Stan A Kuczaj
Biographic Data
| ID | 738273 |
|---|---|
| NAME | Stan A Kuczaj |
| GIVEN NAMES | Stan A |
| FAMILY NAME | Kuczaj |
| SIGNATURE | KUCZAJ S A |
| AFFILIATIONS | Southern Methodist University |
| ORCID | 0000-0002-4651-1610 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 1 |
Commentary
H OFF -G INSBERG , E. Language development . New York
HOFF-GINSBERG, E. Language development. New York: Brooks/Cole, 1997. HOLZMAN, M. The language of children (2nd edition). Oxford: Blackwell, 1997. MCLAUGHLIN, S. Introduction to language development. London: Singular Publishing Group, 1998. RITCHIE, W. & BHATIA, T. J. (eds.) Handbook of child language acquisition. New York: Academic Press, 1999. - Volume 27 Issue 2
On the search for universals of language acquisition
The overgeneralization of morphological forms as a function of experience
Deferred imitation and the acquisition of novel lexical items
General developmental patterns and individual differences in the acquisition of copula and auxiliary be forms
Children's acquisition of copula and auxiliary be forms was investigated in order to assess the notion that syntactic development proceeds in a specific to general fashion, with initial specific acquisitions gradually evolving into general productive ones. The results support this view of syntactic development, and highlight the need for more careful con sideration of individual differences in syntactic development
The Development of Word Meaning
Crib Speech and Language Play
Acquisition of emotion-descriptive language
Analyse des capacites de comprehension et de l'utilisation d'adjectifs decrivant des emotions chez des enfants âges de 18 a 71 mois, d'apres les evaluations effectuees par leurs parents sur la comprehension et l'usage de 125 adjectifs de ce type
An examination of adapted communication in young children
In Study 1, children ranging in age from 2 to 6 years were asked to describe one and two object referent sets to one listener who could see the objects and one listener who could not see the objects. The results indicated that all the children gave more information when describing two object referent sets, and that the five- and six-year-olds provided more information (in the form of modifiers) to the listener who could not see the objects than t…
Language Development, 2
I mell a kunk!”-evidence that children have more complex representations of word pronunciations which they simplify
Initial verbs of yes-no questions
Initial verbs of yeso questions
Old and new forms, old and new meanings
The spontaneous speech of fifteen children was examined in order to test two hypotheses: (1) newly acquired forms are first used to express previously acquired meanings; (2) newly acquired meanings are first expressed by pre viously acquired forms. The data provide support for these hypotheses, but also demonstrate other relations between the acquisition of linguistic forms and meanings. The implications of the findings for theories of language d…
Young children's overextensions of object words in comprehension and/or production
That young children overextend the meaning of at least some object words (words used to refer to objects) is well recognized. However, recent research suggests that overextensions in production may not be reflected in comprehension. In order to better determine the relation between overextension in production and overextension in com prehension, six children ranging in age from 1;9 to 2;4 were given a production task and a comprehension task. The…
If the boy loves the girl and the girl loves the dog, does the boy love the dog
More on children's initial failures to relate specific acquisitions
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
Factors influencing children's hypothetical reference
Sixty 3- to 6-year-old children were tested in order to assess certain aspects of their ability to answer questions alluding to hypothetical events. Each child was asked four hypothetical questions from each of four topic areas: (1) past-parent, (2) past-fantasy, (3) future-parent and (4) future-fantasy. Although correct responses increased with age for each of the four categories, children more often responded correctly to future hypothetical qu…
The development of hypothetical reference in the speech of young children
The data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition th…
Influence of contractibility on the acquisition ofBe
Why do children fail to overgeneralize the progressive inflection
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
Against the transformationalist account
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
The acquisition of regular and irregular past tense forms
Height, age, and function
Three investigations of pre-school children's comprehension of younger and older are discussed. The results suggest that children focus on height (or the lack of the same) in their initial hypotheses about the meanings of the terms, ignoring age and/or function cues. The results also suggest that the acquisition of antonyms which may be characterized as marked–unmarked is not necessarily characterized by the child equating the meaning of the mark…
Acquisition of emotion-descriptive language
Analyse des capacites de comprehension et de l'utilisation d'adjectifs decrivant des emotions chez des enfants âges de 18 a 71 mois, d'apres les evaluations effectuees par leurs parents sur la comprehension et l'usage de 125 adjectifs de ce type
Initial verbs of yes-no questions
Influence of contractibility on the acquisition ofBe
Arguments against Hurford's ‘Aux Copying Rule’
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
The acquisition of regular and irregular past tense forms
Height, age, and function
Three investigations of pre-school children's comprehension of younger and older are discussed. The results suggest that children focus on height (or the lack of the same) in their initial hypotheses about the meanings of the terms, ignoring age and/or function cues. The results also suggest that the acquisition of antonyms which may be characterized as marked–unmarked is not necessarily characterized by the child equating the meaning of the mark…
Why do children fail to overgeneralize the progressive inflection
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
Against the transformationalist account
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
The development of hypothetical reference in the speech of young children
The data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition th…
Influence of contractibility on the acquisition ofBe
More on children's initial failures to relate specific acquisitions
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
Factors influencing children's hypothetical reference
Sixty 3- to 6-year-old children were tested in order to assess certain aspects of their ability to answer questions alluding to hypothetical events. Each child was asked four hypothetical questions from each of four topic areas: (1) past-parent, (2) past-fantasy, (3) future-parent and (4) future-fantasy. Although correct responses increased with age for each of the four categories, children more often responded correctly to future hypothetical qu…
Old and new forms, old and new meanings
The spontaneous speech of fifteen children was examined in order to test two hypotheses: (1) newly acquired forms are first used to express previously acquired meanings; (2) newly acquired meanings are first expressed by pre viously acquired forms. The data provide support for these hypotheses, but also demonstrate other relations between the acquisition of linguistic forms and meanings. The implications of the findings for theories of language d…
Young children's overextensions of object words in comprehension and/or production
That young children overextend the meaning of at least some object words (words used to refer to objects) is well recognized. However, recent research suggests that overextensions in production may not be reflected in comprehension. In order to better determine the relation between overextension in production and overextension in com prehension, six children ranging in age from 1;9 to 2;4 were given a production task and a comprehension task. The…
If the boy loves the girl and the girl loves the dog, does the boy love the dog
An examination of adapted communication in young children
In Study 1, children ranging in age from 2 to 6 years were asked to describe one and two object referent sets to one listener who could see the objects and one listener who could not see the objects. The results indicated that all the children gave more information when describing two object referent sets, and that the five- and six-year-olds provided more information (in the form of modifiers) to the listener who could not see the objects than t…
Language Development, 2
I mell a kunk!”-evidence that children have more complex representations of word pronunciations which they simplify
Initial verbs of yes-no questions
Initial verbs of yeso questions
Crib Speech and Language Play
Acquisition of emotion-descriptive language
Analyse des capacites de comprehension et de l'utilisation d'adjectifs decrivant des emotions chez des enfants âges de 18 a 71 mois, d'apres les evaluations effectuees par leurs parents sur la comprehension et l'usage de 125 adjectifs de ce type
General developmental patterns and individual differences in the acquisition of copula and auxiliary be forms
Children's acquisition of copula and auxiliary be forms was investigated in order to assess the notion that syntactic development proceeds in a specific to general fashion, with initial specific acquisitions gradually evolving into general productive ones. The results support this view of syntactic development, and highlight the need for more careful con sideration of individual differences in syntactic development
The Development of Word Meaning
Deferred imitation and the acquisition of novel lexical items
The overgeneralization of morphological forms as a function of experience
On the search for universals of language acquisition
H OFF -G INSBERG , E. Language development . New York
HOFF-GINSBERG, E. Language development. New York: Brooks/Cole, 1997. HOLZMAN, M. The language of children (2nd edition). Oxford: Blackwell, 1997. MCLAUGHLIN, S. Introduction to language development. London: Singular Publishing Group, 1998. RITCHIE, W. & BHATIA, T. J. (eds.) Handbook of child language acquisition. New York: Academic Press, 1999. - Volume 27 Issue 2
Psychology (24 works) · Linguistics (21 works) · Philosophy (11 works) · Developmental psychology (10 works) · Language Development and Disorders (10 works) · Cognitive psychology (9 works) · Computer Science (8 works) · Syntax, Semantics, Linguistic Variation (7 works) · Reading and Literacy Development (6 works) · Mathematics (5 works)