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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 Hits 1 – 20 of 47 1 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 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 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 8 Language acquisition in its developmental context ... Bloom, Lois. - : Columbia University, 1998 BASE Show details 9 Variability and language learning disabilities: An information processing perspective Bloom, Lois; Lahey, Margaret. - : Merrill, 1994 BASE Show details 10 Variability and language learning disabilities: An information processing perspective ... Lahey, Margaret; Bloom, Lois. - : Columbia University, 1994 BASE Show details 11 The Words Children Learn Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - 1993 BASE Show details 12 Transcription and coding for child language research: The parts are more than the whole. Bloom, Lois. - : Lawrence Erlbaum Associates, 1993 BASE Show details 13 Transcription and coding for child language research: The parts are more than the whole. ... Bloom, Lois. - : Columbia University, 1993 BASE Show details 14 The Words Children Learn ... Bloom, Lois; Tinker, Erin; Margulis, Cheryl. - : Columbia University, 1993 BASE Show details 15 The Power of Expression Bloom, Lois. - 1992 BASE Show details 16 The Power of Expression ... Bloom, Lois. - : Columbia University, 1992 BASE Show details 17 Wh-Questions: Linguistic Factors That Contribute to the Sequence of Acquisition Bloom, Lois; Merkin, Susan; Wootten, Janet. - : Cambridge University Press, 1991 BASE Show details 18 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 19 Wh-Questions: Linguistic Factors That Contribute to the Sequence of Acquisition ... Bloom, Lois; Merkin, Susan; Wootten, Janet. - : Columbia University, 1991 BASE Show details 20 The Semantics of Verbs and the Development of Verb Inflections in Child Language ... Bloom, Lois; Lifter, Karin; Hafitz, Jeremie. - : Columbia University, 1991 BASE Show details Page: 1 2 3

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