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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 – 10 of 10 1 The intentionality model and language acquisition : engagement, effort and the essential tension in development Bloom, Lois; Tinker, Erin; Scholnick, Ellin K.. - Boston, MA : Blackwell, 2001 MPI für Psycholinguistik Show details 2 The intentionality model and language acquisition : engagement, effort, and the essential tension in development Bloom, Lois; Tinker, Erin; Scholnick, Ellin Kofsky (Komm.). - Boston, Mass. [u.a.] : Blackwell, 2001 BLLDB UB Frankfurt Linguistik Show details 3 The Intentionality Model and Language Acquisition: Engagement, Effort, and the Essential Tension in Development Bloom, Lois; Tinker, Erin; Scholnick, Ellin Kofsky. - 2001 BASE Show details 4 The Intentionality Model and Language Acquisition: Engagement, Effort, and the Essential Tension in Development ... Bloom, Lois; Tinker, Erin; Scholnick, Ellin Kofsky. - : Columbia University, 2001 Abstract: The purpose of the longitudinal research reported in this monograph was to examine language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness. The theoretical focus for the research is on the agency of the child and the importance of the child’s intentionality for explaining development, rather than on language as an independent object. The model of development for the research is a Model of Intentionality with two components: the engagement in a world of persons and objects that motivates acquiring a language, and the effort that is required to express and articulate increasingly discrepant and elaborate intentional state representations. The fundamental assumption in the model is that the driving force for acquiring language is in the essential tension between engagement and effort for linguistic, emotional, and physical actions of interpretation and expression. Results of lag sequential analyses are reported to show how different ... Keyword: Developmental psychology; Language acquisition; Struggle; Toddlers--Development URL: https://academiccommons.columbia.edu/doi/10.7916/D8X92BR8 https://dx.doi.org/10.7916/d8x92br8 BASE Hide details 5 Early conversations and word learning: contributions from child and adult. Bloom, Lois; Margulis, Cheryl; Tinker, Erin. - 1996 BASE Show details 6 Early conversations and word learning : contributions from child and adult Bloom, Lois; Margulis, Cheryl; Tinker, Erin... In: Child development. - Malden, Ma. [u.a.] : Blackwell 67 (1996) 6, 3154-3175 BLLDB Show details 7 Early conversations and word learning: contributions from child and adult. ... Bloom, Lois; Margulis, Cheryl; Tinker, Erin. - : Columbia University, 1996 BASE Show details 8 The Words Children Learn Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - 1993 BASE Show details 9 The Words Children Learn ... Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - : Columbia University, 1993 BASE Show details 10 Markedness and the acquisition of psych verbs Tinker, Erin; Beckwith, Richard; Dougherty, Ray In: ESCOL. Proceedings of the ... Eastern States Conference on Linguistics. - [wechselnde Verlagsorte] 6 (1989), 252-263 BLLDB Show details

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