By J. Mehler & T. G. Bever (Editors)
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Extra resources for Cognition, Vol. 2, No. 4
Children aged 18 months showed ‘high puzzlement’ and continued searching for the missing toy. They clearly had a concept of a particular missing toy and therefore a nameable one, rather than merely an object or merely a place in which to look. The capacity to attach verbal labels to objects is a symbolic and linguistic capacity not ‘given’ by sensory-motor knowledge alone. However, nameable objects do have to be perceived, recognized and distinguished from their surroundings. In what Brown (1956) called ‘The Original Word Game’, played by mother and child, there are two complementary routines.
F. (1968) The development of temporal reference during the acquisition of language. Unpublished doctoral dissertation, Harvard University. Fillmore, C. J. (1968) The case for case. In E. Bach and R. T. ) Universals in linguistic theory. New York, Holt, Rinehart and Winston. (1970) The grammar of hitting and breaking. In R. A. Jacobs and P. S. ) Readings in English transformational grammar. , Ginn and Co. (1971a) Types of lexical information. In D. D. Steinberg and L. A. ) Semantics: An interdisciglinary reader in philosophy, linguistics and psychology.
Similarly, tiredand busy may be acquired in the context of a mother who is in various ways unavailable for play and conversation. Kathryn said ‘Mommy busy’ when her mother was not even present (Bloom, 1970a, pp. 47, 53). The second category contains the words Helen applied to herself, to parents and even to offending objects in the context of reward and punishment. They were always vehemently expressed and are clearly bound up with the process of socialization and again are context-specific with regard to a particular type of social relations where a person’s behavior is being moulded and regulated by another who assumes authority.
Cognition, Vol. 2, No. 4 by J. Mehler & T. G. Bever (Editors)