Understanding Children with Language Problems (Cambridge Approaches to Linguistics)

Cover......Page 1
Half-title......Page 3
Series-title......Page 6
Title......Page 7
Copyright......Page 8
Contents......Page 9
Acknowledgements......Page 11
Sound symbols......Page 13
Introduction......Page 15
The book......Page 22
Part I Problems with words......Page 25
1 What’s in a word?......Page 27
2 The child’s road to words......Page 31
Filtering scenes......Page 34
Who tunes into who?......Page 38
Filtering speech......Page 39
Connecting speech and scenes......Page 44
3 Blocks on the road to words......Page 47
Where the blocks may lie......Page 49
Output processing......Page 50
Repercussions for lexical development......Page 52
4 Exploring the blockage......Page 54
From hearing speech to phonology: phonological discrimination tasks......Page 56
From phonological discrimination to word phonology: lexical decision tasks......Page 60
From phonology to semantics: word-to-picture matching tasks......Page 63
From perception of the world to semantics: picture-sorting tasks......Page 65
From lexical semantics to lexical phonology: internal judgement tasks and cued naming......Page 71
From phonological input to phonological output: repetition tasks......Page 75
Reviewing psycholinguistic tasks......Page 78
5 ‘Dant always day dings’: problems with phonology......Page 80
Phonological problems......Page 83
Possible sources of phonological problems......Page 87
Evidence from tasks tapping different components of input and output......Page 89
Evidence from patterns in the child’s output......Page 92
Looking ahead......Page 99
6 ‘Stip’ or ‘step’ or ‘slip’ or what?: problems with lexical processing......Page 102
First observations......Page 103
Possible sources of precarious words......Page 109
Evidence from tasks tapping different components of input and output processing......Page 111
Input processing......Page 112
Output processing......Page 116
Looking ahead......Page 120
Part II Grappling with verb structure......Page 125
7 Translating events......Page 127
From scenes to events......Page 130
From events to verb structures......Page 131
From participants in events to argument structures......Page 134
From verb–argument structure to rhythmic structure......Page 138
Sentences: connections between events, verb–argument structures and rhythmic structures......Page 140
8 Growing verb structures......Page 141
Filtering verb–argument structures from scenes and speech......Page 148
Bootstrapping......Page 151
Tying the bootstraps together......Page 155
Tuning into the child’s tune......Page 156
9 Shortfalls with verbs......Page 158
Locating the problem......Page 161
Exploring the problem......Page 164
From events to verb–argument structures: event description tasks......Page 166
Recognising the argument structure of verbs: judgement tasks......Page 168
From verb–argument input to verb–argument output: repetition tasks......Page 171
Making the mapping: semantic and syntactic bootstrapping tasks......Page 172
10 ‘Thing out. Tip in there’: problems with verb processing......Page 177
Questions arising from Travis’s event description......Page 180
Input investigations......Page 183
Output investigations......Page 187
Part III Missing function morphemes......Page 195
11 Filling out sentences......Page 197
Output: the normal road......Page 199
Output when the road is blocked......Page 202
Input......Page 206
Cues from phonology......Page 211
Cues from meaning......Page 214
Phonological cues first......Page 215
The interaction between phonological and semantic/syntactic bootstrapping......Page 218
12 ‘That one not working, see’: problems with auxiliary verb processing......Page 220
Repetition......Page 230
Judgement......Page 233
Putting the pieces together......Page 234
Part IV Hidden meanings, baffling meanings......Page 239
Meaning: the packaging of experience......Page 241
Children’s packaging of experience......Page 243
Children with ‘experience disabilities’......Page 248
Exploring a child’s capacity for experience through language......Page 253
14 ‘[æ] you don’t tell nobody this?’: strengths in pragmatic processing......Page 257
Sensitivity to mental and affective events......Page 258
Sensitivity to conditions and consequences of events......Page 261
Use and content of utterances as evidence of invisible experience......Page 263
15 ‘I can speak Chinese. But I can’t speak Chinese’: problems in pragmatic processing......Page 265
Endpoint and springboard......Page 276
Further reading......Page 281
References......Page 283
Index......Page 293