Book Notice - Tomasello & Bates, eds.

[Suzanne Kemmer]

Forwarded From: Michael Tomasello <tomasello at eva.mpg.de>

> *************************************************************
> Book Notice
> *************************************************************
>
>
> Language Development: The Essential Readings
> Blackwell, $39.95 US paperback
>
> Michael Tomasello & Elizabeth Bates
>
>
> Language development is an extraordinarily active subfield in the
> cognitive sciences, with a long history and a bright future.  Research
> on child language is an interdisciplinary enterprise, uniting the
> efforts of psychologists, linguists, computer scientists, educators,
> neuroscientists and health practicioners.  Selection of representative
> readings from such a large and well-established field is no easy
> matter.  To respond to this challenge, Tomasello & Bates have
emphasized
> recent papers (including some that were updated or commissioned
for this
> volume) that illustrate the contribution of child language research to
> developmental cognitive science.  Essential works on the major
> milestones of language development are provided (on speech
perception in
> the first year, vocabulary development in the second and third year,
and
> the full flowering of grammar), followed by tutorials that emphasize the
> neural substrates of language development, computational models of
> language learning, and the proper interpretation of genetic
> contributions to developmental language disorders.  Although the
authors
> of the papers chosen for this volume represent a broad spectrum of
> theoretical perspectives, there is a deliberate bias in favor of an
> interactive approach.  The volume is designed to avoid jargon and
> in-group technicalities, and should be accessible to advanced
> undergraduates, graduate students and research scientists within the
> many disciplines that participate in cognitive science.
>
>
> 0.  General Introduction
>
> 1. Introduction to Speech Perception
>
> 1.0  Introduction
>
> 1.1.  Peter W. Jusczyk. Finding and Remembering Words: Some
Beginnings
> by English-Learning Infants.  Current Directions in Psychological
> Science, 1997, Volume 6, 170-174
>
> 1.2.  Janet F. Werker and Renée N. Desjardins. Listening to Speech in
> the 1st Year of Life: Experiential Influences on Phoneme Perception.
> Current Directions in Psychological Science, 1995, Volume 4, 76-81.
>
> 1.3.  Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris,
Jacques
> Mehler. Language Discrimination by Human Newborns and by
Coton-Top
> Tamarin Monkeys.  Science, 2000, Volume 288, 349-351
>
> 1.4.  R. L. Gómez and L. A. Gerken. Infant artificial language learning
> and language acquisition.  Trends in Cognitive Sciences, 2000, 4,
> 178.186
>
> 1.5.  Anne Fernald, John P. Pinto, Daniel Swingley, Amy Weinberg, and
> Gerald W. McRoberts. Rapid Gains in Speed of Verbal Processing by
> Infants in the 2nd Year.  Psychological Science, 1998, Volume 9,
228-231
>
>
>
> 2. Inrroduction to Word learning
>
> 2.0.  Introduction
>
> 2.1.  Helen I. Shwe and Ellen M. Markman. Young Children’s
Appreciation
> of the Mental Impact of Their Communicative Signals.  Developmental
> Psychology, 1997, Volume 33, 630-636
>
> 2.2.  Maria Cristina Caselli et al. Lexical Development in English and
> Italian.  Cognitive Development, 1995
>
> 2.3.  Michael Tomasello. Perceiving Intentions an Learning Words in
the
> Second Year of Life.  In: M.Bowerman and S. Levinson (Eds.),
Language
> Acquisition and Conceptual Development, 2000, Cambridge
University Press
>
> 2.4.  Lori Markson and Paul Bloom. Evidence Against a Dedicated
System
> for Word Learning in Children.  Nature, 1997, Volume 385, 813-815
>
> 2.5.  Elizabeth Bates, Judith C. Goodman. On the Inseparability of
> Grammar and the Lexicon: Evidence from Acquisition, Aphasia and
> Real-Time Processing.  Language and Cognitive Processes, 1997,
507-584
>
>
> 3. Introduction to Grammtical Development
>
> 3.0.  Introduction
>
> 3.1.  Michael Tomasello. The Item-Based Nature of Children’s Early
> Syntactic Development.. Trends in Cognitive Sciences, 2000, Volume
4,
> 156-163
>
> 3.2.  Nameera Akhtar. Acquiring Basic Word Order: Evidence for
> Data-Driven Learning of Syntactic Structure.  Journal of Child
Language,
> 1999, Volume 26, 339-356
>
> 3.3.  Klaus-Michael Koepcke. The Acquisition of Plural Marking in
> English and German Revisited: Schemata Versus Rules.  Journal of
Child
> Language, 1998, Volume 25, 293-319
>
> 3.4.  Nancy Budwig. An Exploration Into Children’s Use of Passives.
> Linguistics, 1990, Volume 28, 1221-1252
>
> 3.5.  Lois Bloom, Matthew Rispoli, Barbara Gartner, and Jeremie
Hafitz.
> Acquisition of Complementation. Journal of Child Language, 1989,
Volume
> 16, 101-120
>
> 3.6.  Dan I. Slobin. Form/Function Relations: How Do Children Find
Out
> What They Are?.  In: M.Bowerman and S. Levinson (Eds.), Language
> Acquisition and Conceptual Development, 2000, Cambridge
University Press
>
>
>
> 4. Brain, Genes, & Computation in Language Development
>
> 4.0.  Introduction
>
> 4.1.  Jeffrey. L. Elman. Connectionism and Language Acquisition.
>
> 4.2.  Barbara Clancy and Barbara Finlay. Neural Correlelates of Early
> Language Learning.  Excerpted from: E. Bates, D. Thal, B.L. Finlay,
and
> B. Clancy.  Early Language Development and its Neural Correlates (in
> press) Early Language Development and its Neural Correlates To
appear in
> I. Rapin and S. Segalowitz (Eds.), Handbook of Neuropsychology,
Volume
> 6, Child Neurology (2nd edition). Amsterdam: Elsevier
>
> 4.3.  Annette Karniloff-Smith. Development Itself Is the Key to
> Understanding Developmental Disorders.  Trends in Cognitive
Sciences,
> 1998, Volume 2, 389-398
>
>



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