The Acquisition of Numeral Classifiers : : The Case of Japanese Children / / Kasumi Yamamoto.

• Superior document: Title is part of eBook package: De Gruyter DGBA Backlist Complete English Language 2000-2014 PART1
• VerfasserIn: Yamamoto, Kasumi,
• Place / Publishing House: Berlin ;, Boston : : De Gruyter Mouton, , [2011]; ©2005
• Year of Publication: 2011
• Language: English
• Series: Studies on Language Acquisition [SOLA] , 27
• Physical Description: 1 online resource (213 p.) :; Num. fig. and tab.
• Other title: I-X --; Chapter 1. Introduction --; Chapter 2. Previous acquisition research on numeral classifiers --; Chapter 3. Present study --; Chapter 4. General discussion and conclusion --; Notes --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9783110914955; 9783110238570; 9783110238457; 9783110636970; 9783110742961; 9783110277111; 9783110277173; 9783110277142; 9783110276886
• ISSN: 1861-4248
• DOI: 10.1515/9783110914955
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Kasumi Yamamoto.

The book is about the numeral classifier system and the acquisition of Japanese classifiers by Japanese children. It consists of two parts. First, it provides a general typological characterization of numeral classifier phrases and discusses problems in determining what constitutes the nature of classifiers. It also discusses the semantic properties of numeral classifiers based on an analysis of four languages from four different language families. Second, it examines the acquisitions of Japanese numeral classifiers by Japanese preschool children, ages 3 to 6, with a primary emphasis on the development of comprehension. The importance of the study is that it reveals that young children have a much greater sensitivity to the conceptual underpinnings of the numeral classifier system than was previously considered to be the case. The research results also provide a converging source of evidence that young children often come to initially grasp the structure of the world in ways that are better understood in cognitive than perceptual terms. The implications will contribute to not only the area of language acquisition but also categorization and conceptual development.