handedness
9.2.5.
Differences between the sexes
2.1.
10.
two hemispheres of the brain -- B
10.1.
Twentieth-century technology
10.1.1.
'Split-brain' operations
10.1.2.
Operations which remove one side of the brain
10.1.3.
Brain scans
Making faster progress
10.1.4.
Other techniques
10.2.
Conclusion
11.
bounds of language acquisition
11.1.
Introduction
11.2.
Deaf children
1.
2.2.
11.2.1.
Introduction
11.2.2.
scientific interest of signing
11.2.3.
Acquisition of a sign language
11.3.
Hearing children of deaf parents
11.4.
Severe deprivation: Genie
Multiple-word utterances
11.4.1.
About Genie
11.4.2.
research
11.4.3.
Genie's achievements
12.
Was Dr Dolittle lying?
12.1.
Natural animal communication
2.3.
12.2.
Can animals be taught a human language?
12.2.1.
Some early experiments with chimpanzees
12.2.2.
Premacks and Sarah
12.2.3.
Duane Rumbaugh and Lana
12.2.4.
Savage-Rumbaugh and Kanzi
Acquiring words
13.
'Bootstrapping'- A
13.1.
Introduction
13.2.
Knowledge of the physical world
13.3.
Discrimination of language sounds
13.4.
From speech sound to syntax
2.4.
13.5.
Acquisition of vocabulary
14.
'Bootstrapping'- B
14.1.
Acquisition of vocabulary
14.2.
'Constraints' on word learning
14.2.1.
whole-object bias
sounds of the language
14.2.2.
taxonomic bias
14.2.3.
mutual exclusivity bias
14.2.4.
shape bias
14.2.5.
grammatical category bias
14.3.
Criticisms of the 'bias' approach
3.
14.4.
more radical approach
15.
best of both worlds?
15.1.
Introduction
15.2.
Fodor: the modularity of mind
15.3.
Karmiloff-Smith: Beyond Modularity
Do we teach children to speak?
15.4.
input from Piaget's theory
15.5.
Evidence from children
15.6.
Representational redescription
15.7.
Is the marriage successful?
15.8.
Connectionism
3.1.
15.9.
'Rethinking innateness'
16.
Conclusion
16.1.
Conflicting basic assumptions
16.2.
Affinities
16.3.
Mind and brain
Some popular ideas
16.4.
What I've left undone
16.5.
For the future
16.6.
Last words
Getting to rub two words together
3.2.
sources of these beliefs
3.3.
Early behaviourism
3.3.1.
Pavlov's research
3.3.2.
J. B. Watson
3.3.3.
behaviourist conception of science
1.1.
3.3.4.
Are human beings just complex machines?
3.3.5.
work of Leonard Bloomfield
3.4.
work of B. F. Skinner
3.5.
Why can't that be the way children acquire language?
4.
Learning through touching and feeling
Introduction
4.1.
Introduction
4.2.
Piaget's account of cognitive growth
4.2.1.
Sensori-motor learning
4.2.2.
pre-operational stage
4.2.3.
concrete operational stage
1.2.
4.2.4.
formal operational stage
4.3.
Language development
4.3.1.
Some experiments
5.
What goes on in the mind?
5.1.
Mentalism
Crying
5.2.
Descartes' contribution to mentalism
5.3.
Chomsky's contribution to mentalism
5.3.1.
Scientific method
5.3.2.
ideal speaker-listener
5.3.3.
Competence and performance
1.3.
5.3.4.
Unconscious knowledge
5.3.5.
Language capacities are innate
5.3.6.
biological clock
5.4.
debate between Piaget and Chomsky
5.4.1.
highlight of the debate
Cooing
5.5.
Was the debate the end of Piaget's model?
6.
close look at Chomsky's theories
6.1.
Innate principles
6.2.
Socially based views on grammar
6.3.
Scientific grammar

Isbn: 9780826488800

Instance

Label: Children's language : consensus and controversy

Title: Children's language

Title remainder: consensus and controversy

Statement of responsibility: Ray Cattell

Creator

Cattell, N. R

Subject

Language: eng

Summary: This revised edition of Ray Cattell's bestselling textbook aims to give readers the background necessary to form their own views on the debate as to how children really learn language

Cataloging source: UKM

http://library.link/vocab/creatorName: Cattell, N. R

Illustrations: illustrations

Index: index present

Literary form: non fiction

http://library.link/vocab/subjectName

Children
Language acquisition

Label: Children's language : consensus and controversy, Ray Cattell

Instantiates

Children's language : consensus and controversy

Publication

London, Continuum, 2007

Note: Previous ed.: 2000

Bibliography note: Includes bibliographical references (p. 261-271) and index

Carrier category: volume

Carrier category code

Carrier MARC source: rdacarrier

Content category: text

Content type code

Content type MARC source: rdacontent

Contents

1.4.
6.4.
Enough scrapes of grammar to keep you alive
6.4.1.
Word classes
6.4.2.
Nouns and verbs: getting to know them
6.4.3.
Phrase structure
6.5.
One way of deducing something about the mind
Babbling
6.6.
Parameters
7.
Do we help children to speak?
7.1.
Introduction
7.2.
Ferguson on baby-talk
7.2.1.
Simplifying processes
1.5.
7.2.2.
Clarifying processes
7.2.3.
Expressive processes
7.2.4.
Discussion
7.3.
early work of Catherine Snow
7.4.
work of Newport and colleagues
first words
7.5.
Wexler and Culicover
7.6.
Discovery procedures
7.7.
Snow drift
7.8.
Doggerel
7.9.
work of Anne Fernald
1.6.
8.
Learning how to mean
8.1.
Introduction
8.2.
Learning how to mean
8.2.1.
Introduction
8.2.2.
What 'mean' means
Two-word utterances
8.2.3.
child as active participant
8.3.
Protolanguage (phase 1)
8.4.
transition (phase 2)
8.5.
adult language (phase 3)
8.6.
Conclusion
2.
8.6.1.
scope of Halliday's work
8.6.2.
Separate planets
9.
two hemispheres of the brain -- A
9.1.
physical brain
9.2.
origins of knowledge about aphasia
Catching fire
9.2.1.
Marc Dax
9.2.2.
Paul Broca
9.2.3.
Karl Wernicke
9.2.4.
Handedness
9.2.5.
Differences between the sexes
2.1.
10.
two hemispheres of the brain -- B
10.1.
Twentieth-century technology
10.1.1.
'Split-brain' operations
10.1.2.
Operations which remove one side of the brain
10.1.3.
Brain scans
Making faster progress
10.1.4.
Other techniques
10.2.
Conclusion
11.
bounds of language acquisition
11.1.
Introduction
11.2.
Deaf children
1.
2.2.
11.2.1.
Introduction
11.2.2.
scientific interest of signing
11.2.3.
Acquisition of a sign language
11.3.
Hearing children of deaf parents
11.4.
Severe deprivation: Genie
Multiple-word utterances
11.4.1.
About Genie
11.4.2.
research
11.4.3.
Genie's achievements
12.
Was Dr Dolittle lying?
12.1.
Natural animal communication
2.3.
12.2.
Can animals be taught a human language?
12.2.1.
Some early experiments with chimpanzees
12.2.2.
Premacks and Sarah
12.2.3.
Duane Rumbaugh and Lana
12.2.4.
Savage-Rumbaugh and Kanzi
Acquiring words
13.
'Bootstrapping'- A
13.1.
Introduction
13.2.
Knowledge of the physical world
13.3.
Discrimination of language sounds
13.4.
From speech sound to syntax
2.4.
13.5.
Acquisition of vocabulary
14.
'Bootstrapping'- B
14.1.
Acquisition of vocabulary
14.2.
'Constraints' on word learning
14.2.1.
whole-object bias
sounds of the language
14.2.2.
taxonomic bias
14.2.3.
mutual exclusivity bias
14.2.4.
shape bias
14.2.5.
grammatical category bias
14.3.
Criticisms of the 'bias' approach
3.
14.4.
more radical approach
15.
best of both worlds?
15.1.
Introduction
15.2.
Fodor: the modularity of mind
15.3.
Karmiloff-Smith: Beyond Modularity
Do we teach children to speak?
15.4.
input from Piaget's theory
15.5.
Evidence from children
15.6.
Representational redescription
15.7.
Is the marriage successful?
15.8.
Connectionism
3.1.
15.9.
'Rethinking innateness'
16.
Conclusion
16.1.
Conflicting basic assumptions
16.2.
Affinities
16.3.
Mind and brain
Some popular ideas
16.4.
What I've left undone
16.5.
For the future
16.6.
Last words
Getting to rub two words together
3.2.
sources of these beliefs
3.3.
Early behaviourism
3.3.1.
Pavlov's research
3.3.2.
J. B. Watson
3.3.3.
behaviourist conception of science
1.1.
3.3.4.
Are human beings just complex machines?
3.3.5.
work of Leonard Bloomfield
3.4.
work of B. F. Skinner
3.5.
Why can't that be the way children acquire language?
4.
Learning through touching and feeling
Introduction
4.1.
Introduction
4.2.
Piaget's account of cognitive growth
4.2.1.
Sensori-motor learning
4.2.2.
pre-operational stage
4.2.3.
concrete operational stage
1.2.
4.2.4.
formal operational stage
4.3.
Language development
4.3.1.
Some experiments
5.
What goes on in the mind?
5.1.
Mentalism
Crying
5.2.
Descartes' contribution to mentalism
5.3.
Chomsky's contribution to mentalism
5.3.1.
Scientific method
5.3.2.
ideal speaker-listener
5.3.3.
Competence and performance
1.3.
5.3.4.
Unconscious knowledge
5.3.5.
Language capacities are innate
5.3.6.
biological clock
5.4.
debate between Piaget and Chomsky
5.4.1.
highlight of the debate
Cooing
5.5.
Was the debate the end of Piaget's model?
6.
close look at Chomsky's theories
6.1.
Innate principles
6.2.
Socially based views on grammar
6.3.
Scientific grammar

Control code: ocn123114106

Dimensions: 24 cm.

Edition: Rev. ed.

Extent: xvii, 277 p.

Isbn: 9780826488800

Media category: unmediated

Media MARC source: rdamedia

Media type code

Other physical details: ill.

Label: Children's language : consensus and controversy, Ray Cattell

Publication

London, Continuum, 2007

Note: Previous ed.: 2000

Bibliography note: Includes bibliographical references (p. 261-271) and index

Carrier category: volume

Carrier category code

Carrier MARC source: rdacarrier

Content category: text

Content type code

Content type MARC source: rdacontent

Contents

1.4.
6.4.
Enough scrapes of grammar to keep you alive
6.4.1.
Word classes
6.4.2.
Nouns and verbs: getting to know them
6.4.3.
Phrase structure
6.5.
One way of deducing something about the mind
Babbling
6.6.
Parameters
7.
Do we help children to speak?
7.1.
Introduction
7.2.
Ferguson on baby-talk
7.2.1.
Simplifying processes
1.5.
7.2.2.
Clarifying processes
7.2.3.
Expressive processes
7.2.4.
Discussion
7.3.
early work of Catherine Snow
7.4.
work of Newport and colleagues
first words
7.5.
Wexler and Culicover
7.6.
Discovery procedures
7.7.
Snow drift
7.8.
Doggerel
7.9.
work of Anne Fernald
1.6.
8.
Learning how to mean
8.1.
Introduction
8.2.
Learning how to mean
8.2.1.
Introduction
8.2.2.
What 'mean' means
Two-word utterances
8.2.3.
child as active participant
8.3.
Protolanguage (phase 1)
8.4.
transition (phase 2)
8.5.
adult language (phase 3)
8.6.
Conclusion
2.
8.6.1.
scope of Halliday's work
8.6.2.
Separate planets
9.
two hemispheres of the brain -- A
9.1.
physical brain
9.2.
origins of knowledge about aphasia
Catching fire
9.2.1.
Marc Dax
9.2.2.
Paul Broca
9.2.3.
Karl Wernicke
9.2.4.
Handedness
9.2.5.
Differences between the sexes
2.1.
10.
two hemispheres of the brain -- B
10.1.
Twentieth-century technology
10.1.1.
'Split-brain' operations
10.1.2.
Operations which remove one side of the brain
10.1.3.
Brain scans
Making faster progress
10.1.4.
Other techniques
10.2.
Conclusion
11.
bounds of language acquisition
11.1.
Introduction
11.2.
Deaf children
1.
2.2.
11.2.1.
Introduction
11.2.2.
scientific interest of signing
11.2.3.
Acquisition of a sign language
11.3.
Hearing children of deaf parents
11.4.
Severe deprivation: Genie
Multiple-word utterances
11.4.1.
About Genie
11.4.2.
research
11.4.3.
Genie's achievements
12.
Was Dr Dolittle lying?
12.1.
Natural animal communication
2.3.
12.2.
Can animals be taught a human language?
12.2.1.
Some early experiments with chimpanzees
12.2.2.
Premacks and Sarah
12.2.3.
Duane Rumbaugh and Lana
12.2.4.
Savage-Rumbaugh and Kanzi
Acquiring words
13.
'Bootstrapping'- A
13.1.
Introduction
13.2.
Knowledge of the physical world
13.3.
Discrimination of language sounds
13.4.
From speech sound to syntax
2.4.
13.5.
Acquisition of vocabulary
14.
'Bootstrapping'- B
14.1.
Acquisition of vocabulary
14.2.
'Constraints' on word learning
14.2.1.
whole-object bias
sounds of the language
14.2.2.
taxonomic bias
14.2.3.
mutual exclusivity bias
14.2.4.
shape bias
14.2.5.
grammatical category bias
14.3.
Criticisms of the 'bias' approach
3.
14.4.
more radical approach
15.
best of both worlds?
15.1.
Introduction
15.2.
Fodor: the modularity of mind
15.3.
Karmiloff-Smith: Beyond Modularity
Do we teach children to speak?
15.4.
input from Piaget's theory
15.5.
Evidence from children
15.6.
Representational redescription
15.7.
Is the marriage successful?
15.8.
Connectionism
3.1.
15.9.
'Rethinking innateness'
16.
Conclusion
16.1.
Conflicting basic assumptions
16.2.
Affinities
16.3.
Mind and brain
Some popular ideas
16.4.
What I've left undone
16.5.
For the future
16.6.
Last words
Getting to rub two words together
3.2.
sources of these beliefs
3.3.
Early behaviourism
3.3.1.
Pavlov's research
3.3.2.
J. B. Watson
3.3.3.
behaviourist conception of science
1.1.
3.3.4.
Are human beings just complex machines?
3.3.5.
work of Leonard Bloomfield
3.4.
work of B. F. Skinner
3.5.
Why can't that be the way children acquire language?
4.
Learning through touching and feeling
Introduction
4.1.
Introduction
4.2.
Piaget's account of cognitive growth
4.2.1.
Sensori-motor learning
4.2.2.
pre-operational stage
4.2.3.
concrete operational stage
1.2.
4.2.4.
formal operational stage
4.3.
Language development
4.3.1.
Some experiments
5.
What goes on in the mind?
5.1.
Mentalism
Crying
5.2.
Descartes' contribution to mentalism
5.3.
Chomsky's contribution to mentalism
5.3.1.
Scientific method
5.3.2.
ideal speaker-listener
5.3.3.
Competence and performance
1.3.
5.3.4.
Unconscious knowledge
5.3.5.
Language capacities are innate
5.3.6.
biological clock
5.4.
debate between Piaget and Chomsky
5.4.1.
highlight of the debate
Cooing
5.5.
Was the debate the end of Piaget's model?
6.
close look at Chomsky's theories
6.1.
Innate principles
6.2.
Socially based views on grammar
6.3.
Scientific grammar

Control code: ocn123114106

Dimensions: 24 cm.

Edition: Rev. ed.

Extent: xvii, 277 p.

Isbn: 9780826488800

Media category: unmediated

Media MARC source: rdamedia

Media type code

Other physical details: ill.

Ask a Librarian!

Sydney Jones LibraryBorrow it

Chatham Street, Liverpool, L7 7BD, GB

53.403069 -2.963723

Subject

Library Locations

Library Links