Children's Language Learning: An Interactionist Perspective

This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of...

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Bibliographic Details
Published inJournal of child psychology and psychiatry Vol. 41; no. 1; pp. 33 - 54
Main Author Chapman, Robin S.
Format Journal Article
LanguageEnglish
Published Oxford Cambridge University Press 01.01.2000
Blackwell
Pergamon Press
Blackwell Publishing Ltd
Subjects
Biological and medical sciences
Child
Child clinical studies
Child development
Child, Preschool
Children
Humans
Infant
Interpersonal Relations
Language acquisition
Language and communication disorders
Language Development
Language Development Disorders - diagnosis
Language Development Disorders - genetics
Language Development Disorders - psychology
Learning
Medical sciences
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Reference Values
Speech Perception
Theories
Verbal Learning
genetics
Child development
normal development
language
language disorder
learning
communication
comprehension
environmental influences
Human
Nervous system diseases
Verbal comprehension
Environmental factor
Cognition
Genetic determinism
Verbal communication
Language disorder
Learning
Communication disorder
Theoretical model
Acquisition process
Language
Etiology
Language development
Neurological disorder
Child
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Summary:This review of children's language learning considers historical accounts of acquisition and individual variation, recent advances in methods for studying language learning, research on genetic and environmental input that have contributed to the interactionist perspective, and the relevance of cross-disciplinary work on language disorders and the biology of learning to future theories. It concludes that the study of children's language development is converging on an interactionist perspective of how children learn to talk, incorporating the contributions of both nature and nurture to emergent, functional language systems. Language learning is viewed as an integration of learning in multiple domains.
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ISSN:0021-9630
1469-7610
DOI:10.1017/S0021963099004953