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Cognition and Language Development

The study of child language and, in particular, child syntax is a growing area of linguistic research, yet methodological issues often take a backseat to the findings and conclusions of specific studies in the field. This book is designed in part as a handbook to assist students and researchers in the choice and use of methods for investigating children's grammar. For example, a method (or combination of methods) can be chosen based on what is measured and who the target subject is.

Bound to become a classic and to stimulate debate and research, The Evolution of Communication looks at species in their natural environments as a way to begin to understand what the real units of analysis of communicating systems are, using arguments about design and function to illuminate both the origin and subsequent evolution of each system. It lights the way for a research program that seriously addresses the problem of how communication systems, including language, have been designed over the course of evolution.

Integrating Cognitive Theory and Classroom Practice
Edited by Kate McGilly

A timely complement to John Bruer's Schools for Thought, Classroom Lessons documents eight projects that apply cognitive research to improve classroom practice. The chapter authors are all principal investigators in an influential research initiative on cognitive science and education. Classroom Lessons describes their collaborations with classroom teachers aimed at improving teaching and learning for students in grades K-12. The eight projects cover writing, mathematics, history, social science, and physics.

Language

An Invitation to Cognitive Science provides a point of entry into the vast realm of cognitive science, offering selected examples of issues and theories from many of its subfields. All of the volumes in the second edition contain substantially revised and as well as entirely new chapters.

Thinking and Learning about Print

Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma.

Core Readings
Edited by Paul Bloom

Language Acquisition offers, in one convenient reader, work by the most outstanding researchers in each field and is intended as a snapshot of the sort of theory and research taking place in language acquisition in the 1990s. All of the articles and chapters were chosen to reflect topics and debates of current interest, and all take an interdisciplinary approach to language development, relating the study of how a child comes to possess a language to issues within linguistics, computational theory, biology, social cognition, and comparative psychology.