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020			_a0-521-59659-9
040			_cB000 _bspa
041			_aeng
050			_aP118 _bL3
245		0	_aLanguage acquisition and conceptual development / _cEditado por Melissa Bowerman y Stephen C. Levinson
250			_a1a
260			_aEstados Unidos : _bCambridge University Press, _c2001
300			_a602 p. : _c15.2 x 22.7 cm
520			_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.
650			_aLingüística _95430
650			_aAdquisición del lenguaje _917692
650			_aCognición en niños _917693
942			_2lcc _cBK
999			_c6463 _d6463