Atypical Language Development in Romance Languages.
This book presents a range of ongoing studies on atypical language development in Romance languages.
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| Place / Publishing House: | Amsterdam/Philadelphia : : John Benjamins Publishing Company,, 2019. ©2019. |
| Year of Publication: | 2019 |
| Edition: | 1st ed. |
| Language: | English |
| Online Access: | |
| Physical Description: | 1 online resource (265 pages) |
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Table of Contents:
- 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.