Language and Language Acquisition

1. Front Matter

   Pages i-1

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2. Reanalysis as a Source of Semantic Change

   • Marc Dominicy

   Pages 3-6

3. References as Parts of Speech Acts in the Education of Mathematics

   • S. L. Kemme

   Pages 7-9

4. The Growth of Language Structure: A Report

   • Chris Long

   Pages 11-16

5. Investigating Knowledge of Chemistry Through a Study of Language

   • Roger Maskill

   Pages 17-22

6. Wittgenstein and Cognitive Theory

   • Martin Schiralli

   Pages 23-29

7. The Discrepancy between Cognitive and Linguistic Abilities in the Young Child

   • Linda S. Siegel

   Pages 31-38

8. Summary of the First Discussion Session

   • F. Lowenthal

   Pages 39-44

9. A Few Problems Relating to the Semantic Representation of Argumentation

   • J. C. Anscombre

   Pages 45-55

10. The Development of Control of Language in Mathematical Activity

    • W. Brookes

    Pages 57-60

11. The Differentiation of Negative Statements between the Ages of 12 and 15 Years

    • R. Duval

    Pages 61-66

12. Semantic Development of Simple Classification Terms

    • Henry Markovits

    Pages 67-71

13. The Child’s Construction of the Social Order of the Classroom

    • Harry Osser

    Pages 73-82

14. A Metalanguage of Syntactic Description

    • J. M. Waaub

    Pages 83-86

15. Summary of the Second Discussion Session

    • F. Lowenthal

    Pages 87-94

16. The Learning of Algorithmic Concepts by Action a Study with Deaf Children

    • E. Cohors-Fresenborg, H. J. Struber

    Pages 95-106

17. Language, Reading and Mathematics

    • Charles E. Lamb

    Pages 107-111

18. Example of Auxiliary Formalisms Used to Help The Development of Children’s Logical Thinking

    • F. Lowenthal

    Pages 113-121

19. Mathematics as an Extension Of Language

    • A. I. Weinzweig

    Pages 123-128

20. Summary of the Third Discussion Session

    • F. Lowenthal

    Pages 129-140

F. LOWENTHAL University of Mons Mons, Belgium In September 1980, researchers from many different countries and working in disciplines as varied as philosophy, psychology, neurology, mathematics, education, linguistics, sociology, and others we forget to mention, again met in Mons to discuss problems concerning Language and Language Acquisition. Conflicting opinions among researchers not only from different disciplines, but also within a same discipline, led to many a lively discussion. This book attempts to recreate the atmosphere of the conference, by reproducing the different papers, some of which were rewritten after the initial presentation and discussion-session, and by giving a summary of each discussion session to enable the reader to understand how each participant reacted. Obviously, we accept full responsibility for these summaries: we hope we have understood correctly what each participant meant. This also holds for the special session devoted to an attempt to define the concept of "language". We suggest that further meetings should study language and context simultaneously, within the framework of a "CONTEXTUAL LINGUISTICS".

• atmosphere
• concept
• education
• language
• language acquisition
• linguistics
• mathematics
• philosophy
• psychology
• sociology

• Université de l’Etat à Mons, Mons, Belgium

  F. Lowenthal, J. Cordier

• Rijksuniversiteit, Gent, Belgium

  F. Vandamme

Policies and ethics