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The role of language in cognitive de...

University of Cincinnati.

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The role of language in cognitive development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of language in cognitive development./
作者:	Van Cleave, Matthew.
面頁冊數:	255 p.
附註:	Adviser: Christopher Gauker.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Language, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3280115
ISBN:	9780549220510

The role of language in cognitive development.
Van Cleave, Matthew.

The role of language in cognitive development. - 255 p.

Adviser: Christopher Gauker.

Thesis (Ph.D.)--University of Cincinnati, 2007.

This dissertation concerns the role of language in cognitive development. I consider two kinds of continuity and discontinuity in cognitive development: ContinuityC thesis: conceptual representation is built out of nonconceptual representation. DiscontinuityC thesis: conceptual representation cannot be built out of nonconceptual representation. DiscontinuityL thesis: acquiring a language makes possible new kinds of representation. Continuity L thesis: acquiring a language does not make possible new kinds of representation. I argue for discontinuityC and suggest a way to vindicate discontinuityL. I engage a number of different theorists in the course of this dissertation who likewise attempt to vindicate discontinuity L, but I argue that they are unsuccessful in doing so and that they ultimately embrace the continuityL thesis. Although I do not defend it in this dissertation, I suggest that discontinuityC and discontinuity L may be the very same discontinuity.

ISBN: 9780549220510Subjects--Topical Terms:

1018089
Language, General.

The role of language in cognitive development.
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502 $a Thesis (Ph.D.)--University of Cincinnati, 2007.
520 $a This dissertation concerns the role of language in cognitive development. I consider two kinds of continuity and discontinuity in cognitive development: ContinuityC thesis: conceptual representation is built out of nonconceptual representation. DiscontinuityC thesis: conceptual representation cannot be built out of nonconceptual representation. DiscontinuityL thesis: acquiring a language makes possible new kinds of representation. Continuity L thesis: acquiring a language does not make possible new kinds of representation. I argue for discontinuityC and suggest a way to vindicate discontinuityL. I engage a number of different theorists in the course of this dissertation who likewise attempt to vindicate discontinuity L, but I argue that they are unsuccessful in doing so and that they ultimately embrace the continuityL thesis. Although I do not defend it in this dissertation, I suggest that discontinuityC and discontinuity L may be the very same discontinuity.
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