Developmental Theory And Language Disorders (Trends in Language Acquisition Research)

Developmental Theory and Language Disorders......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Table of contents......Page 6
List of contributors......Page 8
Preface......Page 10
1. Introduction......Page 12
2. Specific language impairment......Page 14
2.1. Inclusion criteria......Page 15
2.3. The gold standard......Page 16
2.4. SLI sub-types......Page 17
3. Language in children with developmental disabilities......Page 18
4. Conclusion......Page 20
1. Introduction......Page 22
2. Development produces the disorder......Page 24
3.1. Interactivity......Page 28
3.2. Compensation......Page 30
4. The example of Williams syndrome......Page 31
5. Computational investigations into constrained development......Page 37
5.2. Case study: English past tense formation in Williams syndrome......Page 38
5.3. Domain-specific versus domain-general deficits: A possible approach to explaining behavioral impairments in SLI......Page 40
5.4. Inferences from the comparison of developmental profiles height8pt depth3pt width0pt across disorders......Page 42
6. Conclusions......Page 44
2. The historical background......Page 46
3.1. The developing role of the lexicon in grammar......Page 48
3.2. Construction grammar......Page 49
4.1. The characteristics of Cantonese......Page 51
4.2. Specific language impairment in Cantonese......Page 52
4.3. Faultlines in the language of Cantonese-speaking children with language impairment (CSLI)......Page 53
5.1. Assessment......Page 58
5.2. Intervention......Page 60
6. Conclusion......Page 61
Language development in Down syndrome and fragile X syndrome......Page 64
1. Language development and the behavioral phenotype of Down syndrome......Page 65
2. The emerging behavioral phenotype in Down syndrome......Page 66
3. Predictors of individual difference......Page 68
4. Implications for modular vs. interactive theories of language acquisition......Page 70
6. Implications for clinical practice......Page 71
7. Language development and the behavioral phenotype of fragile X syndrome......Page 72
8. The emerging behavioral phenotype in fragile X syndrome......Page 74
9. Predictors of individual difference......Page 78
10. Implications for modular vs. interactive theories of language acquisition......Page 79
12. Integrating research on Down syndrome and fragile X syndrome......Page 81
Notes......Page 82
1. History of language/communication impairments in autism: Kanner\'s 11 patients......Page 84
2. History of the role of language/communication impairments in autism: 1970-1990......Page 88
3. Emerging view of the role of language/communication impairments within autism......Page 93
4. The overlap between autism and Specific Language Impairment (SLI)......Page 94
5. The overlap between autism and pragmatic language impairment......Page 97
6. The overlap between autism and Asperger\'s disorder......Page 98
7. The overlap between autism and Landau-Kleffner syndrome......Page 100
9. Future directions and recommendations......Page 101
1. Introduction......Page 106
2. Comments on methodology in CI studies......Page 109
3.1. Results on the Reynell Developmental Language Scales (RDLS)......Page 110
3.2. Results on other general language tests......Page 111
4.1. Prelexical babbling......Page 112
4.2. Phonological development......Page 114
4.3. Intelligibility......Page 116
4.4. Lexical development......Page 118
4.5. Morphosyntactic development......Page 119
4.6. Pragmatic development......Page 121
5.1. Age at implantation......Page 124
5.2. Educational approaches......Page 125
5.4. Child characteristics......Page 126
5.6. Length of CI experience......Page 127
5.8. Higher-level cognitive factors......Page 128
6. Conclusion......Page 129
1. Introduction......Page 132
2. Critical periods and semantic abilities......Page 135
2.1. Evidence from sign language......Page 136
2.2. Evidence from timing of intervention during early childhood......Page 143
2.3. Evidence from children with cochlear implants......Page 146
3. Critical periods and word learning processes......Page 150
4. Conclusions......Page 153
1. Introduction......Page 158
2. A framework for language disorders and developmental theory......Page 161
3.1. Similarities and differences, in normal and atypical language development......Page 163
3.2. Partitions and relations in the language system: Lexicon vs. syntax......Page 164
3.3. Partitions and relations in the language system: Phonology vs. lexicon and syntax......Page 167
3.4. Modular vs. interactive accounts......Page 168
3.5. Critical periods and implications for intervention......Page 170
4. Conclusions and directions for further research......Page 172
References......Page 176
Author index......Page 212
Subject index......Page 224
The series Trends in Language Acquisition Research......Page 228