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    The Intentionality Model and Language Acquisition: Engagement, Effort and the Essential Tension in Development (Monographs of the Society for Research in Child Development) (Paperback) By (author) Lois Bloom, By (author) Erin Tinker

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    DescriptionThe Intentionality Model builds on the childa s engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition. According to this perspective, children learn language in acts of expression and interpretation; they work at acquiring language; all aspects of a childa s development contribute to this process.* Provides results of a longitudinal study which examined language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness * Results of lag sequential analyses are reported to show how different behaviors----words, sentences, emotional expressions, conversational interactions, and construction thematic relations between objects in play----converged, both in the stream of childrena s actions in everyday events, in real time, an in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age * The conclusions show that performance counts for explaining language acquisition; language is not acquired independently but in relation to other behaviors; acquiring language is not easy and requires the work of behavioral coordination


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    Title
    The Intentionality Model and Language Acquisition
    Subtitle
    Engagement, Effort and the Essential Tension in Development
    Authors and contributors
    By (author) Lois Bloom, By (author) Erin Tinker
    Physical properties
    Format: Paperback
    Number of pages: 274
    Width: 157 mm
    Height: 230 mm
    Thickness: 7 mm
    Weight: 163 g
    Language
    English
    ISBN
    ISBN 13: 9781405100892
    ISBN 10: 1405100893
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 25320
    B&T Book Type: NF
    B&T Merchandise Category: TXT
    Nielsen BookScan Product Class 3: S2.3
    BIC E4L: CHI
    B&T Modifier: Region of Publication: 03
    BIC subject category V2: JMC
    Ingram Subject Code: PS
    Libri: I-PS
    B&T Modifier: Subject Development: 23
    B&T General Subject: 670
    BISAC V2.8: LAN000000
    B&T Modifier: Academic Level: 02
    B&T Modifier: Text Format: 06
    BIC subject category V2: JNC
    DC21: 401.93
    B&T Approval Code: A11440000
    BISAC V2.8: PSY004000
    BIC subject category V2: CFDC
    BISAC V2.8: PSY039000
    B&T Approval Code: A11362040
    BISAC V2.8: PSY000000
    DC22: 401.93
    Thema V1.0: JMC, CFDC, JND
    Illustrations note
    Publisher
    John Wiley and Sons Ltd
    Imprint name
    BLACKWELL PUBLISHERS
    Publication date
    01 February 2002
    Publication City/Country
    Oxford
    Author Information
    Lois Bloom (Ph.D., Columbia University, 1968) is an Edward Lee Thorndike Professor Emeritus of 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.
    Back cover copy
    This book is about the young child's intentionality and the importance of this intentionality for explaining language acquisition. Intentions are expressed in actions, and they are constructed by interpreting the actions of others. The cognitive, social, and emotional developments during the first three years of life lead to the elaboration of intentional states, and this elaboration involves the representation of more elements, roles, and relations. The elaboration further involves the child coming to be able to recall the past and anticipate events in the future that other persons cannot yet know. The increasingly elaborated and discrepant intentional states require that the child learn more of the language to express them. The Intentionality Model presented here builds on the child's engagement in a world of persons and objects, the "effort" that learning the language requires, and the essential tension between engagement and effort that moves language acquisition forward. According to this first person child-centered perspective, children learn language in acts of expression and interpretation; they work at acquiring language; and all aspects of a child's development contribute to this process.
    Table of contents
    I. Introduction. II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence. III. The Early Intervention Collaborative Study: Study Design and Methodology. IV. Results: Predictors of Functioning and Change in Childrena s Development and Parent Well--being. V. Discussion. VI. Implications for Research, Policy, and Practice. References. Acknowledgments. Contributors