1st Edition

International Handbook of Language Acquisition

Edited By Jessica Horst, Janne von Koss Torkildsen Copyright 2019

    How do children acquire language? How does real life language acquisition differ from results found in controlled environments? And how is modern life challenging established theories? Going far beyond laboratory experiments, the International Handbook of Language Acquisition examines a wide range of topics surrounding language development to shed light on how children acquire language in the real world.

    The foremost experts in the field cover a variety of issues, from the underlying cognitive processes and role of language input to development of key language dimensions as well as both typical and atypical language development. Horst and Torkildsen balance a theoretical foundation with data acquired from applied settings to offer a truly comprehensive reference book with an international outlook.

    The International Handbook of Language Acquisition is essential reading for graduate students and researchers in language acquisition across developmental psychology, developmental neuropsychology, linguistics, early childhood education, and communication disorders.


    SECTION 1: Foundations of Language Acquisition

    Chapter 1: Research on first language acquisition: A brief history

    Eve V. Clark, Stanford University, USA

    Chapter 2:     The neural bases of language acquisition

    Angela Friederici, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany

    Jens Brauer, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany

    Chapter 3:     The genetics of language acquisition

    Hayley S. Mountford, Oxford Brookes University, UK

    Dianne F. Newbury, Oxford Brookes University, UK

    Chapter 4:     Statistical learning approaches to studying language development

    Ryan A. Cannistraci, University of Tennessee, USA

    Rodrigo Dal Ben, Federal University of São Carlos, Brazil

    Ferhat Karaman, University of Tennessee, USA

    Sara Parvanezadeh Esfahani, University of Tennessee, USA

    Jessica F. Hay, University of Tennessee, USA

    Chapter 5: Computational and robotic models of early language development: A review

    Pierre-Yves Oudeyer, Inria and Ensta ParisTech, France

    George Kachergis, Stanford University, USA

    William Schueller, Inria and University of Bordeaux, France

    Chapter 6: Building the foundations of language: Mechanisms of curiosity-driven learning

    Katherine E. Twomey, University of Manchester, UK

    Gert Westermann, Lancaster University, UK

    Chapter 7:     Visual objects as they are encountered by young language learners 

    Hanako Yoshida, University of Houston, USA

    Caitlin Fausey, University of Oregon, USA

    Chapter 8:     A role for sleep in understanding language acquisition

    Rebecca Gómez, University of Arizona, USA

    Katherine Esterline, University of Arizona, USA

    SECTION 2: Dimensions of Language Learning

    Chapter 9:     Speech perception and discrimination: From sounds to words

    Caroline Junge, Utrecht University, the Netherlands

    Natalie Boll-Avetisyan, University of Potsdam, Germany   

    Titia Benders, Macquarie University, Australia

    Chapter 10:   Advances in early speech production: Interactions with maturation, perception and learning

    Marilyn Vihman, University of York, UK

    Chapter 11:   Learning, recognizing and extending the meanings of words

    Lynn K. Perry, University of Miami, USA

    Jessica S. Horst, University of Sussex, UK

    Chapter 12:    Learning language from the use of gestures

    Katharina J. Rohlfing, University of Paderborn, Germany

    Chapter 13:   Pragmatic development: Learning to use language to communicate

    Ingrid Lossius Falkum, University of Oslo, Norway       

    Chapter 14:   The role of input on syntax and morphology acquisition: Evidence from production

    Amanda Owen Van Horne, University of Delaware, USA

    Chapter 15:    Learning language is learning typology: Acquisition of argument structure and relative clauses in typologically diverse languages

    Deniz Özkan, Koç University, Turkey

    Berna A. Uzundag, Koç University, Turkey

    Aylin C. Küntay, Koç University, Turkey

    Chapter 16:   Language development in simultaneous bilinguals: The early years

    Fred Genesee, McGill University, Canada

    SECTION 3: Individual Differences in Language Development

    Chapter 17: Individual differences in language acquisition

    Courtenay Norbury, University College London, UK

    Chapter 18:   Developmental language disorder

    J. Bruce Tomblin, University of Iowa, USA

    Chapter 19: Speech sound disorders in children

    Sharynne McLeod, Charles Stuart University, Australia

    Sarah Masso, University of Sydney, Australia

    Chapter 20:   Language abilities and language growth in children with hearing loss

    Teresa Y. C. Ching, National Acoustic Laboratories, Australia

    Linda Cupples, Macquarie University, Australia

    Vicky W. Zhang, National Acoustic Laboratories, Australia

    Chapter 21:   Language acquisition in children with autism spectrum disorder

    Calum Hartley, Lancaster University, UK

    SECTION 4: Language Development in Everyday Situations

    Chapter 22: Young children’s word learning through overhearing: Next steps

    Nameera Akhtar University of California, Santa Cruz, USA

    Jackson Tolins University of California, Santa Cruz, USA

    Jean E. Fox Tree University of California, Santa Cruz, USA

    Chapter 23: Learning language in the context of play

    Catherine S. Tamis-LeMonda, New York University, USA

    Jacob Schatz, New York University, USA

    Chapter 24: Learning language from books

    Elaine Reese, University of Otago, New Zealand

    Chapter 25: Using digital media to support language learning in early childhood

    Gabrielle Strouse, University of South Dakota, USA

    Chapter 26: The co-development of vocabulary and reading comprehension

    Richard K. Wagner, Florida State University and Florida Center for Reading Research, USA

    Jamie M. Quinn. Florida State University and Florida Center for Reading Research, USA

    Chapter 27: The early steps in becoming a writer: Enabling participation in a literate world

    Rui A. Alves. University of Porto, Portugal









    Jessica S. Horst is a Reader in Developmental Psychology at the University of Sussex.

    Janne von Koss Torkildsen is Professor in speech-language pathology at the University of Oslo.