Becoming a Word Learner: A Debate on Lexical Acquisition

Paperback | October 15, 2000

byRoberta Michnick Golinkoff, Kathryn Hirsh-Pasek, Lois Bloom

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Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns newwords slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of thedeveloping mind. In the latest entry in Oxford's Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom ofColumbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess eachtheoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children.

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Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns newwords slowly and laboriously but at twenty mont...

Roberta Micknick Golinkoff is at University of Delaware. Kathryn Hirsh-Pasek is at Temple University.

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Format:PaperbackDimensions:216 pages, 8.9 × 5.79 × 0.59 inPublished:October 15, 2000Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0195130324

ISBN - 13:9780195130324

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Table of Contents

Contributors1. Roberta Michnick Golinkoff and Kathy Hirsh-Pasek: Word Learning: Icon, Index, or Symbol?2. Lois Bloom: The Intentionality Model of Word Learning: How to Learn a Word, Any Word3. Linda B. Smith: Learning How to Learn Words: An Associative Crane4. Amanda L. Woodward: Constraining the Problem Space in Early Word Learning5. Nameera Akhtar and Michael Tomasello: The Social Nature of Words and Word Learning6. Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and George Hollich: An Emergentist Coalition Model for Word Learning: Mapping Words to Objects Is a Product of the Interaction of Multiple Cues7. COUNTERPOINT COMMENTARYLois Bloom: What Can We Take for Granted in Word Learning?Linda B. Smith: Avoiding Associations When It's Behaviorism You Really HateAmanda L. Woodward: There Is No Silver Bullet for Word Learning: Why Monolithic Accounts Miss the MarkMichael Tomasello and Nameera Akhtar: Five Questions for Any Theory of Word LearningKathy Hirsh-Pasek and Roberta Michnick Golinkoff: The Whole Is Greater Than the Sum of the Parts, or Why the Emergentist Coalition Model WorksIndex