 |
|
This book presents a general overview of our current knowledge of language development in children. Each chapter is written by the leading international authority in that field and summarizes our current state of knowledge. Two prominent themes running through many of the chapters are nativism versus empiricism and domain-specificity versus domain generality (are the knowledge and skills which underpin language development specific to the language acquisition process, or are the same knowledge and skills used by children to acquire knowledge in other cognitive domains as well?). Thus, the book contains an in-depth analysis of two of the most important issues currently dominating research into children's cognitive development. This book is an invaluable resource not only for undergraduate students taking advanced courses in language development, but also for students taking advanced courses in cognitive development more generally. The book will also be of considerable interest to other developmental psychologists, as well as to educationalists, teachers, speech therapists and clinical practitioners who have an interest in language development in normal children and children with developmental disabilities.
|
