{"product_id":"9781405100892","title":"The Intentionality Model and Language Acquisition Engagement, Effort and the Essential Tension in Development","description":"\u003ch3\u003eMonographs of the Society for Research in Child Development\u003c\/h3\u003e\u003ch1\u003eThe Intentionality Model and Language Acquisition\u003c\/h1\u003e\u003ch2\u003eEngagement, Effort and the Essential Tension in Development\u003c\/h2\u003e\u003ch3\u003eLois Bloom | Erin Tinker\u003c\/h3\u003e\u003cdiv\u003e\u003cb\u003ePsychology \/ Developmental \/ General\u003c\/b\u003e\u003c\/div\u003e\u003cbr\u003e\u003cdiv\u003eThe Intentionality Model builds on the child's engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition. According to this perspective, children learn language in acts of expression and interpretation; they work at acquiring language; all aspects of a child's development contribute to this process. \u003cul\u003e \u003cli\u003eProvides results of a longitudinal study which examined language acquisition in the second year of life in the context of developments in cognition, affect, and social connectedness \u003c\/li\u003e \u003cli\u003eResults of lag sequential analyses are reported to show how different behaviors--words, sentences, emotional expressions, conversational interactions, and construction thematic relations between objects in play--converged, both in the stream of children's actions in everyday events, in real time, an in developmental time between the emergence of words at about 13 months and the transition to simple sentences at about 2 years of age \u003c\/li\u003e \u003cli\u003eThe conclusions show that performance counts for explaining language acquisition; language is not acquired independently but in relation to other behaviors; acquiring language is not easy and requires the work of behavioral coordination \u003c\/li\u003e \u003c\/ul\u003e\n\u003c\/div\u003e\u003cdiv\u003e \u003cb\u003eLois Bloom\u003c\/b\u003e (Ph.D., Columbia University, 1968) is an Edward Lee Thorndike Professor Emeritus of Psychology and Education at Teachers College, Columbia University. Her research interests have centered on early language acquisition, in general, and the part played by developments in emotion and cognition, in particular, on language development. \u003cbr\u003e  \u003cp\u003e \u003cb\u003eErin Tinker\u003c\/b\u003e (M.A., New York University, 1990; M.A., Teachers College, Columbia University, 1993) is a Learning Specialist at the Trinity School in New York City.\u003c\/p\u003e\n\u003c\/div\u003e\u003cbr\u003e\u003ctable\u003e\n\u003ctr\u003e\n\u003ctd\u003ePublication Date: \u003c\/td\u003e\n\u003ctd\u003e03 January 2002\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003ePublisher: \u003c\/td\u003e\n\u003ctd\u003eWiley\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003eImprint: \u003c\/td\u003e\n\u003ctd\u003eWiley-Blackwell\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003eISBN-13: \u003c\/td\u003e\n\u003ctd\u003e9781405100892\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003eFormat: \u003c\/td\u003e\n\u003ctd\u003ePaperback \/ softback\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003ePage Count: \u003c\/td\u003e\n\u003ctd\u003e116\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003ctr\u003e\n\u003ctd\u003eWeight (oz): \u003c\/td\u003e\n\u003ctd\u003e24.0\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003c\/table\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":44311120183436,"sku":"9781405100892","price":55.76,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0710\/9545\/1788\/files\/9781405100892.jpg?v=1780208027","url":"https:\/\/fh90cf-fv.myshopify.com\/products\/9781405100892","provider":"Late Knight Books and Services, LLC","version":"1.0","type":"link"}