LEADER 05159nam 2200637 450 001 9910815062303321 005 20230803212800.0 010 $a1-59756-679-9 035 $a(CKB)3710000000366135 035 $a(EBL)1969474 035 $a(SSID)ssj0001438375 035 $a(PQKBManifestationID)12619760 035 $a(PQKBTitleCode)TC0001438375 035 $a(PQKBWorkID)11396261 035 $a(PQKB)10945325 035 $a(MiAaPQ)EBC1969474 035 $a(Au-PeEL)EBL1969474 035 $a(CaPaEBR)ebr11025950 035 $a(OCoLC)904517974 035 $a(EXLCZ)993710000000366135 100 $a20121026h20142014 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMilestones $enormal speech and language development across the life span /$fJohn W. Oller Jr. ; Stephen D. Oller ; Stacey N. Oller 205 $aSecond edition. 210 1$aSan Diego :$cPlural Publishing, Inc.,$d[2014] 210 4$dİ2014 215 $a1 online resource (625 p.) 300 $aDescription based upon print version of record. 311 $a1-59756-501-6 320 $aIncludes bibliographical references and index. 327 $aContents; Preface to the Second Edition; Acknowledgments; Chapter 1. Development Across the Life Span; Objectives; Getting There Earlier Than Expected; Language Systems and Their Grammars; Intentional Actions Are Grammatical; Principles of Development; Common Ground: Where the Researchers Agree; You Can Make a Difference; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 2. Before and Just After Birth; Objectives; Actions Are Crucial to Development; The Integration of Sensation and Movement; Symbols: E motion, Memory, Imagination, and Language 327 $aTesting Sensation and Movement at BirthConnecting Language with Content; Innate Language Capacity or Just Biomechanics?; Cross-Modal Transfer and Integration of the Senses; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 3. Language Acquisition Theory; Objectives; Three Kinds of Work; Distinguishing Forms of Speech; Abstraction; Abstracted Signs Enrich Experience; Learning to Understand What You Don't Understand; Making A Critical Distinction; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 4. Entities That Move and Talk; Objectives 327 $aCoordinating MovementsSolving the Forms of Significant Movements; The "Nonverbal" Signs Needed for Words; The Surprising Problem of Identities; The Sign Cycle; The Iconic Cycle of Abstraction; The Indexical Cycle; Abstracting and Generalizing to the Hypostatic Index; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 5. Working Up to a Receptive Vocabulary; Objectives; Integrating the Nonverbal Signs with the Verbal; Levels of Reference and the Logical Positions of Discourse; Building Up to Tertiary Reference; The Infant Uses All Three Positions of Discourse 327 $aIndexes as the ConnectorsDiscriminating Linguistic Symbols; Gaining Motor Control of Surface-Forms; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 6. From "One Word" to Grammatical Strings; Objectives; Reviewing What's Already Been Achieved; Working Backward from the Goal; What's an Argument; The Growing Hierarchy of Sign Systems; Moving Beyond Zero Order Predicates; Zero Order Predicates Become Arguments; Meaningful Questions About Words Emerge; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 7. Pragmatics and Literacy; Objectives 327 $aFrom Surface-Forms to PragmaticsThe First Symbols Are TNRs; The Adult Level of Mature Reasoning; A General Limit of Abstractness; Obstacles to Success with Phonics; Summing Up and Looking Ahead; Study and Discussion Questions; Chapter 8. Meaning Outranks Surface-Form; Objectives; It's All About Meaning; Meaning Enables Communication; Whole Language Approaches; The Critical Role of Narrative-Like Sequences; Universals of Chronology; Becoming Literate Is Cognitive Empowerment; Achieving Ordinary Coherence; Summing Up and Looking Ahead; Study and Discussion Questions 327 $aChapter 9. Different Languages, Dialects, and Cultures 330 $aThis textbook for the introductory course in Language Development adopts a coherent chronological approach, beginning with responsiveness to speech and language in the womb and working across the lifespan into maturity and beyond which helps students relate the material to the whole person at each milestone. The organizational background becomes a series of interesting cases, keeping the theory and structure of language development grounded in real stories. 606 $aLanguage acquisition 606 $aChild development 615 0$aLanguage acquisition. 615 0$aChild development. 676 $a401/.93 700 $aOller$b John W.$0456288 702 $aOller$b Stephen D. 702 $aBadon$b Linda C. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910815062303321 996 $aMilestones$93935067 997 $aUNINA