List of Contributors.
Acknowledgments.
Part I: Theory, Method, and Context.
Introduction.
Theoretical Approaches.
1. Parameters in Acquisition: Jurgen M. Meisel (University of Hamburg).
2. Connectionist Approaches to Language Acquisition: Kim Plunkett (Oxford University).
3. The Impact of Language Socialization on Grammatical Development: Elinor Ochs (University of California at Los Angeles) and Bambi Schieffelin (New York University).
Methods.
4. Individual Differences and their Implications for Theories of Language Development: Elizabeth Bates (University of California at San Diego), Philip S. Dale (University of Washington), and Donna Thal (San Diego State University).
5. Computational Analysis of Interactions: Brian MacWhinney (Carnegie Mellon University).
Social and Contextual Influences.
6. Issues in the Study of Input: Finetuning, Universality, Individual and Developmental Differences, and Necessary Causes: Catherine E. Snow (Harvard University Graduate School of Education).
7. Discourse Organization and the Development of Reference to Person, Space, and Time: Maya Hickmann (Universite Rene Descartes, Paris Centre National de la Recherche Scientifique, EPHE).
8. Bilingual Language Acquisition: Annick de Houwer (Belgian National Science Foundation and University of Antwerp).
9. Socialization across Contexts: Richard Ely (Boston University) and Jean Berko Gleason (Boston University).
Part II: The Emergence and Consolidation of Linguistic Abilities:.
Introduction.
The Spoken Language: Early Speech Development.
10. Development of the Capacity for Spoken Language: John L. Locke (Massachusetts General Hospital and Harvard Medical School).
11. Phonetic Abilities in the First Year of Life: Ray D. Kent (University of Wisconsin-Madison) and Giuliana Miolo (University of Wisconsin-Madison).
12. Phonological Development: Lise Menn (University of Colorado) and Carol Stoel-Gammon (University of Washington).
Learning Words.
13. Early Lexical Development: Martyn Barrett (University of Surrey).
14. Later Lexical Development and Word Formation: Eve V. Clark (Stanford University).
15. The Role of Syntax in Verb Learning: Lila R. Gleitman (University of Pennsylvania) and Jane Gillette (University of Pennsylvania).
Learning Grammar.
16. Reinterpreting Children's Sentence Comprehension: Toward a New Framework: Roberta Michnick Golinkoff (University of Delaware) and Kathy Hirsh-Pasek (Temple University).
17. Strategies in the Acquisition of Syntax: Ann M. Peters (University of Hawaii).
18. Phrase Structure and Functional Categories: Andrew Radford (University of Essex).
19. Empty Categories and Complex Sentences: The Case of wh-Questions: Jill de Villiers (Smith College).
Part III: Nonnormal Language Development.
Introduction.
20. Computational Approaches to the Analysis of Language Impairment: Jon F. Miller (University of Wisconsin-Madison) and Thomas Klee (University of Newcastle upon Tyne).
21. Phonological Impairment: Laurence B. Leonard (Purdue University).
22. Grammatical Impairment: Paul Fletcher (Reading University) and Richard Ingham (University of Reading).
23. Pragmatic Impairments: Holly K. Craig (University of Michigan).
24. Language Development in Children and Adolescents with Down Syndrome: Robin S. Chapman (University of Wisconsin-Madison).
25. Lexical and Grammatical Development in Children with Early Hemisphere Damage: A Cross-sectional View from Birth to Adolescence: Julie A. Eisele (Skidmore College) and Dorothy M. Aram (Emerson College).
References.
Index.
