• Stan A. KuczajII
Part of the Springer Series in Cognitive Development book series (SSCOG)


Children learning their first language accomplish a monumental task. During a developmental period in which their cognitive skills are typically regarded as relatively meager or immature (Brainerd, 1978; Flavell, 1963), children acquire with relative ease the complex system that makes possible language comprehension and production. The complexities of the system have resulted in many hypotheses concerning the nature of language, including discussions of its phonological characteristics (e.g., Jakobson, 1968), its syntactic and morphological characteristics (e.g., Chomsky, 1965; Fillmore, 1968), the nature of the lexicon (e.g., Katz, 1972; Leech, 1974; Lyons, 1977), the interaction of discourse needs and intentions with the semantic/syntactic system (e.g., Sadock, 1974; Searle, 1969), and the acquisition of this complex array of knowledge (Maratsos, in press; Wexler & Culicover, 1980). There is considerable disagreement concerning the answers to the key questions in each of the above areas, but one fact is acknowledged by all theorists- between the time of birth and their fifth birthday, children acquire much of their first language, a significant but apparently easy accomplishment on the part of each child.


Social Play Language Practice Private Speech Grammatical Development Play Situation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer-Verlag New York Inc. 1983

Authors and Affiliations

  • Stan A. KuczajII
    • 1
  1. 1.Department of PsychologySouthern Methodist UniversityDallasUSA

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