Acquisition of Aspect and Modality: The Case of Past Reference in Turkish (Cambridge Studies in Linguistics)

Aksu-Ko¿, Ayhan

ISBN 10: 0521024013 / ISBN 13: 9780521024013

Published by Cambridge University Press, 2006

About this Item

Ayhan Aksu-Koc's empirical research on Turkish children's acquisition of the past tense. Series Editor(s): Austin, P.; Bresnan, J.; Comrie, B.; Crain, S.; Dressler, W.; Ewen, C. J.; Lass, R.; Lightfoot, D.; Rice, K. Series: Cambridge Studies in Linguistics. Num Pages: 260 pages, black & white illustrations. BIC Classification: 2FMC; CFDC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 15. Weight in Grams: 390. . 2008. 1st Edition. paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780521024013

Bibliographic Details

• Title: Acquisition of Aspect and Modality: The Case of Past Reference in Turkish (Cambridge Studies in Linguistics)
• Publisher: Cambridge University Press
• Publication Date: 2006
• Language: English
• ISBN 10: 0521024013
• ISBN 13: 9780521024013
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Aksu-Koç's empirical research on Turkish children's acquisition of the past tense forms the basis for this original and important contribution to the current debate among psycholinguists on the interrelationship between language and cognitive development. Turkish, in its grammar, makes a clear distinction between direct and indirect experience, separating personal observation of processes from both inference and narrative. This distinction thus provides an ideal method of observing linguistic and neurolinguistic conceptual development. Aksu-Koç exploits this technique to its full advantage in a study conducted across a wide range of ages. The data are meticulously analyzed and the theoretical implications for a neo-Piagetian paradigm are carefully considered.

Book Description

Ayhan Aksu-Koç's empirical research on Turkish children's acquisition of the past tense forms the basis for this original and important contribution to the current debate among psycholinguistics on the interrelationship between language and cognitive development. Turkish, in its grammar, makes a clear distinction between direct and indirect experiencing, separating personal observation of processes from both inference and narrative.