Atypical Language Development in Romance Languages
This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book co...
| Autor principal: | |
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| Otros Autores: | , , , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Amsterdam/Philadelphia :
John Benjamins Publishing Company
2019.
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| Edición: | 1st ed |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009745080306719 |
Tabla de Contenidos:
- Intro
- Atypical Language Development in Romance Languages
- Title page
- Copyright page
- Table of contents
- Introduction to atypical language development in romance languages
- Introduction
- Typical language acquisition in Romance languages
- Atypical language development
- Preterm children
- Specific Language Impairment
- Deaf children
- Genetic syndromes
- Conclusions
- Acknowledgements
- References
- Part I. Preterm children
- Neuroconstructivism to understand the effect of very preterm birth on language and literacy
- Rethinking preterm birth with the neuroconstructivist approach
- Effects of preterm birth on communication and language development
- Acquisition and consolidation of literacy
- Interventions
- Conclusions
- References
- Prematurity, executive functions and language
- Introduction
- Method
- Participants
- Instruments
- Procedure
- Analyses performed
- Results
- Discussion
- Conclusions
- References
- Risk for language delay in healthy preterm and full-term children
- Introduction
- Methodology
- Participants
- Measures and instruments
- Linguistic measures
- Cognitive and other contextual measures
- Procedure
- Analyses performed
- Results
- Descriptive language, cognitive and environmental measures in PR and FT children
- PR and FT children's RLD from 22 to 60 months
- Predicting RLD at 22, 30 and 60 months
- Discussion
- References
- Word segmentation and mapping in early word learning
- Introduction
- Methodology
- Participants
- Materials
- Procedure
- Measures
- Results
- Familiarization phase
- Test phase
- BSID-III measures of cognitive and language development
- Discussion
- Acknowledgments
- References
- Appendix 1.
- Part II. Specific Language Impairment.
- The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment
- Overview
- Family and socioeconomic status
- Family and language development
- Risk factors associated to language difficulties
- Goals
- Methodology
- Participants
- Selection criteria
- Instruments
- Experimental task
- Procedure
- Analysis
- Results
- Interaction between clinical diagnosis of SLI and ME level
- Discussion
- Limitations
- Conclusions
- References
- A. Appendix
- Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment
- Introduction
- Figurative language and idiom understanding
- Idiom understanding in children with SLI and PLI
- Aims and hypothesis
- Methodology
- Participants
- Materials
- Language measures
- Idiom understanding tasks
- a. Verbal condition
- Visual condition
- Procedure
- Results
- I. Between-group comparisons on key and related measures
- II. Within-group comparisons between verbal and visual conditions
- III. Correlations between idiom understanding (verbal condition) and language measures
- Discussion
- Acknowledgements
- References
- Evaluation of narrative skills in language-impaired children
- Introduction
- Methodology
- Participants
- Material
- Procedure
- Measures
- Results of Study 1
- Results of Study 2
- Discussion
- Conclusions
- Real-time comprehension of sentences in children with SLI
- Introduction
- Experiment 1
- Methodology
- Participants
- Procedure
- Results
- Discussion
- Experiment 2
- Methodology
- Participants
- Materials
- Procedure
- Results
- Discussion
- Experiment 3
- Methodology
- Participants
- Materials
- Procedure
- Results
- Discussion
- General discussion.
- Appendix A. Sentences used in Experiment 1
- Appendix B. Experimental sentences of Experiment 2
- Appendix C. Sentences used in the Experiment 2
- References
- Part III. Deafness
- Emotion recognition skills in children with hearing loss
- Introduction
- Deficits in emotion recognition in children with hearing loss
- Language and emotion recognition in children with hearing loss
- Methodology
- Participants
- Materials
- Procedure
- Results
- Descriptive statistics
- Correlations between emotion recognition and language
- Predictors of emotion recognition
- Discussion
- Acknowledgements
- References
- Executive functions and eye fixations in children with Cochlear Implant
- Introduction
- Methodology
- Participants
- Materials
- Procedure
- Data Analysis
- Results
- Language
- Executive Functions
- Visual Fixation Patterns
- Discussion
- References
- Genetic syndromes with intellectual disabilities
- The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome
- Introduction
- Lexical-grammatical relationships in children with Down Syndrome (DS)
- Method
- Participants
- Instruments
- Procedure
- Data analysis
- Results
- Associations between vocabulary and grammar
- Vocabulary composition and vocabulary levels
- Grammatical word types relationships to grammatical structures in Group 2
- Discussion
- Acknowledgments
- References
- Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome
- Introduction
- Methodology
- Participants
- Procedure
- Results
- Discussion
- Conclusions
- References
- Evaluative language and component structure of oral narratives in Williams Syndrome
- Introduction
- Method
- Participants
- Procedure and coding
- Results
- Narrative structure.
- Narrative evaluation: Evaluative expressions
- Narrative evaluation: Evidential markers
- Discussion and conclusions
- References
- Index.
