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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Gender and Age Effects Interact in Preschoolers' Help-Seeking: Evidence for Differential Responses to Changes in Task Difficulty
Author: R. Bruce Thompson
Institution: University of Southern Maine
Author: Thomas Cothran
Institution: University of Southern Maine
Author: Daniel McCall
Institution: Gettysburg College
Linguistic Field: Sociolinguistics
Abstract: This study explored preschool age and gender differences in help-seeking within the theoretical framework of scaffolded problem-solving and self-regulation (Bruner, ; Rogoff, ; Vygotsky, ; ). Within-subject analyses tracked changes in help-seeking among 62 preschoolers (34 boys, 28 girls, mean age 4.22 years) solving a challenging puzzle with an adult. The goal was to document whether age and gender interact with fluctuating difficulty to affect children's spontaneous help-seeking. ANOVAs indicated that girls used more help-seeking during difficult segments of the task, despite performance equal to the boys. This pattern was strongest among older girls, who outperformed all other children and used the most help-seeking. Partial correlations, controlling for solving time, indicated that age predicted children's help-seeking during the most difficult segments of the task, but only among girls. Gender differences in social–linguistic maturation and cognitive development are discussed within the framework of Vygotskian theory and related educational practice.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 39, Issue 5, which you can read on Cambridge's site or on LINGUIST .



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