What drives the child to learn language is that language not only expresses, it also articulates (to paraphrase Taylor), and this is what the forms of affect cannot do. Children learn language in order to express and make explicit the contents of their beliefs and desires. The infants whom we have studied continued to express their feelings affectively, but their capacity for expression was considerably enhanced by the power to use words for articulating the contents of their thoughts and feelings.
My collaborators on the research that I discuss in this chapter were Richard Beckwith, Joanne Bitetti Capatides, and Jeremie Hafitz; they coauthored the original research reports to which I refer and their ideas as well as their words are prevalent throughout this presentation. In addition, Karin Lifter and Matthew Rispoli made valuable contributions to the research project within which these studies were carried out. Kathleen Bloom contributed to both the data analyses and their interpretation in important ways; I thank her also for her helpful comments on an earlier draft. Financial support for the project was generously provided by The National Science Foundation and The Spencer Foundation.
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