K. E. Nelson – författare

First published in 1983. This series, Children’s Language, reflects the conviction that extensive work on entirely new fronts along with a great deal of reinterpretation of old-front data will be necessary before any persuasive and truly orderly account of language. For all volumes in the series there is a common scheme of operation with two tactics. First, to give authors sufficient planning time and freedom to arrive at a chapter-length account of their area of thinking which vividly shows both the progress and the problems in that area, with the author of each chapter free to find a workable proportion of new experimental contributions, review, and theory. The second tactic concerns the selection of topics for each volume. This is Volume 4. Structures about language and thought and children as employed in certain other fields may well be shaken and stimulated, particularly in education, sociology, anthropology, literature, and language remediation.

First published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children's Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.

First published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children''s Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.

First published in 1985. In children’s language we are in search of the “ great bears,” the clear solid patterns that hold up after countless angles of view and after many, many lenses have been tried. In the first four volumes of this series, Children''s Language, there has been coverage of alternative theories and methods in syntax, semantics, discourse, phonology, figurative language, second language learning, the transition to text processing, and story structures, among other topics. In order to present a lively account of development, the authors in the first four volumes were encouraged to each adopt a flexible format—one that best fit their own material rather than sticking to a standard review organization. Exactly the same approach has been taken by the authors of the present volume 5.

First published in 1983. This series, Children’s Language, reflects the conviction that extensive work on entirely new fronts along with a great deal of reinterpretation of old-front data will be necessary before any persuasive and truly orderly account of language. For all volumes in the series there is a common scheme of operation with two tactics. First, to give authors sufficient planning time and freedom to arrive at a chapter-length account of their area of thinking which vividly shows both the progress and the problems in that area, with the author of each chapter free to find a workable proportion of new experimental contributions, review, and theory. The second tactic concerns the selection of topics for each volume. This is Volume 4. Structures about language and thought and children as employed in certain other fields may well be shaken and stimulated, particularly in education, sociology, anthropology, literature, and language remediation.