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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 – 7 of 7 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 BASE Show details 5 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 6 The Words Children Learn Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - 1993 Abstract: The focus of this study of early word learning was on the status of object words in early vocabularies because of the considerable emphasis given to nouns or object names in both traditional part-of-speech analyses and more recent theory and research on lexical principles. Fourteen children were followed from 9 months to 2 years of age, and monthly vocabulary growth was analyzed with the children equated for both onset and achievement in word learning. The main result was that object words represented approximately one third, on average, of the different words the children learned. Nouns could be considered the largest part of speech in their vocabularies only if other part-of-speech category assignments are valid or even possible—neither of which is the case for presyntactic vocabularies. Object-specific lexical principles cannot explain word learning, if most of the words a child learns are other than names for objects. More general principles are needed, such as the Principle of Relevance offered here, for determining how a presyntactic child learns any kind of word. Keyword: Developmental psychology; English language--Noun; Language acquisition; Vocabulary URL: https://doi.org/10.7916/D8T43TD9 BASE Hide details 7 The Words Children Learn ... Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - : Columbia University, 1993 BASE Show details

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