Developmental Aspects in Learning to Write

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L. Tolchinsky
Springer Science & Business Media, Jul 31, 2001 - Psychology - 201 pages
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Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization.
 

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Contents

ABSENCE NEGATION IMPOSSIBILITY AND FALSITY IN CHILDRENS FIRST WRITING
13
EXPLICIT TEACHING AND IMPLICIT LEARNING OF CHINESE CHARACTERS
33
ON THE INTERPLAY OF GENRE AND WRITING CONVENTIONS IN EARLY TEXT WRITING
55
What can be learnt from counterexamples?
77
LEARNING THE WRITTEN MORPHOLOGY OF PLURAL IN WRITTEN FRENCH
97
THE POWER OF PLURAL
109
How do children develop shared meanings in the school setting?
133
WRITTEN ENGLISH WORDPROCESSORS AND MEANINGMAKING
163
REFERENCES
177
NAME INDEX
187
SUBJECT INDEX
191
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Page ii - Series Editor: Gert Rijlaarsdam, University of Amsterdam, The Netherlands Editorial Board: Linda Allal, University of Geneva, Switzerland Eric Espe"ret, University of Poitiers, France David Galbraith, Staffordshire University, UK Joachim Grabowski, University of Heidelberg, Germany...
Page 179 - Totereau, C. (1999) From learning to teaching to learning French written morphology. In T. Nunes (ed.) Learning to Read: An Integrated View from Research and Practice (pp.
Page 180 - Gumperz, JJ (1981). Conversational inference and classroom learning. In JL Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp.
Page 180 - Contextual enquiries: a discourse-oriented study of classroom learning', in D. Hicks (ed.) Discourse, Learning and Schooling.
Page 179 - In H.-C. Chen & OJL Tzeng (Eds.), Language processing in Chinese. Amsterdam: Elsevier Science Publishers.
Page 180 - RW (1994). What is learned from artificial grammars? Transfer tests of simple association. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 396-410.

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