Kooperativer Bibliotheksverbund

UID:

Format: 1 electronic resource (vi, 257 p.)

Edition: 1st ed.

Content: 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 covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages.

Note: 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. , English

Additional Edition: ISBN 90-272-0321-0

Language: English

UID:

Format: 1 Online-Ressource (vi, 257 p.)

ISBN: 9789027203212

Content: 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 covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 Online-Ressource (263 p.)

ISBN: 9789027262493 , 9789027203212

Content: 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 covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages

Note: English

Language: English

URL: kostenfrei

URL: Inhaltsverzeichnis

UID:

Format: 1 Online-Ressource (263 Seiten)

ISBN: 9789027262493

Content: 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 covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages.

Additional Edition: ISBN 9789027203212

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9789027203212

Language: English

DOI: 10.1075/z.223

URL: kostenfrei

URL: kostenfrei

URL: Cover

URL: Cover

URL: Cover

URL: Cover

URL: Cover

URL: lizenzpflichtig

URL: Inhaltsverzeichnis

UID:

Format: 1 online resource

ISBN: 9789027262493 , 9027262497

Note: Introduction to atypical language development in Romance languages / Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raúl López-Penadés, Víctor Sánchez-Azanza and Daniel Adrover-Roig -- Part I. Preterm children: Neuroconstructivism to understand the effect of very preterm birth on language and literacy / Annalisa Guarini, Mariagrazia Zuccarini and Alessandra Sansavini -- Prematurity, executive functions and language: A study with low risk preterm children / Miguel Pérez-Pereira, Manuel Peralbo and Alberto Veleiro -- Risk for language delay in healthy preterm and full-term children: A longitudinal study from 22 to 60 months / Mariela Resches, Miguel Pérez Pereira, Raquel Cruz Guerrero and Montse Fernández Prieto -- Word segmentation and mapping in early word learning: Differences between full term and moderately preterm infants / Laura Bosch, Maria Teixidó and Thais Agut -- 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 / B. Alejandra Auza, C. Christian Peñaloza and Chiharu Murata -- Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment / Clara Andrés-Roqueta and Rosa Ana Clemente -- Evaluation of narrative skills in language-impaired children: Advantages of a dynamic approach / Ingrida Balciuniene and Aleksandr N. Kornev -- Real-time comprehension of sentences in children with SLI: Evidence from eye movements / Llorenç Andreu, Nadia Ahufinger, Laura Ferinu, Fernanda Pacheco, Spiros Christou, Maria Jose Buj-Pereda, Roser Colomé and Mònica Sanz Torrent -- Part III. Deafness: Emotion recognition skills in children with hearing loss: What is the role of language? / Francesc Sidera, Elisabet Serrat, Anna Amadó and Gary Morgan -- Executive functions and eye fixations in children with Cochlear Implant / María Fernanda Lara Díaz, Carolina Rivera and Silvia Raquel Rodriguez -- Part IV. Genetic syndromes with intellectual disabilities: The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome / Donna Jackson-Maldonado, Miguel Galeote and María Fernanda Flores Guerrero -- Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome / Eliseo Diez-Itza, Manuela Miranda, Vanesa Pérez and Verónica Martínez -- Evaluative language and component structure of oral narratives in Williams Syndrome / Marta Shiro, Eliseo Diez-Itza and Maite Fernández-Urquiza.

Additional Edition: Print version: Atypical language development in Romance languages Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2019] 9789027203212

Language: English

Keywords: Electronic books.

URL: Click here to view book

URL: https://hdl.loc.gov/loc.gdc/gdcebookspublic.2019015426

UID:

Format: 1 online resource (265 pages)

ISBN: 9789027262493

Content: This book presents a range of ongoing studies on atypical language development in Romance languages.

Note: 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.

Additional Edition: Print version: Aguilar-Mediavilla, Eva Atypical Language Development in Romance Languages Amsterdam/Philadelphia : John Benjamins Publishing Company,c2019 ISBN 9789027203212

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 Online-Ressource

ISBN: 9789027262493

Additional Edition: Erscheint auch als Druck-Ausgabe, hardback ISBN 978-90-272-0321-2

Language: English

Subjects: Romance Studies

Keywords: Romanische Sprachen ; Spracherwerb ; Sprachstörung ; Aufsatzsammlung

DOI: 10.1075/z.223

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)