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Reading: Stades Transitionnels: Contribution ’À L’Étude De L’Acquisition Du Langage Par L’Enfant

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Research Article

Stades Transitionnels: Contribution ’À L’Étude De L’Acquisition Du Langage Par L’Enfant

Author:

Anne-Marie La Rock

Service de Psychologie de L’Enfant et de l’Adolescent Université de Liège Avenue Blonden 11 4000 Liège, BE
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Abstract

[Transitional Stages : Contribution to the Study of Child Language Acquisition]

 

Traditionally, three major periods of development were distinguished in the acquisition of early child language: the preverbal stage, the one-word stage and the multiple-word stage. Recently, Bloom (1973) and Dore e.a. (1976) described «transitional phenomena» which apparently have a bridging function from one major stage to the next. In a transitional stage, the development of sound and meaning is partly independent. The child first acquires some part of a major acquisition stage before mastering the other parts; subsequently the child integrates those parts in the whole. In the major periods of the one-word and the multiple-word stages, the children brings perfectly his knowledge of meaning into line with his knowledge of sounds. In this study, the transitional phenomena are analyzed; they were identified in data collected during the observation of 6 children ranging in age from 18 to 22 months at the initial session. They were observed once a week over a four-month period.

How to Cite: La Rock, A.-M., 1979. Stades Transitionnels: Contribution ’À L’Étude De L’Acquisition Du Langage Par L’Enfant. Psychologica Belgica, 19(2), pp.167–175. DOI: http://doi.org/10.5334/pb.649
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Published on 01 Jan 1979.
Peer Reviewed

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