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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 Page: 1 2 3 4 5 Hits 1 – 20 of 93 1 English Bloom73 Corpus Bloom, Lois. - : TalkBank, 2004 BASE Show details 2 Engish Bloom1970 Corpus Bloom, Lois. - : TalkBank, 2004 BASE Show details 3 The intentionality model and language acquisition : engagement effort, and the essential tension in development Bloom, Lois. - Malden, Oxford : Blackwell Publ., 2001 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 4 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 5 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 6 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 7 Language Acquisition and the Child: Developmental and Theoretical Tensions. Keynote Address on the Occasion of the 25th Anniversary of the Boston University Conference on Language Development Bloom, Lois. - : Cascadilla Press, 2001 BASE Show details 8 Language Acquisition and the Child: Developmental and Theoretical Tensions. Keynote Address on the Occasion of the 25th Anniversary of the Boston University Conference on Language Development ... Bloom, Lois. - : Columbia University, 2001 BASE Show details 9 The Intentionality Model and Language Acquisition: Engagement, Effort, and the Essential Tension in Development ... Bloom, Lois; Tinker, Erin; Scholnick, Ellin Kofsky. - : Columbia University, 2001 BASE Show details 10 Becoming a word learner : a debate on lexical acquisition Woodward, Amanda (Mitarb.); Tomasello, Michael (Mitarb.); Akhtar, Nameera (Mitarb.). - Oxford [u.a.] : Oxford Univ. Press, 2000 BLLDB UB Frankfurt Linguistik Show details 11 Breaking the language barrier : an emergentist coalition model for the origins of word learning Brown, Ellie (Mitarb.); Hollich, George J.; Rocroi, Camille (Mitarb.). - Malden [u.a.] : Blackwell, 2000 BLLDB UB Frankfurt Linguistik Show details 12 Intentionality and Theories of Intentionality in Development Bloom, Lois. - 2000 BASE Show details 13 The Intentionality of Word Learning: How to Learn a Word, Any Word Bloom, Lois. - : New York, 2000 BASE Show details 14 The Intentionality of Word Learning: How to Learn a Word, Any Word ... Bloom, Lois. - : Columbia University, 2000 BASE Show details 15 Intentionality and Theories of Intentionality in Development ... Bloom, Lois. - : Columbia University, 2000 BASE Show details 16 Language acquisition in its developmental context Bloom, Lois. - : John Wiley, 1998 Abstract: At the close of the 20th century, several influential theories of language acquisition had emerged out of nativist theories in linguistics or logical arguments in the philosophy of language. This review of this last generation of theory and research in language acquisition emphasizes, in contrast, explicitly psychological theories of language development. Acquiring language is always a psychological task for the child, not a logical one, and the linguistic problems to be solved are always embedded in personal and interpersonal contexts. Developments in affect, cognition, and social interaction provide the driving force for acquiring a language: Affect promotes engagement with the physical and personal world for learning and for sustaining intersubjectivity with other persons. Cognitive development yields conceptual knowledge and the symbolic capacity for the mental representations that language expresses and that result from interpreting the expressions of others. Social developments press the child to learn a language to share contents of mind with other persons and thereby assume a place in culture and society. All aspects of development come together for acquiring language. When we put all the effort at explanation, instead, into only one or another aspect of development or into only the words and linguistic structures of the adult language the child needs to learn, the result is a loss of perspective on the psychology of the child. It is also a loss of perspective on language itself and the power of expression it provides as children move from the origins of language in infancy to acquiring a vocabulary of words, combining words in phrases and simple sentences, the beginnings of complex syntax, and learning language in and for conversations. Keyword: Child development; Children--Language; Developmental psychology; Language acquisition URL: https://doi.org/10.7916/D8PG20B9 BASE Hide details 17 Language acquisition in its developmental context ... Bloom, Lois. - : Columbia University, 1998 BASE Show details 18 Putting the Child (Back) into the Study of Language Acquisition Bloom, Lois. - 1997 BASE Show details 19 Putting the Child (Back) into the Study of Language Acquisition ... Bloom, Lois. - : Columbia University, 1997 BASE Show details 20 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 Page: 1 2 3 4 5

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