Language and Language Acquisition

Reanalysis as a source of semantic change.- References as parts of speech acts in the education of mathematics.- The growth of language structure: a report.- Investigating knowledge of chemistry trough a study of language.- Wittgenstein and cognitive theory.- The discrepancy between cognitive and linguistic abilities in the young child.- Summary of the first discussion session.- A few problems relating to the semantic representation of argumentation.- The development of control of language in mathematical activity.- The differentiation of negative statements between the ages of 12 and 15 years.- Semantic development of simple classification terms.- The child’s construction of the social order of the classroom.- A metalanguage of syntactic description.- Summary of the second discussion session.- The learning of algorithmic concepts by action: A study with deaf children.- Language, reading and mathematics.- Example of auxiliary formalisms used to help the development of children’s logical thinking.- Mathematics as an extension of language.- Summary of the third discussion session.- The relationship between comprehension and production and its ontogenesis.- Ambiguities in the description of a geometrical figure.- On the relation between language comprehension and language production in a social psychological perspective.- Are speech production and speech comprehension distinct processes?.- EEG activity during speech perception.- Structural commonalities between comprehension and production products of monitoring and anticipation.- Recognition and production: two different skills.- Summary of the fourth discussion session (Production and recognition).- The “range” of a question as a perceived intention of the scope of information needed.- Answering questions.- Questioning and intentionality in language.- Remarks on direct questions and direct answers.- Summary of the fifth discussion session (Question-answer systems).- Some dissimilarities in the general aims of teachers who teach French as a mother tongue at the end of school and the beginning of secondary school.- An approach to school interlocution situations Analysis of a few examples.- The influence of the formulation of multiple choice questionnaires on the answering behaviour in relation to so-called “logic” problems.- Implications of a relativistic evaluative-meaning concept for persuasive communication.- Comparison between the evolution of the visual exploration and the narration of a strip cartoon In children from 6 to 7 years old, from constrasting socio-economic backgrounds.- Children’s judgments of inappropriate speech acts.- Social and situational constraints on communicative performance.- Summary of the sixth discussion session (Context and use of language).- Some aspects of the relationship to mathematics of children who fail in elementary schooling.- Language acquisition by a child living in an institutional environment.- Genesis of language behaviours and acquisition situation application to story telling.- Communication situations and language acquisition.- Style of verbal exchange at the age of 8 and 11.- Language acquisition by the mentally retarded: the problem of delay-difference and advanced linguistic development.- Summary of the seventh discussion session (Context and language acquisition).- Can apes tell us what language is?.- General conclusion.- Contextual linguistics Synthesis session — future projects.- Addresses of the authors.