Language and cognition lab
| Abstract | What is the nature of the underlying representations and mechanisms which allow very young children to acquire the words and structures of their native language? Our research looks especially at children between the ages of 3-5 when language acquisition still proceeds rapidly and uses multiple methodologies, including act-out tasks, truth value judgment tasks, and elicited imitation and production tasks. | |||||||||
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Similar books and articlesPeter Carruthers & Jill Boucher (eds.) (1998). Language and Thought: Interdisciplinary Themes. Cambridge University Press.
E. S. Savage‐Rumbaugh (1990). Language as a Cause‐Effect Communication System. Philosophical Psychology 3 (1):55-76.
Evangelia G. Chrysikou, Jared M. Novick, John C. Trueswell & Sharon L. Thompson-Schill (2011). The Other Side of Cognitive Control: Can a Lack of Cognitive Control Benefit Language and Cognition? Topics in Cognitive Science 3 (2):253-256.
Robert J. Hartsuiker & Martin J. Pickering (2001). A Common Framework for Language Comprehension and Language Production? Behavioral and Brain Sciences 24 (5):887-888.
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