Children & Language: Development, Impairment & Training

CHILDREN AND LANGUAGE: DEVELOPMENT, IMPAIRMENT AND \nTRAINING......Page 3
CONTENTS......Page 7
PREFACE......Page 9
RESEARCH AND REVIEWS......Page 17
ABSTRACT......Page 19
INTRODUCTION......Page 20
Modular ToM Theory......Page 24
Theory-Theory ToM......Page 26
Simulation ToM......Page 27
Linguistic Determinism of ToM......Page 29
DO WE USE “LANGUAGE” REGIONS OF THE BRAIN FOR TOM?......Page 30
Inferior Frontal Gyrus......Page 31
Superior Temporal Gyrus......Page 32
Supramarginal Gyrus and Angular Gyrus......Page 33
LIMITATIONS OF FOUR THEORIES OF TOM DEVELOPMENT AND A NEW MODEL OF NEURAL BASES OF TOM DEVELOPMENT......Page 34
CONCLUSION......Page 36
REFERENCES......Page 37
ABSTRACT......Page 47
The Struggle for Fluency......Page 48
Reading in Context......Page 51
Context Use as a Source of Individual Differences......Page 52
Experimental Overview......Page 53
Acquisition......Page 54
Retention......Page 57
Transfer......Page 59
Retention or Transfer?......Page 61
Educational Implications......Page 62
REFERENCES......Page 63
INTRODUCTION......Page 69
Literature-Based Science......Page 70
Reggio Emilia Approach to Science Inquiry......Page 71
From Pictorial Representation to Visual Literacy......Page 72
Reading Aloud......Page 73
Subjects and Site......Page 74
Data Collection......Page 75
Data Analysis......Page 76
QUESTIONING......Page 81
Setting the stage......Page 83
Requesting a Drawing......Page 85
Eliciting Prior Knowledge......Page 88
Gauging the Comprehension......Page 89
Hands-on Activity......Page 90
Gauging the Learning Outcome......Page 91
Following directions......Page 92
Learning Mathematics......Page 93
Reading Aloud......Page 94
Discussing Book Content (Book Walk)......Page 96
Turn-Taking and Vocabulary Learning......Page 98
Investigating the Child’s Interests: A Process......Page 99
Thinking while reading......Page 100
Voluntary Repeating......Page 102
Book Impact on Learning......Page 103
Learning to Value Books and the Library......Page 105
Writing......Page 106
Encouraged Writing......Page 110
Visual Literacy/Viewing......Page 115
CONCLUSION......Page 119
Implications for Education......Page 121
Recommendation for Future Research Effort......Page 122
Limitation......Page 123
REFERENCES......Page 124
ABSTRACT......Page 129
1.1 Main Features of Developmental Dyslexia......Page 130
1.2 Causal Hypotheses of Developmental Dyslexia......Page 132
1.3 Neurobiological Abnormalities in Developmental Dyslexia......Page 135
2.1 Event Related Potentials in the Study of Developmental Dyslexia......Page 138
2.2 Electroencephalographic Bands in the Study of Developmental Dyslexia......Page 142
3. WHY TO USE ELECTROPHYSIOLOGICAL MEASURES  IN THE STUDY OF DEVELOPMENTAL DISABILITIES......Page 149
REFERENCES......Page 151
ABSTRACT......Page 163
INTRODUCTION: INTERACTION BETWEEN LANGUAGE AND NON-LINGUISTIC COGNITIVE SKILLS......Page 164
INTERACTION BETWEEN LANGUAGE AND VERBAL WORKING MEMORY: A DEVELOPMENTAL PERSPECTIVE......Page 166
Phonological Storage and Processing......Page 170
Functional Working Memory and Language Comprehension......Page 172
WORKING MEMORY AND INHIBITION IN CHILDREN WITH SLI......Page 176
INTERACTION BETWEEN WORKING MEMORY  AND THE LONG-TERM LEXICON IN CHILDREN WITH SLI......Page 177
WORKING MEMORY IN ADOLESCENTS  AND YOUNG ADULTS WITH DYSLEXIA......Page 179
SUMMARY......Page 180
REFERENCES......Page 182
ABSTRACT......Page 189
CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)......Page 190
2. READING COMPREHENSION......Page 192
WRITING......Page 194
Creative Writing......Page 195
THE STUDY......Page 196
Spelling......Page 197
Creative Writing......Page 198
Reading......Page 199
CONCLUSION......Page 202
REFERENCES......Page 203
INTRODUCTION......Page 207
Definition......Page 208
 COMORBIDITY AND CLASSIFICATION......Page 209
Functional Impairment and Prognosis......Page 211
Extant Studies......Page 212
Developmental Pathways......Page 216
ACKNOWLEDGEMENTS......Page 217
REFERENCES......Page 218
ABSTRACT......Page 223
1. PHYSIOLOGY OF HUMAN CRYING......Page 224
2. EVOLUTIONARY TRAJECTORY OF CRYING......Page 226
(I) Responses of Adults to Infant Crying......Page 227
(II) Effects of Parental Responses to Infant Crying......Page 228
(III) Differences between Parents and Non-Parents in Their Responses to Infant Crying......Page 229
4. CRIES IN CHILDREN WITH ATYPICAL DEVELOPMENT......Page 230
5. HOW CRIES ARE PERCEIVED IN CHILDREN WITH ATYPICAL DEVELOPMENT: THE CASE OF AUTISM SPECTRUM DISORDER......Page 232
CONCLUSION......Page 234
REFERENCES......Page 235
ABSTRACT......Page 239
The Correlational Approach......Page 240
The Experimental Approach......Page 241
2. TOWARD A FOURTH WAY: THE PATHOLOGICAL APPROACH A FRUITFUL METHODOLOGICAL APPROACH IN MANY RESPECTS......Page 242
Beyond Conjectures: Some Preliminary Results......Page 243
3. SOME COMMENTS AND FURTHER RESEARCH PERSPECTIVES......Page 247
CONCLUSION......Page 249
REFERENCES......Page 250
INTRODUCTION......Page 259
Material......Page 261
Introduction......Page 263
Introduction......Page 264
Results......Page 265
Conclusion......Page 267
 3. CORTICAL AUDITORY EVOKED POTENTIALS IN CHILDREN WITH DEVELOPMENTAL DYSPHASIA INTRODUCTION......Page 268
Results......Page 270
 GENERAL CONCLUSION......Page 278
REFERENCES......Page 280
SHORT COMMUNICATIONS......Page 283
EARLY MIDDLE EAR EFFUSION AND CENTRAL AUDITORY PROCESSING AT AGE SEVEN......Page 285
Method......Page 287
RESULTS......Page 289
DISCUSSION......Page 291
REFERENCES......Page 292
DIAGNOSIS......Page 295
Which Tests Should be Used?......Page 296
Which Norms Should be Applied?......Page 297
INTERVENTION/PARENT ADVISING......Page 298
REFERENCES......Page 299
ABSTRACT......Page 301
RESEARCH METHODOLOGY......Page 302
THESE SITUATIONS SUGGEST SEVERAL HYPOTHESES......Page 303
CONCLUSIONS......Page 305
REFERENCES......Page 306
INDEX......Page 309