The Handbook of Child Language

Abstract

List of Contributors. Acknowledgments. Part I: Theory, Method, and Context. Introduction. Theoretical Approaches. 1. Parameters in Acquisition: Jurgen M. Meisel (University of Hamburg). 2. Connectionist Approaches to Language Acquisition: Kim Plunkett (Oxford University). 3. The Impact of Language Socialization on Grammatical Development: Elinor Ochs (University of California at Los Angeles) and Bambi Schieffelin (New York University). Methods. 4. Individual Differences and their Implications for Theories of Language Development: Elizabeth Bates (University of California at San Diego), Philip S. Dale (University of Washington), and Donna Thal (San Diego State University). 5. Computational Analysis of Interactions: Brian MacWhinney (Carnegie Mellon University). Social and Contextual Influences. 6. Issues in the Study of Input: Finetuning, Universality, Individual and Developmental Differences, and Necessary Causes: Catherine E. Snow (Harvard University Graduate School of Education). 7. Discourse Organization and the Development of Reference to Person, Space, and Time: Maya Hickmann (Universite Rene Descartes, Paris Centre National de la Recherche Scientifique, EPHE). 8. Bilingual Language Acquisition: Annick de Houwer (Belgian National Science Foundation and University of Antwerp). 9. Socialization across Contexts: Richard Ely (Boston University) and Jean Berko Gleason (Boston University). Part II: The Emergence and Consolidation of Linguistic Abilities:. Introduction. The Spoken Language: Early Speech Development. 10. Development of the Capacity for Spoken Language: John L. Locke (Massachusetts General Hospital and Harvard Medical School). 11. Phonetic Abilities in the First Year of Life: Ray D. Kent (University of Wisconsin--Madison) and Giuliana Miolo (University of Wisconsin--Madison). 12. Phonological Development: Lise Menn (University of Colorado) and Carol Stoel--Gammon (University of Washington). Learning Words. 13. Early Lexical Development: Martyn Barrett (University of Surrey). 14. Later Lexical Development and Word Formation: Eve V. Clark (Stanford University). 15. The Role of Syntax in Verb Learning: Lila R. Gleitman (University of Pennsylvania) and Jane Gillette (University of Pennsylvania). Learning Grammar. 16. Reinterpreting Childrena s Sentence Comprehension: Toward a New Framework: Roberta Michnick Golinkoff (University of Delaware) and Kathy Hirsh--Pasek (Temple University). 17. Strategies in the Acquisition of Syntax: Ann M. Peters (University of Hawai'i). 18. Phrase Structure and Functional Categories: Andrew Radford (University of Essex). 19. Empty Categories and Complex Sentences: The Case of wh--Questions: Jill de Villiers (Smith College). Part III: Nonnormal Language Development. Introduction. 20. Computational Approaches to the Analysis of Language Impairment: Jon F. Miller (University of Wisconsin--Madison) and Thomas Klee (University of Newcastle upon Tyne). 21. Phonological Impairment: Laurence B. Leonard (Purdue University). 22. Grammatical Impairment: Paul Fletcher (Reading University) and Richard Ingham (University of Reading). 23. Pragmatic Impairments: Holly K. Craig (University of Michigan). 24. Language Development in Children and Adolescents with Down Syndrome: Robin S. Chapman (University of Wisconsin--Madison). 25. Lexical and Grammatical Development in Children with Early Hemisphere Damage: A Cross--sectional View from Birth to Adolescence: Julie A. Eisele (Skidmore College) and Dorothy M. Aram (Emerson College). References. Index.