DESENVOLVIMENTO COGNITIVO E LINGUAGEM
Plano de Ensino
Disciplina: 2027001 – DESENVOLVIMENTO COGNITIVO E LINGUAGEM
Créditos: 3
Departamento: DEPTO DE PSICOLOGIA /ICH
| Ementa | Aprofundamento de temas ligados ao desenvolvimento cognitivo e à aquisição da linguagem oral e escrita. |
| Conteúdo | … |
| Bibliografia | Bloom, P. (2001). Precis of how children learn the meanings of words. Behavioral and Brain Sciences, 24, 1095-1103. Brain and language. (2003-). Amsterdam: Elsevier. Carruthers, P. (2002). The cognitive functions of language. Behavioral and Brain Sciences, 25, 657-726. Cognitive Psychology. (2003-). Amsterdam: Elsevier. Dodd, B., & Crosbie, S. (2008). Language and cognition: evidence from disordered language. In U. Goswami (Ed.), Childhood Cognitive Development (pp. 470-490). Oxford: Blackwell Publishing. Fitch, W. T., Hauser, M. D., Chomsky, N. (2005). The evolution of the language faculty: clarifications and implications. Cognition, 97, 179-210. Gathercole, S. (2009). Working memory and language. In M. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 757-769). Cape Town: Oxford University Press. Harley, T., (2008). The Psychology of Language. New York: Psychology Press. Hart e Perfetti, C. (2008). Leraning words in zekkish: implications for understanding lexical representation. In E. Grigorenko & A. Naples (Eds.), Single-Word Reading: Behavioral and Biological Perspectives (pp. 107-128). London: Lawrence Erlbaum Associates. Journal of Applied Developmental Psychology. (2003-). Amsterdam: Elsevier. Kintsch, W., & Rawson, K. (2005). Comprehension. In M. Snowling & Hulme, C. (Eds.), The Science of Reading: a Handbook (209-226).Oxford: Blackwell Publishing. Mota, M. (2009). (Ed.). Desenvolvimento metalinguístico: questões contemporâneas. São Paulo: Casa do Psicólogo. Perfetti, C., & Hart, (2001). The lexical bases of comprehension skill. In D. S. Gorfien (Ed.), On the consequences of meaning selection: perspectives on resolving lexical ambiguity (pp. 67-86). Washington, DC: American Psychological Association. Pinker, S., & Jackendoff, R. (2005). The faculty of language: What¿s special about it? Cognition, 95, 201¿236. Rastle, K. (2009). Visual word recognition. In In M. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 71-87). Cape Town: Oxford University Press. Reading and Writing (2003-). Netherlands: Kluwer Academic Publishers. Reali, F. & Christiansen, M.H. (2005). Uncovering the richness of the stimulus: structure dependence and indirect statistical evidence. Cognitive Science,29, 1007-1028. Rhodes, M., & Gelman, S. A. (2009). A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts. Cognitive Psychology, 59, 244-274. Scientific Studies of Reading. (2003-). London: Lawrence Erlbaum Associates. Senghas, A., Kita, S., & Özyürek, A. (2004). Children creating core properties of language: evidence from an emerging sign language in Nicaragua. Science, 305, 1779-1782. Treiman, R., & Kessler, B. (2009). Learning to read. In In M. Gaskell (Ed.), The Oxford Handbook of Psycholinguistics (pp. 657-666). Cape Town: Oxford University Press. Verhoeven, L., & Perfetti, C. (2011). Introduction to this special issue: vocabulary growth and reading skill. Scientific Studies of Reading, 15, 1-7. Waxman, S. (2008). Early word-learning and conceptual development: everything had a name, and each name gave birth to a new thought. In U. Goswami (Ed), Childhood Cognitive Development (pp. 102-126). Oxford: Blackwell Publishing. |
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