The Use of Definite and Indefinite Reference in Young Children: An Experimental Study of Semantic Acquisition - Softcover
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The book presents a series of studies that probe young children's knowledge of definite and indefinite reference.
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The Use of Definite and Indefinite Reference in Young Children (Paperback)
Verlag:
Cambridge University Press, Cambridge, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
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Paperback. Zustand: new. Paperback. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. Topics investigated include children's knowledge of the difference between referring to particular objects (e.g. I have a dog, which refers to a particular dog) and no particular objects at all (e.g. I don't have a dog, which makes reference to no particular dog) and their knowledge of how to account for the knowledge of their listeners in situations, e.g. in which they have in mind a particular reference but their listen does not. Because overlapping problems are investigated by a wide variety of methods, it is possible to verify more certainly the true level of children's performance. At the same time, the investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. The investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Bestandsnummer des Verkäufers 9780521113281
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The Use of Definite and Indefinite Reference in Young Children: An Experimental Study of Semantic Acquisition
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The Use of Definite and Indefinite Reference in Young Children: An Experimental Study of Semantic Acquisition
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The Use of Definite and Indefinite Reference in Young Children: An Experimental Study of Semantic Acquisition
Verlag:
Cambridge University Press 2009-03-30, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
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The Use of Definite and Indefinite Reference in Young Children: An Experimental Study of Semantic Acquisition
Verlag:
Cambridge University Press, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
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The Use of Definite and Indefinite Reference in Young Children
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Cambridge University Press CUP, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
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The Use of Definite and Indefinite Reference in Young Children
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Zustand: New. pp. 160 1:B&W 5.5 x 8.5 in or 216 x 140 mm (Demy 8vo) Perfect Bound on Creme w/Gloss Lam. Bestandsnummer des Verkäufers 8363330
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The Use of Definite and Indefinite Reference in Young Children (Paperback)
Verlag:
Cambridge University Press, Cambridge, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
Neu
Paperback
Anbieter: CitiRetail, Stevenage, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: new. Paperback. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. Topics investigated include children's knowledge of the difference between referring to particular objects (e.g. I have a dog, which refers to a particular dog) and no particular objects at all (e.g. I don't have a dog, which makes reference to no particular dog) and their knowledge of how to account for the knowledge of their listeners in situations, e.g. in which they have in mind a particular reference but their listen does not. Because overlapping problems are investigated by a wide variety of methods, it is possible to verify more certainly the true level of children's performance. At the same time, the investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. The investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Bestandsnummer des Verkäufers 9780521113281
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The Use of Definite and Indefinite Reference in Young Children
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Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The book presents a series of studies that probe young children s knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. The investigation by many methods illustrates how methodological problems may syste. Bestandsnummer des Verkäufers 446926182
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The Use of Definite and Indefinite Reference in Young Children (Paperback)
Verlag:
Cambridge University Press, Cambridge, 2009
ISBN 10: 0521113288
ISBN 13: 9780521113281
Neu
Paperback
Anbieter: AussieBookSeller, Truganina, VIC, Australien
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: new. Paperback. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. Topics investigated include children's knowledge of the difference between referring to particular objects (e.g. I have a dog, which refers to a particular dog) and no particular objects at all (e.g. I don't have a dog, which makes reference to no particular dog) and their knowledge of how to account for the knowledge of their listeners in situations, e.g. in which they have in mind a particular reference but their listen does not. Because overlapping problems are investigated by a wide variety of methods, it is possible to verify more certainly the true level of children's performance. At the same time, the investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. The book presents a series of studies that probe young children's knowledge of a relatively well-defined, abstract semantic realm, that of definite and indefinite reference. The investigation by many methods illustrates how methodological problems may systematically affect and at times even distort our picture of development if not carefully allowed for. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Bestandsnummer des Verkäufers 9780521113281
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