Grunnbok:
Tetzchner, S. von, Feilberg, H., Hagtvet, B., Martinsen, H., Mjaavatn, P.E., Simonsen, H. & Smith, L. (1993) Barns språk, 2. utgave. Oslo: Ad Notam Gyldendal.
(300 sider + referanser)
Bokkapitler og artikler:
Artiklene er å finne i et kompendium som selges i Kopiutsalget, Akademika.
Bates, E. & Dick, F. (2002) Language, gesture and the brain. Developmental Psychobiology, 40, 193-210.
Christiansen, M.H. & Kirby, S. (2003) Language and evolution: Consensus and controversies. Trends in Cognitive Science, 7, 300-307.
Creusere, M.A. (2000) A developmental test of theoretical perspectives on the understanding of verbal irony: Children’s recognition of allusion and pragmatic insincerity. Metaphor and Symbol, 15, 29-45.
Cromer, R.F. (1991). The development of language and cognition: The cognition hypothesis. Chapter 1 i: Language and thought in normal and handicapped children (s. 1-54). Oxford: Basil Blackwell.
Fivush, R. (1984) Learning about school: The development of kindergarteners’ school scripts. Child Development, 55, 1697–1709.
Gathercole, V.C.M. og Hoff, E. (2007) Input and the acquisition of language: Three questions. I: E. Hoff & M. Shatz (red.), The handbook of language development. Oxford: Basil Blackwell, s. 107-127.
Gee, J.P., Allen, A.-R. & Clinton, K. (2001) Language, class and identity: Teenagers fashioning themselves through language. Linguistics and Education, 12, 175-194.
Goldberg, A.E. (2003) Constructions: A new theoretical approach to language. Trends in Cognitive Science, 7, 219- 224.
Harris, P.L., de Rosnay, M. & Pons, F. (2005) Language and children’s understanding of mental states. Current Directions in Psychological Science, 14, 69-73.
Houwer, A. de (1995) Bilingual language acquisition. I: P.Fletcher & B. MacWhinney (red.), The handbook of child language. Oxford: Basil Blackwell, s. 219-250.
Johnson, K.E & Mervis, C.B. (1997) First steps in the emergence of verbal humor: A case study. Infant Behavior and Development, 20, 187-196.
Meisel, J.M. (1995) Parameters in acquisition. I: P.Fletcher & B. MacWhinney (red.), The handbook of child language. Oxford: Basil Blackwell, s. 10-35.
Miller, P.J. & Sperry, L.L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293 315.
Nelson, K. & Gruendel, J.M. (1979) At morning it’s lunchtime: A scriptal view of children’s dialogues. Discourse Processes, 3, 73–94.
Peters, A. (2001) Filler syllable: What is their status in emerging grammar? Journal of Child Language, 28, 229-242.
Robinson, W.P. (2001) A tale of two histories: language use and education in relation to social class and gender. Journal of Language and Social Psychology, 20, 231—247.
Snow, C. (1995) Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. I: P. Fletcher & B. MacWhinney (red.), The handbook of child language. Oxford: Basil Blackwell, s. 180-193.
Swisher, M.V. (1991) Conversational interaction between deaf children and their hearing mothers: The role of visual attention. I: P. Sipple & S.D. Fischer (red.), Theoretical issues in sign language research, Volume 2: Psychology (s. 111-134). Chicago: University of Chicago Press.
Tetzchner, S. von, Hoftun, M., Martinsen, H., Nærland, T. og Steindal, K. (2007). Figurativt språk. I: H. Martinsen og S. von Tetzchner (red.), Barn og ungdommer med Asperger-syndrom: Perspektiver på språk, kognisjon, sosial kompetanse og tilpasning (s. 75-97). Oslo: Gyldendal Akademisk.
Tetzchner, S. von & Martinsen, H. (2002) Kapittel 1: Alternativ og supplerende kommunikasjon (s. 7-33) i Alternativ og supplerende kommunikasjon. Oslo: Gyldendal Akademisk.
Tomasello, M. (2000) First steps towards a usage-based theory of language acquisition. Cognitive Linguistics, 11, 61-82.
Werker, J.F. & Byers-Heinlein, K. (2008) Bilingualism in infancy: first steps in perception and comprehension. Trends in Cognitive Sciences, 12, 144-151.
Winner, E. (1988) Kapittel 5: Early metaphors in spontaneous speech (s. 90-109) og Kapittel 7: How children misunderstand irony (s. 133-159). The point of words: Children’s understanding of metaphor and irony. Cambridge, Massachusetts: Harvard University Press.
Wold, A.H. (1996) Kontekstualisering og forholdet mellom muntlig og skriftlig språk. I A. H. Wold (red.), Skriftspråkstvikling. Om hvordan barn lærer å lese og skrive (s. 59-93). Oslo: Cappelen Akademisk Forlag.
(Totalt om lag 380 sider + referanser).
Støttelitteratur:
Grunnlag:
Tetzchner, S. von (2001) Kapittel 15: Utvikling av kommunikasjon og språk (s. 307-363) i Utviklingspsykologi. Oslo: Gyldendal Akademisk.
Dette kapitlet har vært pensum for de som relativt nylig har tatt innføringskurset i utviklingspsykologi (PSY 1200). Det forutsettes derfor at studentene har lest dette kapitlet eller tilsvarende.
Annen støttelitteratur:
Akhtar, N., Carpenter, M. & Tomasello, M. (1996) The role of discourse novelty in early word learning. Child Development, 67, 635–645.
Bates, E., Devescovi, A. & Wulfeck, B. (2001) Psycholinguistics: A cross-language perspective. Annual Review of Psychology, 52, 369-396.
Bloom, L. & Tinker, E. (2001) The intentionality model and language acquisition. Monographs of the Society for Research in Child Development, 66 (4), 1-91.
Calvert, S.L., Mahler, B.A., Zehnder, S.M., Jenkins, A. & Lee, M.S. (2003) Gender differences in preadolescent children’s online interactions: Symbolic modes of self-presentation and self-expression. Applied Developmental Psychology, 24, 627-644.
Chomsky, N. (2000) New horizons in the study of language and mind. Cambridge: Cambridge University Press.
Colston, H.L. & Kuiper, M.S. (2002) Figurative language development research and popular children’s literature, “Where the wild things are”. Metaphor and Symbol, 17, 27-43.
Hickmann, M. (1998) Form function and context in narrative development. Journal of Pragmatics, 29, 33-56.
Kimura, D. (1999) Kön och kognition. Studentlitteratur, 2001.
Kintsch, W. & Bowles, A.R. (2002) Metaphor comprehension: What makes a metaphor difficult to understand? Metaphor and Symbol, 17, 249-262.
Lindsay, G., Dockrell, J., Letchford, B. & Mackie, C. (2002) Self esteem of children with specific speech and language difficulties. Child Language Teaching and Therapy, 18, 125-143.
Marcus, G.F. & Fisher, S.E. (2003) FOXP2 in focus: What can genes tell us about speech and language? Trends in Cognitive Science, 7, 257-262.
Gibbs, R.W. (2001) Evaluating cotemporary models of figurative language understanding. Metaphor and Symbol, 16, 317-333.
Hall, D.G., Burns, T.C. & Pawluski, J.L. (2003) Input and word learning: Caregivers sensitivity to lexical category distinctions. Journal of Child Language, 30, 711-729.
Martinsen, H., Nordeng, H. & Tetzchner, S. von (1985) Tegnspråk: Sosial betydning, utvikling og pedagogisk bruk. Oslo: Universitetsforlaget.
Olmedo, I.M. (2003) Language mediation among emergent bilingual children. Linguistics and Education, 14, 143-162.
Tetzchner, S. & Grove, N. (red.) (2003) Augmentative and alternative communication: Developmental issues. London, UK: Whurr.
Tetzchner, S. von & Martinsen, H. (2002) Alternativ og supplerende kommunikasjon. Oslo: Gyldendal Akademisk.
Tomasello, M. (2003) Constructing a language. A usage-based theory of language acquisition. London: Harvard University Press.
Tomasello, M. & Barton, M. (1994) Learning words in nonostensive contexts. Developmental Psychology, 30, 639–650
Tomasello, M. & Farrar, M.J. (1986) Joint attention and early language. Child Development, 57, 1454–1463.
Trevarthen, C. & Aitken, K.J. (2001) Infant intersubjectivity: Research, theory and clinical applications. Journal of Clinical Psychology and Psychiatry, 42, 3-48.
Wells, G. (1986) Variation in child language. I: P. Fletcher og M. Garman (red.), Language acquisition, Second editon (s. 109–147). Cambridge: Cambridge University Press.
Winner, E. (1988) The point of words: Children’s understanding of metaphor and irony. Cambridge, Massachusetts: Harvard University Press.
Winsler, A., León, J.R. de, Wallace, B.A., Carlton, M.P & Willson-Quayle, A. (2003) Private speech in preschool children: Developmental stability and change, across-task consistency and relations with classroom behaviour. Journal of Child Language, 30, 583-608.