+353-1-416-8900REST OF WORLD
+44-20-3973-8888REST OF WORLD
1-917-300-0470EAST COAST U.S
1-800-526-8630U.S. (TOLL FREE)

PRINTER FRIENDLY

The Intentionality Model and Language Acquisition. Engagement, Effort and the Essential Tension in Development. Edition No. 1. Monographs of the Society for Research in Child Development

  • ID: 2246253
  • Book
  • February 2002
  • 116 Pages
  • John Wiley and Sons Ltd
The Intentionality Model builds on the child's engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition. According to this perspective, children learn language in acts of expression and interpretation; they work at acquiring language; all aspects of a child's development contribute to this process.
  • Provides results of a longitudinal study which examined language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness
  • Results of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and construction thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, an in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age
  • The conclusions show that performance counts for explaining language acquisition; language is not acquired independently but in relation to other behaviors; acquiring language is not easy and requires the work of behavioral coordination
Note: Product cover images may vary from those shown
I. Introduction.

II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence.

III. The Early Intervention Collaborative Study: Study Design and Methodology.

IV. Results: Predictors of Functioning and Change in Children's Development and Parent Well-being.

V. Discussion.

VI. Implications for Research, Policy, and Practice.

References.

Acknowledgments.

Contributors

Note: Product cover images may vary from those shown
Lois Bloom Columbia University, USA.

Erin Tinker Trinity School, New York City, USA.
Note: Product cover images may vary from those shown
Adroll
adroll