Developmental Neurocognition | Speech and Face Processing in the First Year of Life

B. De Boysson-Bardies (u. a.)

ISBN 10: 9048142512 / ISBN 13: 9789048142514

Published by Springer Netherland, 2010

About this Item

Developmental Neurocognition | Speech and Face Processing in the First Year of Life | B. De Boysson-Bardies (u. a.) | Taschenbuch | xviii | Englisch | 2010 | Springer Netherland | EAN 9789048142514 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Seller Inventory # 107246898

Bibliographic Details

• Title: Developmental Neurocognition | Speech and Face Processing in the First Year of Life
• Publisher: Springer Netherland
• Publication Date: 2010
• Language: English
• ISBN 10: 9048142512
• ISBN 13: 9789048142514
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 235W x 155H x 28D millimeters 235 millimeters width by 155 millimeters height by 28 millimeters depth
• Weight: 779 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This volume contains the proceedings of a NATO Advanced Research Workshop (ARW) on the topic of "Changes in Speech and Face Processing in Infancy: A glimpse at Developmental Mechanisms of Cognition", which was held in Carry-Ie-Rouet (France) at the Vacanciel "La Calanque", from June 29 to July 3, 1992. For many years, developmental researchers have been systematically exploring what is concealed by the blooming and buzzing confusion (as William James described the infant's world). Much research has been carried out on the mechanisms by which organisms recognize and relate to their conspecifics, in particular with respect to language acquisition and face recognition. Given this background, it seems worthwhile to compare not only the conceptual advances made in these two domains, but also the methodological difficulties faced in each of them. In both domains, there is evidence of sophisticated abilities right from birth. Similarly, researchers in these domains have focused on whether the mechanisms underlying these early competences are modality-specific, object­ specific or otherwise.