Phonological development is sometimes seen as a process of learning sounds, or forming
phonological categories, and then combining sounds to build words, with the evidence …

This essay first summarizes an overarching theory of cognitive organization and
development. This theory claims that the human mind involves (1) several specialized …

This book provides an extensive overview of research into child production and perception.
It focuses primarily on the first two years of life because, for the majority of children, that …

Two studies illustrate the functional significance of a new category of prelinguistic vocalizing—
object‐directed vocalizations (ODVs)—and show that these sounds are connected to …

Most theories of infant social learning focus on how infants learn whatever and whenever
the adults decide to teach them. While infants are well equipped to learn from adults, recent …

As part of a long-term project investigating the relevance of phenomenology for (cognitive)
linguistics we analyse two central, interrelated concepts: embodied intersubjectivity …

This study investigates 12 prespeech vocal behaviors which are taken to reflect children´ s
phonological, communicative and early symbolic development. It explores their …

In this study, we test the hypothesis that symbolic play represents a fertile context for
language acquisition because its inherent ambiguity elicits communicative behaviors that …

From a dynamic systems perspective, transition points in development are times of
increased instability, during which behavioral patterns are susceptible to temporary …

Mimetic schemas, unlike the popular cognitive linguistic notion of image schemas, have
been characterized in earlier work as explicitly representational, bodily structures arising …