language learning concept acquisition (33 Ergebnisse)

Paperback. Zustand: Fair. The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.

gebundene Ausgabe. Zustand: Gut. 218 Seiten Der Erhaltungszustand des hier angebotenen Werks ist trotz seiner Bibliotheksnutzung sehr sauber. Es befindet sich neben dem Rückenschild lediglich ein Bibliotheksstempel im Buch; ordnungsgemäß entwidmet. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 500.

XV, 259 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Sprache: Englisch.

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23,5 x 15,5 cm. Zustand: Gut. Theoretical Issues in Cognitive Science. VIII, 208 Pages ; With Figures Innen sauberer, guter Zustand. Hardcover, Pappeinband, mit den üblichen Bibliotheks-Markierungen, Stempeln und Einträgen, innen wie außen, siehe Bilder. (Evtl. auch Kleber- und/oder Etikettenreste, sowie -abdrücke durch abgelöste Bibliotheksschilder). Englische Sprache - Original Hardboard with Library label. Inside with Library stamps, in good condition. English Language B11-02-06Z|S28 Sprache: Englisch Gewicht in Gramm: 494.

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Zustand: New. Editor(s): Demopoulos, W.; Marras, A. Num Pages: 206 pages, 1, black & white illustrations. BIC Classification: CFDC. Category: (G) General (US: Trade); (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 15. Weight in Grams: 492. . 1986. Illustrated. hardcover. . . . .

Zustand: New. Editor(s): Demopoulos, W.; Marras, A. Num Pages: 206 pages, 1, black & white illustrations. BIC Classification: CFDC. Category: (G) General (US: Trade); (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 15. Weight in Grams: 492. . 1986. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Brand New. 218 pages. 9.75x6.25x0.75 inches. In Stock.

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Taschenbuch. Zustand: Neu. Language and Concept Acquisition from Infancy Through Childhood | Learning from Multiple Exemplars | Jane B. Childers | Taschenbuch | xv | Englisch | 2021 | Springer International Publishing | EAN 9783030355968 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines the role of experience-based learning on children's acquisition of language and concepts. It reviews, compares, and contrasts accounts of how the opportunity to recognize and generalize patterns influences learning. The book offers the first systematic integration of three highly influential research traditions in the domains of language and concept acquisition: Statistical Learning, Structural Alignment, and the Bayesian learning perspective. Chapters examine the parameters that constrain learning, address conditions that optimize learning, and offer explanations for cases in which implicit exemplar-based learning fails to occur. By exploring both the benefits and challenges children face as they learn from multiple examples, the book offers insight on how to better able to understand children's early unsupervised learning about language and concepts.Topics featured in this book include:Competing models of statistical learning and how learning might be constrained by infants' developing cognitive abilities.How experience with multiple exemplars helps infants understand space and other relations.The emergence of category-based inductive reasoning during infancy and early childhood.How children learn individual verbs and the verb system over time. How statistical learning leads to aggregation and abstraction in word learning.Mechanisms for evaluating others' reliability as sources of knowledge when learning new words.The Search for Invariance (SI) hypothesis and its role in facilitating causal learning.Language and Concept Acquisition from Infancy Through Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early child development, applied linguistics, language education, child, school, and developmental psychology and related mental health and education services.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines the role of experience-based learning on children's acquisition of language and concepts. It reviews, compares, and contrasts accounts of how the opportunity to recognize and generalize patterns influences learning. The book offers the first systematic integration of three highly influential research traditions in the domains of language and concept acquisition: Statistical Learning, Structural Alignment, and the Bayesian learning perspective. Chapters examine the parameters that constrain learning, address conditions that optimize learning, and offer explanations for cases in which implicit exemplar-based learning fails to occur. By exploring both the benefits and challenges children face as they learn from multiple examples, the book offers insight on how to better able to understand children's early unsupervised learning about language and concepts.Topics featured in this book include:Competing models of statistical learning and how learning might be constrained by infants' developing cognitive abilities.How experience with multiple exemplars helps infants understand space and other relations.The emergence of category-based inductive reasoning during infancy and early childhood.How children learn individual verbs and the verb system over time. How statistical learning leads to aggregation and abstraction in word learning.Mechanisms for evaluating others' reliability as sources of knowledge when learning new words.The Search for Invariance (SI) hypothesis and its role in facilitating causal learning.Language and Concept Acquisition from Infancy Through Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early child development, applied linguistics, language education, child, school, and developmental psychology and related mental health and education services.

Paperback. Zustand: Brand New. 280 pages. 9.25x6.10x0.66 inches. In Stock.

Hardcover. Zustand: Brand New. 280 pages. 9.25x6.10x0.75 inches. In Stock.

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Hardcover. Zustand: new. Hardcover. This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. A recurring theme is that language learning involves the acquisition of certain competencies and the formation of a system of beliefs which are significantly underdetermined by the linguistic and nonlinguistic inputs available to the learner. Theories of language learning must confront the epistemological problem of how it is possible to induce and fixate a belief-system on the basis of exposure to limited data. A typical strategy in dealing with this problem has been to specify various types of formal and empirical constraints on linguistic and conceptual development in terms of specific hypotheses about the character of what is learned and about the kinds of resources and strategies available to the learner. Most of the contributions in this volume are concerned with the specification and evaluation of such constraints. This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardback. Zustand: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Hardcover. Zustand: new. Hardcover. This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. A recurring theme is that language learning involves the acquisition of certain competencies and the formation of a system of beliefs which are significantly underdetermined by the linguistic and nonlinguistic inputs available to the learner. Theories of language learning must confront the epistemological problem of how it is possible to induce and fixate a belief-system on the basis of exposure to limited data. A typical strategy in dealing with this problem has been to specify various types of formal and empirical constraints on linguistic and conceptual development in terms of specific hypotheses about the character of what is learned and about the kinds of resources and strategies available to the learner. Most of the contributions in this volume are concerned with the specification and evaluation of such constraints. This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition.KlappentextThis volume.

Buch. Zustand: Neu. Language Learning and Concept Acquisition | Foundational Issues | William Demopoulos (u. a.) | Buch | Gebunden | Englisch | 1986 | Praeger | EAN 9780893913168 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. A recurring theme is that language learning involves the acquisition of certain competencies and the formation of a system of beliefs which are significantly underdetermined by the linguistic and nonlinguistic inputs available to the learner. Theories of language learning must confront the epistemological problem of how it is possible to induce and fixate a belief-system on the basis of exposure to limited data. A typical strategy in dealing with this problem has been to specify various types of formal and empirical constraints on linguistic and conceptual development in terms of specific hypotheses about the character of what is learned and about the kinds of resources and strategies available to the learner. Most of the contributions in this volume are concerned with the specification and evaluation of such constraints.

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