Literaturnachweis - Detailanzeige
Autor/inn/en | Booth, Amy E.; Waxman, Sandra R. |
---|---|
Titel | Bringing Theories of Word Learning in Line with the Evidence. |
Quelle | In: Cognition, 87 (2003) 3, S.215-18Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0010-0277 |
Schlagwörter | Stellungnahme; Cognitive Development; Concept Formation; Cues; Generalization; Knowledge Level; Language Acquisition; Performance Factors; Preschool Children; Research Problems; Theories Kognitive Entwicklung; Concept learning; Begriffsbildung; Stichwort; Wissensbasis; Sprachaneignung; Spracherwerb; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungskritik; Theory; Theorie |
Abstract | Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information and that it is time to treat judiciously the contributions of various sources and interactions among them. (Author/KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |