01651nam a2200205Ia 4500003000500000005001700005008004100022020001800063040001400081041000800095050001300103245010600116250000700222260005600229300002900285520105300314650002001367650003101387650002701418759420250305184437.0200729s9999||||xx |||||||||||||| ||und||  a0-521-59659-9  cB000bspa  aeng  aP118bL3 0aLanguage acquisition and conceptual development /cEditado por Melissa Bowerman y Stephen C. Levinson  a1a  aEstados Unidos :bCambridge University Press,c2001  a602 p. :c15.2 x 22.7 cm  aRecent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight recent advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal, concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a new synthesis in which the process of language acquisition may interact with early cognitive development. It provides original empirical contributions, based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.  aLingüística  aAdquisición del lenguaje  aCognición en niños