Startseite Cognitive Linguistics meets Interactional Linguistics: Language development in the arena of language use
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Cognitive Linguistics meets Interactional Linguistics: Language development in the arena of language use

  • Heike Behrens EMAIL logo und Stefan Pfänder
Veröffentlicht/Copyright: 11. November 2022

Abstract

We take as our point of departure the usage-based assumption that grammar emerges from language use and briefly review the claims regarding the storage of linguistic experiences and the gradual nature of generalization. We argue that in addition to studying the long-term effects of distributional evidence in the input, the usage-based paradigm should take up related research in pragmatics and cognitive linguistics with a focus on the “online” properties of the situation. By putting interaction center-stage, we can study the development of children’s emerging conversational skills, but also draw on the full richness of the situation, which provides further cues to language learning.

Acknowledgements

The ideas reflected in this article result from multiple interdisciplinary conversations and workshops with our colleagues and students in Freiburg, Basel and beyond, trying to bring different research traditions together in theory, but also in practice. In particular, we thank (in alphabetical order) Thiemo Breyer, Anna Buchheim, Florian Dreyer, Oliver Ehmer, Elisabeth Gülich, Hermann Herlinghaus, Marie Klatt, Juliana Kräuchi, Claas Lahmann, Lorenza Mondada, Daniel Muz, Laura Patrizzi, Ina Pick, Carl Eduard Scheidt, and Elke Schumann.

References

Ambridge, Ben. 2020a. Abstractions made of exemplars or ‘You’re all right, and I’ve changed my mind’: Response to commentators. First Language 40(5-6). 640–659.10.1177/0142723720949723Suche in Google Scholar

Ambridge, Ben. 2020b. Against stored abstractions: A radical exemplar model of language acquisition. First Language 40(5-6). 509–559.10.1177/0142723719869731Suche in Google Scholar

Ambridge, Ben, Evan Kidd, Caroline F. Rowland & Anna L. Theakston. 2015. The ubiquity of frequency effects in first language acquisition. Journal of Child Language 42(2). 239–273.10.1017/S030500091400049XSuche in Google Scholar

Arnon, Inbal, Marisa Casillas, Chigusa Kurumada & Bruno Estigarribia (eds.). 2015. Language in interaction: Studies in honor of Eve V. Clark. Amsterdam: Benjamins.10.1075/tilar.12Suche in Google Scholar

Auer, Peter. 2000. On line-Syntax – oder: was es bedeuten könnte, die Zeitlichkeit der mündlichen Sprache ernst zu nehmen. Sprache und Literatur 85. 43–56.10.30965/25890859-031-01-90000005Suche in Google Scholar

Behrens, Heike. 2006. The input-output relationship in first language acquisition. Language and Cognitive Processes 21(1-3). 2–24.10.1080/01690960400001721Suche in Google Scholar

Behrens, Heike. 2009. Usage-based and emergentist approaches to language learning. Linguistics 47(2). 383–411.10.1515/LING.2009.014Suche in Google Scholar

Behrens, Heike. 2021. Constructivist approaches to first language acquisition. Journal of Child Language 48(5). 959–983.10.1017/S0305000921000556Suche in Google Scholar

Behrens, Heike, Karin Madlener & Katrin Skoruppa. 2016. (Preschool) Language assessment from a usage-based perspective. In Juliana Goschler & Susanne Niemeier (eds.), Yearbook of the German Cognitive Linguistics Association (GCLA), Volume 4, 237–259. Berlin & Boston: Mouton de Gruyter.10.1515/gcla-2016-0015Suche in Google Scholar

Berman, Ruth A. & Dan I. Slobin (eds.). 1994. Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.Suche in Google Scholar

Bernieri, Frank J. & Robert Rosenthal. 1991. Interpersonal coordination: Behavior matching and interactional synchrony. In Robert S. Feldman & Bernard Rimé (eds.), Fundamentals of nonverbal behavior, 401–432. Cambridge: Cambridge University Press.Suche in Google Scholar

Bloom, Lois. 1970. Language development: Form and function in emerging grammars. Cambridge, MA: MIT Press.Suche in Google Scholar

Breyer, Thiemo & Stefan Pfänder. 2017. Resonanz, Rhythmus und Synchronisierung: Interdisziplinäre Perspektiven. In Thiemo Breyer, Michael Buchholz, Andreas Hamburger, Stefan Pfänder & Elke Schumann (eds.), Resonanz, Rhythmus & Synchronisierung: Interaktionen in Alltag, Therapie und Kunst, 9–29. Bielefeld: transcript-Verlag.10.1515/9783839435441-001Suche in Google Scholar

Brône, Geert & Elisabeth Zima. 2014. Towards a dialogic construction grammar: Ad hoc routines and resonance activation. Cognitive Linguistics 25(3). 457–495.10.1515/cog-2014-0027Suche in Google Scholar

Brown, Penelope & Suzanne Gaskins. 2014. Language acquisition and language socialization. In Jack Sidnell, Nick J. Enfield & Paul Kockelman (eds.), The Cambridge handbook of linguistic anthropology, 187–226. Cambridge: Cambridge University Press.10.1017/CBO9781139342872.010Suche in Google Scholar

Brown, Roger W. & Camille Hanlon. 1970. Derivational complexity and order of acquisition in child speech. In John R. Hayes (ed.), Cognition and the development of language, 11–53. New York, NY: Wiley.Suche in Google Scholar

Bruner, Jerome S. 1975. From communication to language: A psychological perspective. Cognition 3. 255–287.10.1016/0010-0277(74)90012-2Suche in Google Scholar

Bruner, Jerome S. 1983. Children’s talk: Learning to use language. New York: Norton & Company.Suche in Google Scholar

Bücker, Jörg, Susanne Günthner & Wolfgang Imo (eds.). 2015. Konstruktionsgrammatik V: Konstruktionen im Spannungsfeld von sequenziellen Mustern, kommunikativen Gattungen und Textsorten. Tübingen: Stauffenburg.Suche in Google Scholar

Bunce, John, Melanie Soderstrom, Elika Bergelson, Celia Rosemberg, Alejandra Stein, Florencia Alam, Maia J. Migdalek & Marisa Casillas. 2022. A cross-cultural examination of young children’s everyday language experiences. PsyArXiv Preprints.Suche in Google Scholar

Casillas, Marisa, Susan C. Bobb & Eve V. Clark. 2016. Turn-taking, timing, and planning in early language acquisition. Journal of Child Language 43(6). 1310–1337.10.1017/S0305000915000689Suche in Google Scholar

Casillas, Marisa & Michael C. Frank. 2017. The development of children’s ability to track and predict turn structure in conversation. Journal of Memory and Language 92. 234–253.10.1016/j.jml.2016.06.013Suche in Google Scholar

Chevalier, Sarah. 2015. Trilingual language acquisition. Amsterdam: Benjamins.10.1075/tilar.16Suche in Google Scholar

Chouinard, Michelle M. & Eve V. Clark. 2003. Adult reformulations of child errors as negative evidence. Journal of Child Language 30. 637–669.10.1017/S0305000903005701Suche in Google Scholar

Clark, Eve V. 2012. Children, conversation, and acquisition. In Michael J. Spivey, Ken McRae & Marc F. Joanisse (eds.), The Cambridge handbook of psycholinguistics, 573–588. Cambridge: Cambridge University Press.10.1017/CBO9781139029377.039Suche in Google Scholar

Clark, Eve V. 2015. Lexical meaning. In Edith L. Bavin & Letitia R. Naigles (eds.), The Cambridge Handbook of Child Language, 351–368. Cambridge, UK: Cambridge University Press.10.1017/CBO9781316095829.016Suche in Google Scholar

Clark, Eve V. & Josie Bernicot. 2008. Repetition as ratification: How parents and children place information in common ground. Journal of Child Language 35(2). 349–371.10.1017/S0305000907008537Suche in Google Scholar

Clark, Herbert H. 1996. Using language. Cambridge, UK: Cambridge University Press.Suche in Google Scholar

Couper-Kuhlen, Elizabeth & Margret Selting. 2018. Interactional linguistics: Studying language in social interaction. Cambridge, UK: Cambridge University Press.10.1017/9781139507318Suche in Google Scholar

de Pontonx, Sophie, Marie Leroy-Collombel & Aliyah Morgenstern. 2018. How mother and child co-(re) construct non-conventional productions in spontaneous interaction. First Language 39(2). 220–242.10.1177/0142723718803155Suche in Google Scholar

De Stefani, Elwys. 2021. Embodied responses to questions-in-progress: Silent nods as affirmative answers. Discourse Processes 58(4), 353–371.10.1080/0163853X.2020.1836916Suche in Google Scholar

Deppermann, Arnulf. 2011. Konstruktionsgrammatik und Interaktionale Linguistik: Affinitäten, Komplementaritäten und Diskrepanzen. In Alexander Lasch & Alexander Ziem (eds.), Konstruktionsgrammatik III: Aktuelle Fragen und Lösungsansätze, 205–238. Tübingen: Stauffenburg.Suche in Google Scholar

Deppermann, Arnulf, Lorenza Mondada & Simona Pekarek Doehler. 2021. Early responses: An introduction. Discourse Processes 58(4). 293-307.10.1080/0163853X.2021.1877516Suche in Google Scholar

Deppermann, Arnulf & Simona Pekarek Doehler. 2021. Longitudinal conversation analysis – Introduction to the special issue. Research on Language and Social Interaction 54(2). 127–141.10.1080/08351813.2021.1899707Suche in Google Scholar

Deppermann, Arnulf & Reinhold Schmitt. 2007. Koordination: Zur Begründung eines neuen Forschungsstandes. In Reinhold Schmitt (ed.), Koordination. Analysen zur multimodalen Interaktion, 15–54. Tübingen: Narr.Suche in Google Scholar

Deppermann, Arnulf & Jürgen Streeck (eds.). 2018. Time in embodied interaction: Synchronicity and sequentiality of multimodal resources. Amsterdam: John Benjamins.10.1075/pbns.293Suche in Google Scholar

Diessel, Holger. 2019. The grammar network. Cambridge: Cambridge University Press.10.1017/9781108671040Suche in Google Scholar

Du Bois, John W. 2014. Towards a dialogic syntax. Cognitive Linguistics 25(3). 359–410.10.1515/cog-2014-0024Suche in Google Scholar

Ellis, Nick C., Matthew Brook O’Donnell & Ute Römer. 2014. The processing of verb-argument constructions is sensitive to form, function, frequency, contingency and prototypicality. Cognitive Linguistics 25(1). 55–98.10.1515/cog-2013-0031Suche in Google Scholar

Filipi, Anna. 2009. Toddler and parent interaction: The organisation of gaze, pointing and vocalisation. Amsterdam: John Benjamins.10.1075/pbns.192Suche in Google Scholar

Fillmore, Charles J., Paul Kay & Mary Catherine O’Connor. 1988. Regularity and idiomaticity in grammatical constructions: The case of ‘let alone’. Language 64. 501–538.10.2307/414531Suche in Google Scholar

Gilly, Michel & Jean-Paul Roux. 1993. Social routines, pragmatic schemas, and schemes in how children distribute objects between the ages of three and six. European Journal of Psychology of Education 8(4). 403–421.10.1007/BF03172697Suche in Google Scholar

Goldberg, Adele E. 1995. Constructions. Chicago: Chicago University Press.Suche in Google Scholar

Goodwin, Charles. 2007. Participation, stance and affect in the organization of activities. Discourse & Society 18(1). 53–73.10.1177/0957926507069457Suche in Google Scholar

Goodwin, Charles. 2017. Co-operative action. Cambridge: Cambridge University Press.10.1017/9781139016735Suche in Google Scholar

Goodwin, Charles & Marjorie H. Goodwin. 2004. Participation. In Alessandro Duranti (ed.), A companion to linguistic anthropology, 222–244. Malden, MA: Blackwell.10.1002/9780470996522.ch10Suche in Google Scholar

Goodwin, Majorie H. 1990. He-said-she-said: Talk as social organization among black children. Bloomington, IN: Indiana University Press.Suche in Google Scholar

Grøver, Vibeke, Paola Uccelli, Meredith L. Rowe & Elena Lieven (eds.). 2019. Learning through language. Cambridge: Cambridge University Press.10.1017/9781316718537Suche in Google Scholar

Günthner, Susanne. 2018. Routinisierte Muster in der Interaktion. In Arnulf Deppermann & Silke Reineke (eds.), Sprache im kommunikativen, interaktiven und kulturellen Kontext, 29–50. Berlin: de Gruyter.10.1515/9783110538601-003Suche in Google Scholar

Hart, Betty & Todd R. Risley. 1995. Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishers.Suche in Google Scholar

Hirsh-Pasek, Kathy, Rebecca Treiman & Maita Schneiderman. 1984. Brown & Hanlon revisited: Mothers’ sensitivity to ungrammatical forms. Journal of Child Language 11(1). 81–88.10.1017/S0305000900005596Suche in Google Scholar

Holler, Judith & Stephen C. Levinson. 2019. Multimodal language processing in human communication. TRENDS in Cognitive Sciences 23(8). 639–652.10.1016/j.tics.2019.05.006Suche in Google Scholar

Ibbotson, Paul. 2020. What it takes to talk. Berlin: de Gruyter.10.1515/9783110647914Suche in Google Scholar

Ibbotson, Paul & Michael Tomasello. 2009. Prototype constructions in early language acquisition. Language and Cognition 1(1). 59–85.10.1515/LANGCOG.2009.004Suche in Google Scholar

Imo, Wolfgang & Jens P. Lanwer. 2019. Interaktionale Linguistik: Eine Einführung. Stuttgart: Metzler.10.1007/978-3-476-05549-1Suche in Google Scholar

Keller, Heidi. 2011. Kinderalltag: Kulturen der Kindheit und ihre Bedeutung für Bindung, Bildung und Erziehung. Berlin: Springer.Suche in Google Scholar

Kendon, Adam K. 1990. Conducting interactions: Patterns of behaviour in focused encounters. Cambridge: Cambridge University Press.Suche in Google Scholar

Koch, Nikolas. 2019. Schemata im Erstspracherwerb: Eine Traceback-Studie für das Deutsche. Berlin & New York: de Gruyter Mouton.10.1515/9783110623857Suche in Google Scholar

Köymen, Bahar & Amy Kyratzis. 2014. Dialogic syntax and complement constructions in toddlers’ peer interactions. Cognitive Linguistics 25(3). 497–521.10.1515/cog-2014-0028Suche in Google Scholar

Küntay, Aylin C. & Dan I. Slobin. 2002. Putting interaction back into child language: Examples from Turkish. Psychology of Language and Communication 6. 5–14.Suche in Google Scholar

Kyratzis, Amy & Susan Ervin-Tripp. 1999. The development of discourse markers in peer interaction. Journal of Pragmatics 31(10). 1321–1338.10.1016/S0378-2166(98)00107-6Suche in Google Scholar

Langacker, Ronald W. 1987. Foundations of cognitive grammar. Vol. 1: Theoretical prerequisites. Stanford: Stanford University Press.Suche in Google Scholar

Lester, Nicholas A., Steven Moran, Aylin C. Küntay, Shanley E. M. Allen, Barbara Pfeiler & Sabine Stoll. 2022. Detecting structured repetition in child-surrounding speech: Evidence from maximally diverse languages. Cognition 221. 104986.10.1016/j.cognition.2021.104986Suche in Google Scholar

Levinson, Stephen C. 2019. Interactional foundations of language: The interaction engine hypothesis. In Peter Hagoort (ed.), Human language: From genes and brain to behavior, 189–200. Cambridge, MA: MIT Press.10.7551/mitpress/10841.003.0018Suche in Google Scholar

Lieven, Elena. 1994. Crosslinguistic and crosscultural aspects of language addressed to children. In Clare Gallaway & Brian J. Richards (eds.), Input and interaction in language acquisition, 56–73. Cambridge: Cambridge University Press.10.1017/CBO9780511620690.005Suche in Google Scholar

Lieven, Elena & Heike Behrens. 2012. Dense sampling. In Erika Hoff (ed.), Guide to research methods in child language, 226–239. Oxford: Wiley-Blackwell.10.1002/9781444344035.ch15Suche in Google Scholar

Lieven, Elena, Heike Behrens, Jennifer Speares & Michael Tomasello. 2003. Early syntactic creativity: A usage-based approach. Journal of Child Language 30. 333–370.10.1017/S0305000903005592Suche in Google Scholar

Madlener-Charpentier, Karin & Heike Behrens. 2022. Konstruktionen erst- und zweitsprachlichen Wissens: Lernprozesse und Steuerungsoptionen aus gebrauchsbasierter Perspektive. In Karin Madlener-Charpentier & Guilio Pagonis (eds.), Aufmerksamkeitslenkung und Bewusstmachung in der Sprachvermittlung: Kognitive und didaktische Perspektiven auf Deutsch als Erst-, Zweit- und Fremdsprache, 33–66. Tübingen: Narr Francke Attempto.10.24053/9783772056871Suche in Google Scholar

Matthews, Danielle, Hannah Biney & Kirsten Abbot-Smith. 2018. Individual differences in children’s pragmatic ability: A review of associations with formal language, social cognition, and executive functions. Language Learning and Development 14(3). 186–223.10.1080/15475441.2018.1455584Suche in Google Scholar

McGillion, Michelle, Jane S. Herbert, Julian Pine, Marilyn Vihman, Rory dePaolis, Tamar Keren-Portnoy & Danielle Matthews. 2017a. What paves the way to conventional language? The predictive value of babble, pointing, and socioeconomic status. Child Development 88(1). 156–166.10.1111/cdev.12671Suche in Google Scholar

McGillion, Michelle, Julian M. Pine, Jane S. Herbert & Danielle Matthews. 2017b. A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry 58(10). 1122–1131.10.1111/jcpp.12725Suche in Google Scholar

Morgenstern, Aliyah & Pauline Beaupoil-Hourdel. 2015. Multimodal approaches to language acquisition through the lens of negation. Vestnik of Moscow State University. Linguistics and Literary Studies 6. 435–451.Suche in Google Scholar

Pekarek Doehler, Simona, Leelo Keevallik & Xiaoting Li. 2022. Editorial: The grammar-body interface in social interaction. Frontiers in Psychology 13. 875696.10.3389/fpsyg.2022.875696Suche in Google Scholar

Pfänder, Stefan & Heike Behrens. 2016. Experience counts: An introduction to frequency effects in language. In Heike Behrens & Stefan Pfänder (eds.), Experience counts: Frequency effects in language, 1–20. Berlin: de Gruyter.10.1515/9783110346916-002Suche in Google Scholar

Pfänder, Stefan, Elke Schumann & Oliver Ehmer. 2018. Synchronisation multimodal. Erste empirische Befunde eines interdisziplinären Forschungsprojekts. In Olaf Hackstein & Andreas Opfermann (eds.), Priscis Libentius et Liberius Novis. Indogermanische und sprachwissenschaftliche Studien, 423–442. Hamburg: Baar.Suche in Google Scholar

Pickering, Martin J. & Simon Garrod. 2004. Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences 27(02). 169–190.10.1017/S0140525X04000056Suche in Google Scholar

Pickering, Martin J. & Simon Garrod. 2021. Understanding dialogue: Language use and social interaction. Cambridge: Cambridge University Press.10.1017/9781108610728Suche in Google Scholar

Place, Silvia & Erika Hoff. 2011. Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development 82(6). 1834–1849.10.1111/j.1467-8624.2011.01660.xSuche in Google Scholar

Quasthoff, Uta. 2011. Diskurs- und Textfähigkeiten: Kulturelle Ressourcen ihres Erwerbs. In Ludger Hoffman, Kerstin Leimbrink & Uta Quasthoff (eds.), Die Matrix der menschlichen Entwicklung, 210–251. Berlin: de Gruyter.10.1515/9783110259766.210Suche in Google Scholar

Quasthoff, Uta & Christian Kluger. 2021. Familiale Interaktionsmuster als Erwerbsressource im längsschnittlichen Verlauf: Wie nutzen Kinder interaktive Ressourcen zum Ausbau mündlicher Argumentationskompetenz? In Uta Quasthoff, Vivien Heller & Miriam Morek (eds.), Diskurserwerb in Familie, Peergroup und Unterricht: Passungen und Teilhabechancen, 107–156. Berlin & Boston: de Gruyter.10.1515/9783110707168-006Suche in Google Scholar

Quasthoff, Uta, Vivien Heller & Miriam Morek. 2021a. Diskurskompetenz und diskursive Partizipation als Schlüssel zur Teilhabe an Bildungsprozessen: Grundlegende Konzepte und Untersuchungslinien. In Uta Quasthoff, Vivien Heller & Miriam Morek (eds.), Diskurserwerb in Familie, Peergroup und Unterricht: Passungen und Teilhabechancen, 13–34. Berlin & Boston: de Gruyter.10.1515/9783110707168-002Suche in Google Scholar

Quasthoff, Uta, Elke Wild, Madeleine Domenech, Jelena Hollmann, Christian Kluger, Antje Krah & Nantje Otterpohl. 2021b. Familiale Ressourcen für den Erwerb von Argumentationskompetenz: Quantitative Befunde zur sprachlich bedingten Bildungsbenachteiligung. In Uta Quasthoff, Vivien Heller & Miriam Morek (eds.), Diskurserwerb in Familie, Peergroup und Unterricht: Passungen und Teilhabechancen, 79–106. Berlin & Boston: de Gruyter.10.1515/9783110707168-005Suche in Google Scholar

Raymond, Geoffrey & Don H. Zimmerman. 2016. Closing matters: Alignment and misalignment in sequence and call closings in institutional interaction. Discourse Studies 18(6). 716–736.10.1177/1461445616667141Suche in Google Scholar

Rennung, Miram & Aanja S. Goritz. 2016. Prosocial consequences of interpersonal synchrony: A meta-analysis. Zeitschrift für Psychologie 224(3). 168–189.10.1027/2151-2604/a000252Suche in Google Scholar

Røe-Indregård, Hanne, Meredith L. Rowe, Veslemøy Rydland & Imac M. Zambrana. 2022. Features of communication in Norwegian parent–child play interactions. First Language 42(3). 383–404.10.1177/01427237211072661Suche in Google Scholar

Rohlfing, Katharina J. 2019. Learning language from the use of gestures. In Jessica Horst & Janne von Koss Torkildsen (eds.), International handbook of language acquisition, 213–233. London: Routledge.10.4324/9781315110622-12Suche in Google Scholar

Rohlfing, Katharina J., Giuseppe Leonardi, Iris Nomikou, Joanna Raczaszek-Leonardi & Eyke Hüllermeier. 2020. Multimodal turn-taking: Motivations, methodological challenges, and novel approaches. IEEE Transactions on Cognitive and Developmental Systems 12(2). 67883896.10.1109/TCDS.2019.2892991Suche in Google Scholar

Rowe, Meredith L. 2008. Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skills. Journal of Child Language 35. 185–205.10.1017/S0305000907008343Suche in Google Scholar

Rowe, Meredith L. & Virginia C. Salo. 2014. Child-directed speech (effects of variation in quality). In Patricia Brooks & Vera Kempe (eds.), Encyclopedia of language development, 78–82. London: Sage.Suche in Google Scholar

Rowe, Meredith L. & Catherine E. Snow. 2020. Analyzing input quality along three dimensions: Interactive, linguistic, and conceptual. Journal of Child Language 47(1). 5–21.10.1017/S0305000919000655Suche in Google Scholar

Rowe, Meredith L. & Adriana Weisleder. 2020. Language development in context. Annual Review of Developmental Psychology 2(1). 201–223.10.1146/annurev-devpsych-042220-121816Suche in Google Scholar

Sacks, Harvey, Emanuel A. Schegloff & Gail Jefferson. 1974. A simplest systematics for the organization of turn-taking for conversation. Language 50. 696–735.10.1353/lan.1974.0010Suche in Google Scholar

Scheidt, Carl Eduard, Stefan Pfänder, Arianna Ballati, Stefan Schmidt & Class Lahmann. 2021. Language and movement synchronization in dyadic psychotherapeutic interaction: A qualitative review and a proposal for a classification. Frontiers in Psychology 12. 696448.10.3389/fpsyg.2021.696448Suche in Google Scholar

Schieffelin, Bambi B. & Elinor Ochs (eds.). 1986. Language socialization across cultures. Cambridge: Cambridge University Press.10.1017/CBO9780511620898Suche in Google Scholar

Serratrice, Ludovica. 2020. Lessons from studying language development in bilingual children. In Caroline Rowland, Anna Theakston, Ben Ambridge & Katherine E. Twomey (eds.), Current perspectives on child language acquisition: How children use their environment to learn, 263–185. Amsterdam: John Benjamins.10.1075/tilar.27.12serSuche in Google Scholar

Snow, Catherine E. 1979. The role of social interaction in language development. In W. Andrew Collins (ed.), Children’s language and communication, 157–182. Hillsdale, NJ: Erlbaum.Suche in Google Scholar

Snow, Catherine E. 1994. Beginning from baby talk: 20 years of research on input and interaction. In Clare Gallaway & Brian J. Richards (eds.), Input and interaction in language acquisition, 3–12. New York, NY: Cambridge University Press.10.1017/CBO9780511620690.002Suche in Google Scholar

Snow, Catherine E. 2008. The development of conversation between mothers and babies. Journal of Child Language 4(1). 1–22.10.1017/S0305000900000453Suche in Google Scholar

Stivers, Tanya. 2015. Coding social interaction: A heretical approach in conversation analysis? Research on Language and Social Interaction 48(1). 1–19.10.1080/08351813.2015.993837Suche in Google Scholar

Stukenbrock, Anja. 2020. Deixis, meta-perceptive gaze practices, and the interactional achievement of joint attention. Frontiers in Psycholology 11. 1779.10.3389/fpsyg.2020.01779Suche in Google Scholar

Tal, Shira & Inbal Arnon. 2018. SES effects on the use of variation sets in child-directed speech. Journal of Child Language 45(6). 1423–1438.10.1017/S0305000918000223Suche in Google Scholar

The Many Babies Consortium. 2020. Quantifying sources of variability in infancy research using the infant-directed-speech preference. Advances in Methods and Practices in Psychological Science 3(1). 24–52.Suche in Google Scholar

Thornton, Emma, Praveetha Patalay, Danielle E. Matthews & Colin Bannard. 2021. Does early child language predict internalizing symptoms in adolescence? An investigation in two birth cohorts born 30 years apart. Child Development 92(5). 2106–2127.10.1111/cdev.13615Suche in Google Scholar

Tomasello, Michael. 1998. Introduction: A cognitive-functional perspective on language structure. In Michael Tomasello (ed.), The new psychology of language: Cognitive and functional approaches to language structure, vii-xxiii. Mahwah, NJ: Erlbaum.Suche in Google Scholar

Tomasello, Michael. 2003. Constructing a language: A usage-based account of language acquisition. Cambridge, MA: Harvard University Press.Suche in Google Scholar

Tomasello, Michael. 2016. The ontogeny of cultural learning. Current Opinion in Psychology 8. 1–4.10.1016/j.copsyc.2015.09.008Suche in Google Scholar

Tracy, Rosemarie. 1990. Spracherwerb trotz Input. In Monika Rothweiler (ed.), Spracherwerb und Grammatik, 22–49. Opladen: Westdeutscher Verlag.10.1007/978-3-663-14309-3_2Suche in Google Scholar

Veneziano, Edy. 2018. Learning conversational skills and learning from conversation. In Amalia Bar-On & Dorit Ravid (eds.), Handbook of communication disorders, 311-328. Berlin: de Gruyter.10.1515/9781614514909-016Suche in Google Scholar

Wood, David, Jerome S. Bruner & Gail Ross. 1976. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17(2). 89–100.10.1111/j.1469-7610.1976.tb00381.xSuche in Google Scholar

Yoo, Hyonjoo, Dale A. Bowman & D. Kimbrough Oller. 2018. The origin of protoconversation: An examination of caregiver responses to cry and speech-like vocalizations. Frontiers in Psychology 9. 1510.10.3389/fpsyg.2018.01510Suche in Google Scholar

Zima, Elisabeth. 2021. Einführung in die gebrauchsbasierte Kognitive Linguistik. Berlin & Boston: de Gruyter.10.1515/9783110665642Suche in Google Scholar

Published Online: 2022-11-11
Published in Print: 2022-11-25

©2022 Walter de Gruyter GmbH, Berlin/Boston

Heruntergeladen am 5.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/gcla-2022-0010/html
Button zum nach oben scrollen