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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Form and meaning in early language Brown, Roger (Mitarb.); Bloom, Lois (Mitarb.); Lahey, Margaret (Mitarb.)... In: Child language. - New York [u.a.] : Oxford Univ. Press (1988), 71-175 BLLDB Show details 2 Part IV: Syntax, semantics, and pragmatics : first language Nelson, Katherine (Mitarb.); Bloom, Lois (Mitarb.); Bowerman, Melissa (Mitarb.)... In: Native language and foreign language acquisition. - New York : New York Academy of Sciences (1981), 148-217 BLLDB Show details 3 Structure and Variation in Child Language Bloom, Lois; Lightbown, Patsy; Hood, Lois; Bowerman, Melissa; Maratsos, Michael. - 1975 Abstract: Patterns of structure and variation are described in the language development of four children in the period in which mean length of utterance progressed from 1.0 to approximately 2.5 morphemes. Verb relations were of central importance in the children’s language learning, and there was a similar developmental sequence among the children in the emergence of several semantic-syntactic categories of verb relations. Possible linguistic and cognitive explanations for the obtained developmental sequence are discussed. There was variation among the children in the lexical representation in utterances: although all four children presented the same semantics in their utterances—they talked about the same kinds of things and in the same sequence in the course of development—they did not use the same linguistic means for representing the same information. Two of the children learned a system of pronominal reference to persons and objects in verb relations, whereas the other two children learned categories of nominal forms relative to verbs. The developments within each system were orderly and predictable across time as each child proceeded to learn the other system and thereby acquired the capacity for alternative pronominal and nominal reference. Keyword: Child development; Developmental psychology; Language acquisition; Morphemics URL: https://doi.org/10.7916/D85T3KX4 BASE Hide details

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