Show Summary Details

Page of

PRINTED FROM OXFORD HANDBOOKS ONLINE (www.oxfordhandbooks.com). © Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice).

date: 21 February 2019

Abstract and Keywords

This chapter examines how language and thought interrelate in early childhood, across several distinct domains (e.g. numerical and spatial reasoning, category formation, social cognition). A review of several decades of research indicates that throughout development, language and thought are related in several distinct ways: (1) language builds on (and reveals) existing concepts; (2) language serves as a tool for thinking in new ways; (3) language guides action and attention; (4) language invites children to form new concepts; (5) different languages have specific influences on thought; and (6) language is a social marker, such that a person’s language, dialect, and register permit others to make inferences about them (e.g. what they like and who they affiliate with). The chapter ends by pointing to important questions for future research.

Keywords: developmental psychology, social cognition, language, essentialism, concepts

Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.