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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 Hits 1 – 20 of 21 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 Growing up explained : Vygotskians look at the language of causality Hood, Lois; Fiess, Kathleen; Aron, Jeffrey In: Verbal processes in children. - New York [u.a.] : Springer (1982), 265-285 BLLDB Show details 3 'Let's try to make it a good day' : some not so simple ways Hood, Lois; McDermott, Ray; Cole, Michael In: Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group 3 (1980) 2, 155-168 BLLDB Show details 4 Complex sentences : acquisition of syntactic connectives and the semantic relations they encode Bloom, Lois; Lahey, Margaret; Hood, Lois... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 7 (1980) 2, 235-261 BLLDB Show details 5 Complex Sentences: Acquisition of Syntactic Connectives and the Semantic Relations They Encode Lifter, Karin; Lahey, Margaret; Fiess, Kathleen. - : Cambridge University Press, 1980 BASE Show details 6 Complex Sentences: Acquisition of Syntactic Connectives and the Semantic Relations They Encode ... Bloom, Lois; Lahey, Margaret; Hood, Lois. - : Columbia University, 1980 BASE Show details 7 What, When, and How about Why: A Longitudinal Study of Early Expressions of Causality Hood, Lois; Bloom, Lois; Brainerd, Charles J.. - 1979 BASE Show details 8 What, When, and How about Why: A Longitudinal Study of Early Expressions of Causality ... Hood, Lois; Bloom, Lois; Brainerd, Charles J.. - : Columbia University, 1979 BASE Show details 9 Imitation in language development : if, when, and why Bloom, Lois; Hood, Lois; Lightbown, Patsy In: Readings in language development. - New York [u.a.] : Wiley (1978), 452-488 BLLDB Show details 10 Pronominal-nominal variation in child language Bloom, Lois; Lightbown, Patsy; Hood, Lois In: Readings in language development. - New York [u.a.] : Wiley (1978), 231-238 BLLDB Show details 11 Variation and reduction as aspects of competence in language development Bloom, Lois; Miller, Peggy; Hood, Lois In: Readings in language development. - New York [u.a.] : Wiley (1978), 169-219 BLLDB Show details 12 The development of child language research Hood, Lois In: Cognition, curriculum, and comprehension. - Newark, Del. : International Reading Association (1977), 101-112 BLLDB Show details 13 Comments on "Cognitive Processes Fundamental to Reading Instruction" Hood, Lois In: Cognition, curriculum, and comprehension. - Newark, Del. : International Reading Association (1977), 255-256 BLLDB Show details 14 Adult-child discourse: Developmental interaction between information processing and linguistic knowledge Bloom, Lois; Hood, Lois; Rocissano, Lorraine. - : Elsevier, 1976 BASE Show details 15 Adult-child discourse: Developmental interaction between information processing and linguistic knowledge ... Bloom, Lois; Rocissano, Lorraine; Hood, Lois. - : Columbia University, 1976 BASE Show details 16 Structure and Variation in Child Language Bloom, Lois; Lightbown, Patsy; Hood, Lois. - 1975 BASE Show details 17 Variation and Reduction as Aspects of Competence in Child Language Bloom, Lois; Miller, Peggy; Hood, Lois. - : University of Minnesota, 1975 Abstract: One- and two-year-old children’s earliest sentences are limited to two or three words, and the purpose of this study was to examine the factors that influence changes in sentence length and complexity over time. The conclusion from the research presented here is that children learn underlying constituent structure, but with variable probabilities for realizing individual constituents in sentences as a function of four factors: grammatical complexity, lexical access, discourse interaction, and the yet unaccounted for residual variability (the performance factor). A probabilistic model of variation is proposed in which these factors operate with different effects, either to facilitate or increase the probability of one or another constituent relation occurring in a child’s sentences. Verbs are central to the constituent structure that children learn: distributionally, verbs occur more frequently than other constituents; semantically, they specify the meaning relations between Subject and Complement forms; syntactically, they order Subject and Complement forms relative to each other. Children come to a linguistic induction about regularities in the relations between words that are, at once, both semantic and syntactic, having to do with the consistent ways in which words are ordered relative to one another in relation to aspects of experience. Keyword: Cognition in children; Developmental psychology; Language acquisition URL: https://doi.org/10.7916/D8RN3870 BASE Hide details 18 Variation and Reduction as Aspects of Competence in Child Language ... Bloom, Lois; Miller, Peggy; Hood, Lois. - : Columbia University, 1975 BASE Show details 19 Structure and Variation in Child Language ... Bloom, Lois; Lightbown, Patsy; Hood, Lois. - : Columbia University, 1975 BASE Show details 20 Imitation in language development: If, when, and why Bloom, Lois; Hood, Lois; Lightbown, Patsy. - 1974 BASE Show details Page: 1 2

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