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100   $a19960726d1997      uy             0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aRelations of language and thought$b[electronic resource] $ethe view from sign language and deaf children /$fMarc Marschark ... [et al.]
210   $aNew York $cOxford University Press$d1997
215   $a1 online resource (204 p.)
225 1 $aCounterpoints
300   $aDescription based upon print version of record.
311   $a0-19-510058-1 
311   $a0-19-510057-3 
320   $aIncludes bibliographical references and index.
327   $aContents; Contributors; 1. Relations of Language and Cognition: What Do Deaf Children Tell Us?; 2. Universals, Generalizability, and the Acquisition of Signed Language; 3. The Modular Effects of Sign Language Acquisition; 4. Read the Lips: Speculations on the Nature and Role of Lipreading in Cognitive Development of Deaf Children; 5. Making Faces: Coextant Domains for Language and Visual Cognition; 6. In Support of the Language Acquisition Device; 7. Modules and the Informational Encapsulation of Language Processes; 8. Models, Modules, and Modality; Index;
330   $aThis volume considers the extent to which the use of sign language affects the course and character of cognitive development. The understanding of the relationship between language and cognition has occupied psychologists and linguists for centuries, and may be enhanced by the study of signing.
410  0$aCounterpoints (Oxford University Press)
606   $aCognition in children
606   $aDeaf children$xLanguage
606   $aDeaf children$xMeans of communication
606   $aSign language
608   $aElectronic books.
615  0$aCognition in children.
615  0$aDeaf children$xLanguage.
615  0$aDeaf children$xMeans of communication.
615  0$aSign language.
676   $a306.4/4/0871
701   $aMarschark$b Marc$0849034
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910450571003321
996   $aRelations of language and thought$91927119
997   $aUNINA