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Action meets word [[electronic resource] ] : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
| Action meets word [[electronic resource] ] : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff |
| Pubbl/distr/stampa | Oxford, : Oxford University Press, 2006 |
| Descrizione fisica | 1 online resource (605 p.) |
| Disciplina | 401.93 |
| Altri autori (Persone) |
Hirsh-PasekKathy
GolinkoffRoberta M |
| Soggetto topico |
Language acquisition
Grammar, Comparative and general - Verb |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-19-517000-8
0-19-534694-7 1-280-84100-1 1-4294-0284-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; Introduction: Progress on the Verb Learning Front; Part I: Prerequisites to Verb Learning: Finding the Verb; 1 Finding the Verbs: Distributional Cues to Categories Available to Young Learners; 2 Finding Verb Forms Within the Continuous Speech Stream; 3 Discovering Verbs Through Multiple-Cue Integration; Part II: Prerequisites to Verb Learning: Finding Actions in Events; 4 Actions Organize the Infant's World; 5 Conceptual Foundations for Verb Learning: Celebrating the Event; 6 Precursors to Verb Learning: Infants' Understanding of Motion Events
7 Preverbal Spatial Cognition and Language-Specific Input: Categories of Containment and Support8 The Roots of Verbs in Prelinguistic Action Knowledge; 9 When Is a Grasp a Grasp? Characterizing Some Basic Components of Human Action Processing; 10 Word, Intention, and Action: A Two-Tiered Model of Action Word Learning; 11 Verbs, Actions, and Intentions; Part III: When Action Meets Word: Children Learn Their First Verbs; 12 Are Nouns Easier to Learn Than Verbs? Three Experimental Studies; 13 Verbs at the Very Beginning: Parallels Between Comprehension and Input 14 A Unified Theory of Word Learning: Putting Verb Acquisition in Context15 Who's the Subject? Sentence Structure and Verb Meaning; Part IV: How Language Influences Verb Learning: Cross-Linguistic Evidence; 16 Verb Learning as a Probe Into Children's Grammars; 17 Revisiting the Noun-Verb Debate: A Cross-Linguistic Comparison of Novel Noun and Verb Learning in English-, Japanese-, and Chinese-Speaking Children; 18 But Are They Really Verbs? Chinese Words for Action; 19 Influences of Object Knowledge on the Acquisition of Verbs in English and Japanese 20 East and West: A Role for Culture in the Acquisition of Nouns and Verbs21 Why Verbs Are Hard to Learn; Author Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910465144603321 |
| Oxford, : Oxford University Press, 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Action meets word [[electronic resource] ] : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
| Action meets word [[electronic resource] ] : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff |
| Pubbl/distr/stampa | Oxford, : Oxford University Press, 2006 |
| Descrizione fisica | 1 online resource (605 p.) |
| Disciplina | 401.93 |
| Altri autori (Persone) |
Hirsh-PasekKathy
GolinkoffRoberta M |
| Soggetto topico |
Language acquisition
Grammar, Comparative and general - Verb |
| ISBN |
0-19-029095-1
0-19-517000-8 0-19-534694-7 1-280-84100-1 1-4294-0284-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; Introduction: Progress on the Verb Learning Front; Part I: Prerequisites to Verb Learning: Finding the Verb; 1 Finding the Verbs: Distributional Cues to Categories Available to Young Learners; 2 Finding Verb Forms Within the Continuous Speech Stream; 3 Discovering Verbs Through Multiple-Cue Integration; Part II: Prerequisites to Verb Learning: Finding Actions in Events; 4 Actions Organize the Infant's World; 5 Conceptual Foundations for Verb Learning: Celebrating the Event; 6 Precursors to Verb Learning: Infants' Understanding of Motion Events
7 Preverbal Spatial Cognition and Language-Specific Input: Categories of Containment and Support8 The Roots of Verbs in Prelinguistic Action Knowledge; 9 When Is a Grasp a Grasp? Characterizing Some Basic Components of Human Action Processing; 10 Word, Intention, and Action: A Two-Tiered Model of Action Word Learning; 11 Verbs, Actions, and Intentions; Part III: When Action Meets Word: Children Learn Their First Verbs; 12 Are Nouns Easier to Learn Than Verbs? Three Experimental Studies; 13 Verbs at the Very Beginning: Parallels Between Comprehension and Input 14 A Unified Theory of Word Learning: Putting Verb Acquisition in Context15 Who's the Subject? Sentence Structure and Verb Meaning; Part IV: How Language Influences Verb Learning: Cross-Linguistic Evidence; 16 Verb Learning as a Probe Into Children's Grammars; 17 Revisiting the Noun-Verb Debate: A Cross-Linguistic Comparison of Novel Noun and Verb Learning in English-, Japanese-, and Chinese-Speaking Children; 18 But Are They Really Verbs? Chinese Words for Action; 19 Influences of Object Knowledge on the Acquisition of Verbs in English and Japanese 20 East and West: A Role for Culture in the Acquisition of Nouns and Verbs21 Why Verbs Are Hard to Learn; Author Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910792245203321 |
| Oxford, : Oxford University Press, 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Action meets word : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff
| Action meets word : how children learn verbs / / edited by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxford, : Oxford University Press, 2006 |
| Descrizione fisica | 1 online resource (605 p.) |
| Disciplina | 401.93 |
| Altri autori (Persone) |
Hirsh-PasekKathy
GolinkoffRoberta M |
| Soggetto topico |
Language acquisition
Grammar, Comparative and general - Verb |
| ISBN |
0-19-029095-1
0-19-517000-8 0-19-534694-7 1-280-84100-1 1-4294-0284-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; Introduction: Progress on the Verb Learning Front; Part I: Prerequisites to Verb Learning: Finding the Verb; 1 Finding the Verbs: Distributional Cues to Categories Available to Young Learners; 2 Finding Verb Forms Within the Continuous Speech Stream; 3 Discovering Verbs Through Multiple-Cue Integration; Part II: Prerequisites to Verb Learning: Finding Actions in Events; 4 Actions Organize the Infant's World; 5 Conceptual Foundations for Verb Learning: Celebrating the Event; 6 Precursors to Verb Learning: Infants' Understanding of Motion Events
7 Preverbal Spatial Cognition and Language-Specific Input: Categories of Containment and Support8 The Roots of Verbs in Prelinguistic Action Knowledge; 9 When Is a Grasp a Grasp? Characterizing Some Basic Components of Human Action Processing; 10 Word, Intention, and Action: A Two-Tiered Model of Action Word Learning; 11 Verbs, Actions, and Intentions; Part III: When Action Meets Word: Children Learn Their First Verbs; 12 Are Nouns Easier to Learn Than Verbs? Three Experimental Studies; 13 Verbs at the Very Beginning: Parallels Between Comprehension and Input 14 A Unified Theory of Word Learning: Putting Verb Acquisition in Context15 Who's the Subject? Sentence Structure and Verb Meaning; Part IV: How Language Influences Verb Learning: Cross-Linguistic Evidence; 16 Verb Learning as a Probe Into Children's Grammars; 17 Revisiting the Noun-Verb Debate: A Cross-Linguistic Comparison of Novel Noun and Verb Learning in English-, Japanese-, and Chinese-Speaking Children; 18 But Are They Really Verbs? Chinese Words for Action; 19 Influences of Object Knowledge on the Acquisition of Verbs in English and Japanese 20 East and West: A Role for Culture in the Acquisition of Nouns and Verbs21 Why Verbs Are Hard to Learn; Author Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; X; Y; Z; Subject Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W |
| Record Nr. | UNINA-9910817851503321 |
| Oxford, : Oxford University Press, 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Becoming a word learner [[electronic resource] ] : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.]
| Becoming a word learner [[electronic resource] ] : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, 2000 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) | GolinkoffRoberta M |
| Collana | Counterpoints |
| Soggetto topico |
Language acquisition
Vocabulary |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-19-028478-1
1-280-83307-6 0-19-535147-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Word Learning: Icon, Index, or Symbol?; 2. The Intentionality Model of Word Learning: How to Learn a Word, Any Word; 3. Learning How to Learn Words: An Associative Crane; 4. Constraining the Problem Space in Early Word Learning; 5. The Social Nature of Words and Word Learning; 6. An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues; 7. Counterpoint Commentary; LOIS BLOOM: ""What Can We Take for Granted in Word Learning?""
LINDA B. SMITH: ""Avoiding Associations When It's Behaviorism You Really Hate""AMANDA L. WOODWARD: ""There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the Mark""; MICHAEL TOMASELLO & NAMEERA AKHTAR: ""Five Questions for Any Theory of Word Learning""; KATHY HIRSCH-PASEK & ROBERTA MICHNICK GOLINKOFF: ""The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model Works""; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z |
| Record Nr. | UNINA-9910465110903321 |
| Oxford ; ; New York, : Oxford University Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Becoming a word learner [[electronic resource] ] : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.]
| Becoming a word learner [[electronic resource] ] : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, 2000 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) | GolinkoffRoberta M |
| Collana | Counterpoints |
| Soggetto topico |
Language acquisition
Vocabulary |
| ISBN |
0-19-028478-1
1-280-83307-6 0-19-535147-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Word Learning: Icon, Index, or Symbol?; 2. The Intentionality Model of Word Learning: How to Learn a Word, Any Word; 3. Learning How to Learn Words: An Associative Crane; 4. Constraining the Problem Space in Early Word Learning; 5. The Social Nature of Words and Word Learning; 6. An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues; 7. Counterpoint Commentary; LOIS BLOOM: ""What Can We Take for Granted in Word Learning?""
LINDA B. SMITH: ""Avoiding Associations When It's Behaviorism You Really Hate""AMANDA L. WOODWARD: ""There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the Mark""; MICHAEL TOMASELLO & NAMEERA AKHTAR: ""Five Questions for Any Theory of Word Learning""; KATHY HIRSCH-PASEK & ROBERTA MICHNICK GOLINKOFF: ""The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model Works""; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z |
| Record Nr. | UNINA-9910792247503321 |
| Oxford ; ; New York, : Oxford University Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Becoming a word learner : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.]
| Becoming a word learner : a debate on lexical acquisition / / Roberta Michnick Golinkoff ... [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, 2000 |
| Descrizione fisica | 1 online resource (217 p.) |
| Disciplina | 401/.93 |
| Altri autori (Persone) | GolinkoffRoberta M |
| Collana | Counterpoints |
| Soggetto topico |
Language acquisition
Vocabulary |
| ISBN |
0-19-028478-1
1-280-83307-6 0-19-535147-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Word Learning: Icon, Index, or Symbol?; 2. The Intentionality Model of Word Learning: How to Learn a Word, Any Word; 3. Learning How to Learn Words: An Associative Crane; 4. Constraining the Problem Space in Early Word Learning; 5. The Social Nature of Words and Word Learning; 6. An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues; 7. Counterpoint Commentary; LOIS BLOOM: ""What Can We Take for Granted in Word Learning?""
LINDA B. SMITH: ""Avoiding Associations When It's Behaviorism You Really Hate""AMANDA L. WOODWARD: ""There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the Mark""; MICHAEL TOMASELLO & NAMEERA AKHTAR: ""Five Questions for Any Theory of Word Learning""; KATHY HIRSCH-PASEK & ROBERTA MICHNICK GOLINKOFF: ""The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model Works""; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z |
| Record Nr. | UNINA-9910817853303321 |
| Oxford ; ; New York, : Oxford University Press, 2000 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Play = learning [[electronic resource] ] : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
| Play = learning [[electronic resource] ] : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2006 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 155.4/18 |
| Altri autori (Persone) |
GolinkoffRoberta M
Hirsh-PasekKathy SingerDorothy G |
| Soggetto topico |
Play
Play - Psychological aspects Play - Social aspects |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-19-988538-9
0-19-973382-1 1-280-84641-0 0-19-804142-X 1-4237-9994-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Why Play = Learning: A Challenge for Parents and Educators; Part I. Challenges to Play; 2. The Cognitive Child Versus the Whole Child: Lessons From 40 Years of Head Start; 3. The Role of Recess in Primary School; Part II. School Readiness-School Standards; 4. Standards, Science, and the Role of Play in Early Literacy Education; 5. Make-Believe Play: Wellspring for Development of Self-Regulation; 6. My Magic Story Car: Video-Based Play Intervention to Strengthen Emergent Literacy of At-Risk Preschoolers
7. Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing8. Mathematical Play and Playful Mathematics: A Guide for Early Education; Part III. Media and Computers; 9. Media Use by Infants and Toddlers: A Potential for Play; 10. Computer as Paintbrush: Technology, Play, and the Creative Society; Part IV. Play With Dysfunctional Children; 11. Pretend Play and Emotion Learning in Traumatized Mothers and Children; 12. Play and Autism: Facilitating Symbolic Understanding; 13. Epilogue: Learning to Play and Learning Through Play; Index; A; B; C; D; E; F; G; H; I; J KL; M; N; O; P; R; S; T; V; W; Z |
| Record Nr. | UNINA-9910465179103321 |
| Oxford ; ; New York, : Oxford University Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Play = learning [[electronic resource] ] : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
| Play = learning [[electronic resource] ] : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2006 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 155.4/18 |
| Altri autori (Persone) |
GolinkoffRoberta M
Hirsh-PasekKathy SingerDorothy G |
| Soggetto topico |
Play
Play - Psychological aspects Play - Social aspects |
| ISBN |
0-19-988538-9
0-19-973382-1 1-280-84641-0 0-19-804142-X 1-4237-9994-1 |
| Classificazione | 76.30 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Why Play = Learning: A Challenge for Parents and Educators; Part I. Challenges to Play; 2. The Cognitive Child Versus the Whole Child: Lessons From 40 Years of Head Start; 3. The Role of Recess in Primary School; Part II. School Readiness-School Standards; 4. Standards, Science, and the Role of Play in Early Literacy Education; 5. Make-Believe Play: Wellspring for Development of Self-Regulation; 6. My Magic Story Car: Video-Based Play Intervention to Strengthen Emergent Literacy of At-Risk Preschoolers
7. Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing8. Mathematical Play and Playful Mathematics: A Guide for Early Education; Part III. Media and Computers; 9. Media Use by Infants and Toddlers: A Potential for Play; 10. Computer as Paintbrush: Technology, Play, and the Creative Society; Part IV. Play With Dysfunctional Children; 11. Pretend Play and Emotion Learning in Traumatized Mothers and Children; 12. Play and Autism: Facilitating Symbolic Understanding; 13. Epilogue: Learning to Play and Learning Through Play; Index; A; B; C; D; E; F; G; H; I; J KL; M; N; O; P; R; S; T; V; W; Z |
| Record Nr. | UNINA-9910792244503321 |
| Oxford ; ; New York, : Oxford University Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Play = learning : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
| Play = learning : how play motivates and enhances children's cognitive and social-emotional growth / / edited by Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxford ; ; New York, : Oxford University Press, c2006 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 155.4/18 |
| Altri autori (Persone) |
GolinkoffRoberta M
Hirsh-PasekKathy SingerDorothy G |
| Soggetto topico |
Play
Play - Psychological aspects Play - Social aspects |
| ISBN |
0-19-988538-9
0-19-973382-1 1-280-84641-0 0-19-804142-X 1-4237-9994-1 |
| Classificazione | 76.30 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Contributors; 1. Why Play = Learning: A Challenge for Parents and Educators; Part I. Challenges to Play; 2. The Cognitive Child Versus the Whole Child: Lessons From 40 Years of Head Start; 3. The Role of Recess in Primary School; Part II. School Readiness-School Standards; 4. Standards, Science, and the Role of Play in Early Literacy Education; 5. Make-Believe Play: Wellspring for Development of Self-Regulation; 6. My Magic Story Car: Video-Based Play Intervention to Strengthen Emergent Literacy of At-Risk Preschoolers
7. Narrative Play and Emergent Literacy: Storytelling and Story-Acting Meet Journal Writing8. Mathematical Play and Playful Mathematics: A Guide for Early Education; Part III. Media and Computers; 9. Media Use by Infants and Toddlers: A Potential for Play; 10. Computer as Paintbrush: Technology, Play, and the Creative Society; Part IV. Play With Dysfunctional Children; 11. Pretend Play and Emotion Learning in Traumatized Mothers and Children; 12. Play and Autism: Facilitating Symbolic Understanding; 13. Epilogue: Learning to Play and Learning Through Play; Index; A; B; C; D; E; F; G; H; I; J KL; M; N; O; P; R; S; T; V; W; Z |
| Altri titoli varianti | Play equals learning |
| Record Nr. | UNINA-9910806977103321 |
| Oxford ; ; New York, : Oxford University Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||