Language Acquisition and Conceptual Development

By M. Bowerman, Stephen C. Levinson. 2001

387 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5d6ea0cbd17da720acc504e67e4607827d31ee0b

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Citations in the corpus

Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010, background): “…that acquiring language augments children’s ability to represent and reason about space (Bowerman & Choi, 2003; Dessalegn & Landau, 2008; Hermer-Vasquez, Spelke, & Katsnelson, 1999; Loewenstein & Gentner, 2005) and other domains (see Bowerman & Levinson, 2001; Gentner & Goldin-Meadow, 2003).”
Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty (2007, background): “…the effects of these task demands will follow a variety of motivations, as they are informed by an understanding of the relationship between language and conceptualization, both crosslinguistically (see Robinson and Ellis in press), and in development (see Bowerman and Levinson 2001; Cromer 1974).”
Event categorisation and language: A cross-linguistic study of motion (2010, unknown): “…(Whorf, 1956; for recent incarnations of Whorfian views, see Boroditsky, 2001; Brown & Levinson, 1993; Imai & Gentner, 1997; Lucy, 1992a, 1992b; Lucy & Gaskins, 2001; Pederson, Danziger, Wilkins, Levinson, Kita, & Senft, 1998; and papers in Bowerman & Levinson, 2001; Gentner & Goldin-Meadow, 2003).”
The Centrality of Language in Human Cognition (2016, background): “If we simply learn words for concepts we already have, the role of language is demoted from potentially transformative of cognition (e.g., Bowerman & Levinson, 2001) to being strictly a matter of communicative convenience.”