By Eric Amsel; James P Byrnes; Jean Piaget Society. Symposium; Jean Piaget Society
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Additional info for Language, literacy, and cognitive development : the development and consequences of symbolic communication
Much has been made of the observation that children tend to learn nouns as their first words and as the majority of their first vocabularies (Gentner, 1982; Markman, 1987; Nelson, 1973). It is theoretically important that this is not true for all children (Bates, Bretherton, & Snyder, 1988; Lieven, 1978; Lieven, Pine, & Dresner Barnes, 1992; Nelson, 1973, 1981); nor, as recent research has shown, is it true for all languages being learned, for example, Korean, Japanese, and Chinese (Gopnik & Choi, 1990; Tardif, 1996).
1998). Nativism, empiricism, and the development of knowledge. Lerner (Vol. ), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 275–340). New York: Wiley. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press. S. (1986). Thought and language. Cambridge, MA: MIT Press. , & Kaplan, B. (1963). Symbol formation. Hillsdale, NJ: Lawrence Erlbaum Associates. L. (1956). Language, thought, and reality: Selected writings of Benjamin Lee Whorf.
New ideas are expressed in an old linguistic vehicle, and become more amenable to public and private analysis. Other speakers then supply a new, more appropriate linguistic vehicle or children can make differentiations on their own. Sometimes, bootstrapping produces unidirectional change (Carey, 1999). The initial system leads into the new one, which can eventually be understood on its own terms and the bootstrap is discarded. But Gentner and Loewenstein and Lerher and Schauble describe transformational partnerships in which both the system that is entered and the tool that served as entry point are restructured.