ISBN:
9780511761058
,
9780521191050
Language:
English
Pages:
Online-Ressource (1 online resource (410 p.))
,
digital, PDF file(s).
Edition:
Online-Ausg.
Series Statement:
Cambridge Studies in Cognitive and Perceptual Development no. 12
Series Statement:
Cambridge studies in cognitive and perceptual development 12
Parallel Title:
Druckausg.
DDC:
305.23109
Keywords:
Child development Cross-cultural studies
;
Space and time in language
;
Cognition
;
Space and time in language
;
Cognition
;
Child development Cross-cultural studies
;
Child development ; Cross-cultural studies
;
Space and time in language
;
Cognition
Abstract:
Egocentric spatial language uses coordinates in relation to our body to talk about small-scale space ('put the knife on the right of the plate and the fork on the left'), while geocentric spatial language uses geographic coordinates ('put the knife to the east, and the fork to the west'). How do children learn to use geocentric language? And why do geocentric spatial references sound strange in English when they are standard practice in other languages? This book studies child development in Bali, India, Nepal, and Switzerland and explores how children learn to use a geocentric frame both when speaking and performing non-verbal cognitive tasks (such as remembering locations and directions). The authors examine how these skills develop with age, look at the socio-cultural contexts in which the learning takes place, and explore the ecological, cultural, social, and linguistic conditions that favor the use of a geocentric frame of reference.
Description / Table of Contents:
Cover; Half-title; Series-title; Title; Copyright; Contents; Figures; Tables; Preface; Acknowledgements; Part I Introduction and methods; 1 Theory and research questions; 2 Methods; 3 Settings; Part II Results; 4 Pilot study in Bali and first study (India and Nepal, 1999-2000); 5 Returning to Bali: main study 2002-2007; 6 Varanasi; 7 Kathmandu; 8 Panditpur; 9 Geneva; Part III Additional studies; 10 Spatial language addressed to children; 11 Geocentric gestures before language?; 12 Spatial organization schemes; 13 Neurophysiological correlates of geocentric space; 14 Geocentric dead reckoning
Description / Table of Contents:
Part IV Conclusions15 Discussion and conclusions; Appendix 1: Summary of instructions, questionnaires and coding schemes; Instructions for task administration; Appendix 2: Examples of language in each location; Hindi; Encoding tasks; Some examples of language use in Nepal; Spatial language examples in Bali; Examples of spatial language categories in Bali; Appendix 3: Extracts from school manuals; Cardinal directions taught in schools: Nepal and India; Bibliography; Name index; Subject Index
Note:
Title from publishers bibliographic system (viewed on 18 Feb 2013)
DOI:
10.1017/CBO9780511761058
URL:
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URL:
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