Lois Bloom
Biographic Data
| ID | 3592416 |
|---|---|
| NAME | Lois Bloom |
| GIVEN NAMES | Lois |
| FAMILY NAME | Bloom |
| SIGNATURE | BLOOM L |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 2 |
Intentionality and Theories of Intentionality in Development
This book is the result of a conference at the University of Toronto on the part played by intention in developing theories of mind. The chapters in the book are informed by three concepts of intentionality: intention in the narrow sense of the goal-directedness of individual actions; intentionality in the larger sense of the directedness and 'aboutness' of contents of mind−what the immediate, moment-to-moment representations in consciousness are…
The Transition from Infancy to Language
In this important volume, Lois Bloom brings together the theoretical and empirical work she has carried out on early lexical development. Its focus is on the expressive power children acquire as they begin to talk and, in particular, on contributions from cognitive development, affect expression, and the social context for making the transition from prelinguistic expression to the expression of contents of mind. The first half of the book reviews…
Obituary
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Early Conversations and Word Learning
Language Development from Two to Three
The chapters in this volume were originally separate research reports from longitudinal study of a group of four children. As a collection, the reports present a developmental story of language acquisition in the third year of life – a time of great achievement as children acquire a basic knowledge of semantics, syntax, and discourse. The early chapters show the children learning to form simple sentences; later chapters show them beginning to acq…
On the acquisition of negation in Tamil and English
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
On the developmental contour of child language
A developmental perspective in child language research begins with a focus on the child and the processes that contribute to change in the child's knowledge of language. Developmental change occurs in an organized, systematic way, with later changes influenced at least in part by developments at an earlier time. The acquisition of tense and aspect provides a relevant example. Data previously published by Weist, Wysocka, Witkowska-Stadnik, Buczows…
Acquisition of complementation
This study concerns the acquisition of complex sentences with perception and epistemic verbs that take a second verb in their complements. The acquisition of complementation began between two and three years of age in this longitudinal study of four children's spontaneous speech. The results of the study showed that (1) complement types and complementizer connectives and (2) the discourse contexts in which complementation occurred were specific t…
Incomplete and continuing
The purpose of this paper is to argue against a proposal to adopt formal linguistic theory to the psychological problem children face in acquiring the semantic domains of tense and aspect. As semantic rather than syntactic categories, tense and aspect vary between languages. Without universal statements about meaning, we have no reason to substitute a linguistic analysis for psychological theory. The only real alternative, then, is to attempt to …
Learning to in complement constructions
The acquisition of to in infinitive complement structure was examined in the spontaneous speech data from four children, who were observed longitudinally from two to three years of age. The children learned to as a complementizer connective in the context of a small group of verbs and other matrix forms that take a verb phrase complement. They did not learn to in the context of the complement verbs to mark the infinitive. Secondly, the children l…
Child language and linguistic theory
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Further remarks on interpretive analysis
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Complex sentences
The acquisition of connective forms and the meaning relations between connected clauses in the development of complex sentences is described for four children from two to three years of age. The major results of the study include the developmental interactions between syntactic connectives and meaning relations, and between these interactions and the discourse environments in which they occurred. The first syntactic connective the children learne…
Semantics of Verbs and the Development of Verb Inflection in Child Language
The longitudinal emergence of verb inflections ( -ing, -s , and - ed /IRREG) was observed in the spontaneous speech of four American English-speaking children. The occurrence of the inflections, their linguistic/non-linguistic contexts, and the conditional USE of the inflections (occurrence in optional or obligatory contexts) are described. The major results of the study are that the inflections -ing, -s , and IRREG emerged in the children's spee…
Language Development and Language Disorders
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Adult-child discourse
Structure and Variation in Child Language
Lois Bloom, Patsy Lightbown, Lois Hood, Melissa Bowerman, Michael Maratsos, Michael P. Maratsos, Structure and Variation in Child Language, Monographs of the Society for Research in Child Development, Vol. 40, No. 2, Structure and Variation in Child Language (May, 1975), pp. 1-97
Imitation in language development
Cognition and the Development of Language
Semantics of Verbs and the Development of Verb Inflection in Child Language
The longitudinal emergence of verb inflections ( -ing, -s , and - ed /IRREG) was observed in the spontaneous speech of four American English-speaking children. The occurrence of the inflections, their linguistic/non-linguistic contexts, and the conditional USE of the inflections (occurrence in optional or obligatory contexts) are described. The major results of the study are that the inflections -ing, -s , and IRREG emerged in the children's spee…
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Early Conversations and Word Learning
Imitation in language development
Cognition and the Development of Language
Structure and Variation in Child Language
Lois Bloom, Patsy Lightbown, Lois Hood, Melissa Bowerman, Michael Maratsos, Michael P. Maratsos, Structure and Variation in Child Language, Monographs of the Society for Research in Child Development, Vol. 40, No. 2, Structure and Variation in Child Language (May, 1975), pp. 1-97
Adult-child discourse
One Word at a Time
Children begin saying words sometime around their first birthday and continue to acquire a vocabulary of words until they begin to combine words toward the end of the second year. The study reported here is about the progress of a single child in this period of language development. Observations of the kinds of words she learned, their relative frequency and persistence, and their referential functions revealed developments in cognition-concepts …
Language Development and Language Disorders
Complex sentences
The acquisition of connective forms and the meaning relations between connected clauses in the development of complex sentences is described for four children from two to three years of age. The major results of the study include the developmental interactions between syntactic connectives and meaning relations, and between these interactions and the discourse environments in which they occurred. The first syntactic connective the children learne…
Semantics of Verbs and the Development of Verb Inflection in Child Language
The longitudinal emergence of verb inflections ( -ing, -s , and - ed /IRREG) was observed in the spontaneous speech of four American English-speaking children. The occurrence of the inflections, their linguistic/non-linguistic contexts, and the conditional USE of the inflections (occurrence in optional or obligatory contexts) are described. The major results of the study are that the inflections -ing, -s , and IRREG emerged in the children's spee…
Further remarks on interpretive analysis
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Learning to in complement constructions
The acquisition of to in infinitive complement structure was examined in the spontaneous speech data from four children, who were observed longitudinally from two to three years of age. The children learned to as a complementizer connective in the context of a small group of verbs and other matrix forms that take a verb phrase complement. They did not learn to in the context of the complement verbs to mark the infinitive. Secondly, the children l…
Child language and linguistic theory
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Incomplete and continuing
The purpose of this paper is to argue against a proposal to adopt formal linguistic theory to the psychological problem children face in acquiring the semantic domains of tense and aspect. As semantic rather than syntactic categories, tense and aspect vary between languages. Without universal statements about meaning, we have no reason to substitute a linguistic analysis for psychological theory. The only real alternative, then, is to attempt to …
On the developmental contour of child language
A developmental perspective in child language research begins with a focus on the child and the processes that contribute to change in the child's knowledge of language. Developmental change occurs in an organized, systematic way, with later changes influenced at least in part by developments at an earlier time. The acquisition of tense and aspect provides a relevant example. Data previously published by Weist, Wysocka, Witkowska-Stadnik, Buczows…
Acquisition of complementation
This study concerns the acquisition of complex sentences with perception and epistemic verbs that take a second verb in their complements. The acquisition of complementation began between two and three years of age in this longitudinal study of four children's spontaneous speech. The results of the study showed that (1) complement types and complementizer connectives and (2) the discourse contexts in which complementation occurred were specific t…
On the acquisition of negation in Tamil and English
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Language Development from Two to Three
The chapters in this volume were originally separate research reports from longitudinal study of a group of four children. As a collection, the reports present a developmental story of language acquisition in the third year of life – a time of great achievement as children acquire a basic knowledge of semantics, syntax, and discourse. The early chapters show the children learning to form simple sentences; later chapters show them beginning to acq…
Obituary
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Early Conversations and Word Learning
The Transition from Infancy to Language
In this important volume, Lois Bloom brings together the theoretical and empirical work she has carried out on early lexical development. Its focus is on the expressive power children acquire as they begin to talk and, in particular, on contributions from cognitive development, affect expression, and the social context for making the transition from prelinguistic expression to the expression of contents of mind. The first half of the book reviews…
Intentionality and Theories of Intentionality in Development
This book is the result of a conference at the University of Toronto on the part played by intention in developing theories of mind. The chapters in the book are informed by three concepts of intentionality: intention in the narrow sense of the goal-directedness of individual actions; intentionality in the larger sense of the directedness and 'aboutness' of contents of mind−what the immediate, moment-to-moment representations in consciousness are…
Psychology (19 works) · Linguistics (17 works) · Philosophy (15 works) · Language Development and Disorders (14 works) · Computer Science (8 works) · Syntax, Semantics, Linguistic Variation (8 works) · Language development (6 works) · Reading and Literacy Development (6 works) · Developmental psychology (5 works) · Verb (5 works)