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Explanations in the Study of Child Language Development

Explanations in the Study of Child Language Development

Explanations in the Study of Child Language Development
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Explanations in the Study of Child Language Development Paperback - 1982

by Atkinson, Martin

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Cambridge University Press. Used - Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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Details

  • Title Explanations in the Study of Child Language Development
  • Author Atkinson, Martin
  • Binding Paperback
  • Edition First Edition
  • Condition Used - Good
  • Pages 300
  • Volumes 1
  • Language ENG
  • Publisher Cambridge University Press, Cambridge, UK
  • Publication date 1982-02-18
  • Illustrated Yes
  • Features Bibliography, Illustrated, Index
  • Bookseller's Inventory # 41350630-20
  • ISBN 9780521285933 / 0521285933
  • Weight 0.97 lbs (0.44 kg)
  • Dimensions 9 x 6 x 0.67 in (22.86 x 15.24 x 1.70 cm)
  • Category Language Arts / Linguistics / Literacy
  • Library of Congress subjects Language acquisition
  • Library of Congress Catalogue Number 81-10015
  • Dewey Decimal Code 401.9
  • Quantity available 1

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Reader reviews for Explanations in the Study of Child Language Development

From the publisher

Dr Atkinson's work has grown out of a deep satisfaction with the state of theorising in child language development. Critical analysis of superficially attractive theories showed that they had no real explanatory power. Yet no coherent framework had been proposed for evaluating theorising in this area. A central tenet of this volume is that theories of language development should be relatable to some general view of human development and, on this basis, Dr Atkinson presents a number of conditions that any adequate theory of language development should satisfy. The major theories in most areas of language acquisition, in particular work in semantic, syntactic and functional development, are then systematically examined in the light of these conditions and found wanting. In a final chapter, the author relates his work to recent studies in the formal theory of learnability. This scholarly critique should be read by anyone with a serious interest in the study of child language development and will undoubtedly have a singular impact on the field.
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