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In addition, there has been a degree of attention paid to the interactions between language and cognition in the process of development. As for individual differences between children, they have been discussed in those studies where they could not be avoided, but such variation has rarely been the focus of systematic attention. Differences between individual languages have been of great interest, but these differences have not often been placed in a framework of systematic typological variation. And although languages and their grammars change over time, the focus of attention on the individual child learner has generally led to neglect of explanatory principles that are best found on the level of linguistic diachrony, rather than the level of innate ideas or patterns of learning and cognition in the individual child. The chapter authors seek to explore these neglected contexts in more depth.
This volume, the 5th and last in the highly regarded series, extends the findings reported on specific languages in earlier volumes with treatments of theoretical issues that cut across different languages. For researchers and students of child language.
This volume, the 5th and last in the highly regarded series, extends the findings reported on specific languages in earlier volumes with treatments of theoretical issues that cut across different languages. For researchers and students of child language.