Access to language and cognitive development

"One of the most important questions about children's development involves how knowledge acquisition depends on the effect of language experience. To what extent, and in what ways, is a child's cognitive development influenced by their early experience of, and access to, language? Likewise, what are the effects on development of impaired access to language? This book is the first to confront directly the issue of how possessing an enhanced or impaired access to language influences children's development. Its focus is on learning environments, theory of mind understanding and the process of deriving meaning from conversations. The book features state of the art chapters written by leading scholars - psychologists, linguists and educators - who are concerned with bilingualism, deafness, atypical child development, and development in cultures withlimited vocabularies in areas such as number concepts. Throughout, it maps out what is known about the interface between language and cognitive development and the prospects for the future directions in research and applied settings 'Access to Language and Cognitive Development' will be of considerable interest to all those who are concerned with the development and welfare of children. It will be of particular interest to researchers and professionals interested in the effects of bilingualism and deafness on young children and in advances in assessment of atypically developing children - for example, those with autism or cerebral palsy who have an impaired access to participation in conversation"--Provided by publisher.

Part 1. Theory of mind. How conversational input shapes theory of mind development in infancy and early childhood -- Social relationships and children's understanding of mind: attachment, internal states, and mind-mindedness -- How access to language affects theory of mind in deaf children -- Theory of mind in children with cerebral palsy: the impact of limited expressive linguistic abilities -- Part 2. Acquisition of pragmatics. Children's responses to yes-no questions -- Getting information from other people: who do children turn to? -- The scope and origins of children's assumptions of conventionality -- Access to language, social cognition, and lexical development in autism -- Part 3. Multiple access to language. Counting words and a principles-after account of the development of number concepts -- Access to childhood language memory: implications for cognitive development -- Early bilingualism and theory of mind: Bilinguals' advantage in dealing with conflicting mental representations -- Exploring the effects of bilingualism on children's conversational understanding and moral sense.