LEADER 03584 am 22006133u 450 001 9910135395303321 005 20221206104822.0 035 $a(CKB)3810000000000132 035 $a(SSID)ssj0001682820 035 $a(PQKBManifestationID)16508091 035 $a(PQKBTitleCode)TC0001682820 035 $a(PQKBWorkID)15037125 035 $a(PQKB)10081772 035 $a(WaSeSS)IndRDA00056509 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/34790 035 $a(PPN)198378947 035 $a(EXLCZ)993810000000000132 100 $a20160829h20142014 fy 0 101 0 $aeng 135 $aurm|#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNatural causes of language $eframes, biases, and cultural transmission /$fN. J. Enfield 210 $cLanguage Science Press$d2014 210 1$aBerlin :$cLanguage Science Press,$d2014 210 4$dİ2014 215 $a1 online resource (84 pages) $cillustrations; digital file(s) 225 1 $aConceptual Foundations of Language Science ;$v1 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$aPrint version: 9783944675503 320 $aIncludes bibliographical references and index. 330 $aWhat causes a language to be the way it is? Some features are universal, some are inherited, others are borrowed, and yet others are internally innovated. But no matter where a bit of language is from, it will only exist if it has been diffused and kept in circulation through social interaction in the history of a community. This book makes the case that a proper understanding of the ontology of language systems has to be grounded in the causal mechanisms by which linguistic items are socially transmitted, in communicative contexts. A biased transmission model provides a basis for understanding why certain things and not others are likely to develop, spread, and stick in languages. Because bits of language are always parts of systems, we also need to show how it is that items of knowledge and behaviour become structured wholes. The book argues that to achieve this, we need to see how causal processes apply in multiple frames or 'time scales' simultaneously, and we need to understand and address each and all of these frames in our work on language. This forces us to confront implications that are not always comfortable: for example, that "a language" is not a real thing but a convenient fiction, that language-internal and language-external processes have a lot in common, and that tree diagrams are poor conceptual tools for understanding the history of languages. By exploring avenues for clear solutions to these problems, this book suggests a conceptual framework for ultimately explaining, in causal terms, what languages are like and why they are like that. 410 0$aConceptual Foundations of Language Science ;$v1. 606 $aPhilology & Linguistics$2HILCC 606 $aLanguages & Literatures$2HILCC 610 $acausal processes 610 $aontology of language systems 610 $alanguage 610 $abiased transmission model 610 $aCharles Darwin 610 $aEvolution 610 $aHistorical linguistics 610 $aIdiolect 610 $aOntogeny 615 7$aPhilology & Linguistics 615 7$aLanguages & Literatures 700 $aEnfield$b N. J$0773223 801 0$bPQKB 801 2$bUkMaJRU 906 $aBOOK 912 $a9910135395303321 996 $aNatural causes of language$91997508 997 $aUNINA LEADER 03562nam 2200661 450 001 9910824747803321 005 20230803194954.0 010 $a0-19-938400-2 010 $a0-19-938392-8 035 $a(CKB)2670000000491138 035 $a(EBL)1578261 035 $a(SSID)ssj0001060658 035 $a(PQKBManifestationID)12434284 035 $a(PQKBTitleCode)TC0001060658 035 $a(PQKBWorkID)11087580 035 $a(PQKB)10894229 035 $a(MiAaPQ)EBC1578261 035 $a(Au-PeEL)EBL1578261 035 $a(CaPaEBR)ebr10816668 035 $a(CaONFJC)MIL550694 035 $a(OCoLC)865334805 035 $a(EXLCZ)992670000000491138 100 $a20131220d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBook smart $ehow to develop and support successful, motivated readers /$fAnne E. Cunningham, Jamie Zibulsky 210 1$aNew York :$cOxford University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (506 p.) 300 $aIncludes index. 311 $a0-19-984393-7 327 $aCover; BOOK SMART; Copyright; CONTENS; ACKNOWLEDGMENTS; PREFACE; Introduction to Shared Reading; Chapter 1 The Role of Oral Language in Reading Development: How Language Skills Lead to Literacy Skills; Talking and Reading: Some Similarities; Semantic Development; Syntactic Development; Pragmatic Language Development; Chapter 2 Emergent Literacy: The Roots of Reading; Phonological Awareness; Concepts of Print; Alphabetic Knowledge; Chapter 3 Learning to Write How Writing Makes Your Child a Better Reader and Thinker; Writing Development; Spelling Development; Chapter 4 Story Comprehension 327 $aStory SchemaCausal Reasoning; INFERENTIAL THINKING; Chapter 5 The Effects of Reading Volume Vocabulary and Knowledge Growth; The Relationship Between Reading Volume and Vocabulary; Th e Relationship Between Reading Volume and General Knowledge; Chapter 6 The Social and Emotional Benefi ts of Reading Together; A Healthy Sense of Self; Motivation and Mastery Mindset; Perspective-Taking and Empathy; Chapter 7 Conclusion; Appendix A; Appendix B; Appendix C; Appendix D; Appendix E; Glossary; Index 330 $aAuthored by two passionate psychologists and educators, Book Smart: How to Develop and Support Successful, Motivated Readers is a how-to guide rich with stories, lessons, activities, and ideas aimed at supporting reading development and addressing the broad range of interpersonal, social, emotional, and motivational skills that can be fostered by reading with young children. The early chapters in this book will help you get your child ready for school and ready to read, and the later chapters will help you foster your child's lifelong love of reading. Throughout the book, the authors also prov 606 $aOral reading 606 $aStorytelling 606 $aChildren$xBooks and reading 606 $aChildren$xLanguage 606 $aLanguage acquisition$xParent participation 615 0$aOral reading. 615 0$aStorytelling. 615 0$aChildren$xBooks and reading. 615 0$aChildren$xLanguage. 615 0$aLanguage acquisition$xParent participation. 676 $a372.45/2 686 $aPSY031000$2bisacsh 700 $aCunningham$b Anne E$01648469 701 $aZibulsky$b Jamie$01648470 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910824747803321 996 $aBook smart$93996616 997 $aUNINA