The Child’s Conception of Language

1. Front Matter

   Pages I-IX

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2. Introduction

   1. Causes and Functions of Linguistic Awareness in Language Acquisition: Some Introductory Remarks

      • W. J. M. Levelt, A. Sinclair, R. J. Jarvella

      Pages 1-14

3. Empirical Studies

   1. Front Matter

      Pages 15-15

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   2. Awareness of Language: Some Evidence from what Children Say and Do

      • Eve V. Clark

      Pages 17-43

   3. A Case Study of Early Language Awareness

      • Dan I. Slobin

      Pages 45-54

   4. An Experimental Study of Children’s Ideas About Language

      • Ioanna Berthoud-Papandropoulou

      Pages 55-64

   5. Children’s Awareness of Language, with Emphasis on Sound Systems

      • Charles Read

      Pages 65-82

   6. Aspects of Linguistic Awareness Related to Reading

      • Ingvar Lundberg

      Pages 83-96

   7. What Did the Brain Say to the Mind? A Study of the Detection and Report of Ambiguity by Young Children

      • Kathy Hirsh-Pasek, Lila R. Gleitman, Henry Gleitman

      Pages 97-132

   8. Levels of Semantic Knowledge in Children’s Use of Connectives

      • G. B. Flores d’Arcais

      Pages 133-153

   9. The Metalinguistic Vocabulary of a Speech Community in the Highlands of Irian Jaya (West New Guinea)

      • Volker Heeschen

      Pages 155-187

4. Theoretical Aspects

   1. Front Matter

      Pages 189-189

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   2. Conceptualization and Awareness in Piaget’s Theory and Its Relevance to the Child’s Conception of Language

      • H. Sinclair

      Pages 191-200

   3. Grammar as an Underground Process

      • P. Seuren

      Pages 201-223

   4. On the Mechanics of Emma

      • John C. Marshall, John Morton

      Pages 225-239

5. Back Matter

   Pages 241-268

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It is obvious that the growing child manifests an increasing understanding of his language and facility to use it. A major part of the child lan­ guage literature is concerned with the child's developing linguistic and communicative competence. Scattered evidence also shows, however, that children become progressively more aware of language as Zanguage. It is interesting to consider in what ways the internal structure and mechanisms of language become more accessible. Little is known about linguistic aware­ ness of this kind, the role it plays, or how it develops. When the new Projektgruppe fUr Psycholinguistik of the Max-Planck­ Gesellschaft was founded, "the child's conception .of language," in analogy to Piaget's "child's conception of the physical world," become one of the research unit's topics of study. As previous work on linguistic awareness was largely amorphous, we first organized a kind of conference workshop with some of those who had worked in the area. The aims of this meeting were to map out the field of study, detail the phenomena of interest, and define major theoretical issues. The meeting took place just after the creation of the project group, on May 3-7, 1977. The participants were psychologists and linguists who had either published work on metalinguistic issues in child language, or who could be expected to contribute substantially to the discussion. This book is a direct outcome of that conference, though it is not a complete reflection of the papers presented, or of the discussion that took place.

• Kleinkind
• Sprachbewusstsein
• Spracherwerb
• Vorschulkind
• language
• linguistics
• psycholinguistics

• Projektgruppe für Psycholinguistik, Max-Planck-Gesellschaft zur Förderung der Wissenschaften e. V., Nijmegen, The Netherlands

  Anne Sinclair, Robert J. Jarvella, Willem J. M. Levelt

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