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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 Hits 1 – 20 of 65 1 The Intentionality Model and Language Acquisition: Engagement, Effort, and the Essential Tension in Development Bloom, Lois; Tinker, Erin; Scholnick, Ellin Kofsky. - 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 behaviors—words, sentences, emotional expressions, conversational interactions, and constructing thematic relations between objects in play—converged, both in the stream of children’s actions in everyday events, in real time, and in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age. Patterns of deviation from baseline rates of the different behaviors show that child emotional expression, child speech, and mother speech clearly influence each other, and the mutual influences between them are different at times of either emergence or achievement in both language and object play. The three conclusions that follow from the results of the research are that (a) expression and interpretation are the acts of performance in which language is learned, which means that performance counts for explaining language acquisition; (b) language is not an independent object but is acquired by a child in relation to other kinds of behaviors and their development; and (c) acquiring language in coordination with other behaviors in acts of expression and interpretation takes work, so that acquiring language is not easy. Keyword: Developmental psychology; Language acquisition; Struggle; Toddlers--Development URL: https://doi.org/10.7916/D8X92BR8 BASE Hide details 2 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 3 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 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 The Intentionality of Word Learning: How to Learn a Word, Any Word Bloom, Lois. - : New York, 2000 BASE Show details 6 The Intentionality of Word Learning: How to Learn a Word, Any Word ... Bloom, Lois. - : Columbia University, 2000 BASE Show details 7 Language acquisition in its developmental context Bloom, Lois. - : John Wiley, 1998 BASE Show details 8 Language acquisition in its developmental context ... Bloom, Lois. - : Columbia University, 1998 BASE Show details 9 Early conversations and word learning: contributions from child and adult. Bloom, Lois; Margulis, Cheryl; Tinker, Erin. - 1996 BASE Show details 10 Early conversations and word learning: contributions from child and adult. ... Bloom, Lois; Margulis, Cheryl; Tinker, Erin. - : Columbia University, 1996 BASE Show details 11 Variability and language learning disabilities: An information processing perspective Bloom, Lois; Lahey, Margaret. - : Merrill, 1994 BASE Show details 12 Variability and language learning disabilities: An information processing perspective ... Lahey, Margaret; Bloom, Lois. - : Columbia University, 1994 BASE Show details 13 The Words Children Learn Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - 1993 BASE Show details 14 Transcription and coding for child language research: The parts are more than the whole. Bloom, Lois. - : Lawrence Erlbaum Associates, 1993 BASE Show details 15 Transcription and coding for child language research: The parts are more than the whole. ... Bloom, Lois. - : Columbia University, 1993 BASE Show details 16 The Words Children Learn ... Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - : Columbia University, 1993 BASE Show details 17 The Power of Expression Bloom, Lois. - 1992 BASE Show details 18 The Power of Expression ... Bloom, Lois. - : Columbia University, 1992 BASE Show details 19 Wh-Questions: Linguistic Factors That Contribute to the Sequence of Acquisition Bloom, Lois; Merkin, Susan; Wootten, Janet. - : Cambridge University Press, 1991 BASE Show details 20 The Semantics of Verbs and the Development of Verb Inflections in Child Language Bloom, Lois; Lifter, Karin; Hafitz, Jeremie. - : Cambridge University Press, 1991 BASE Show details Page: 1 2 3 4

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