Atypical Language Development in Romance Languages.

Format:

Book

Author/Creator:

Aguilar Mediavilla, Eva.

Contributor:

Buil-Legaz, Lucía.

López-Penadés, Raúl.

Sanchez-Azanza, Victor A.

Adrover-Roig, Daniel.

Language:

English

Physical Description:

1 electronic resource (vi, 257 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam John Benjamins Publishing Company 2019

Amsterdam/Philadelphia : John Benjamins Publishing Company, 2019.

Language Note:

English

Summary:

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.

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

Prematurity, executive functions and language

Method

Participants

Instruments

Procedure

Analyses performed

Results

Discussion

Risk for language delay in healthy preterm and full-term children

Methodology

Measures and instruments

Linguistic measures

Cognitive and other contextual measures

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

Word segmentation and mapping in early word learning

Materials

Measures

Familiarization phase

Test phase

BSID-III measures of cognitive and language development

Acknowledgments

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

Selection criteria

Experimental task

Analysis

Interaction between clinical diagnosis of SLI and ME level

Limitations

A. Appendix

Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment

Figurative language and idiom understanding

Idiom understanding in children with SLI and PLI

Aims and hypothesis

Language measures

Idiom understanding tasks

a. Verbal condition

Visual condition

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

Evaluation of narrative skills in language-impaired children

Material

Results of Study 1

Results of Study 2

Real-time comprehension of sentences in children with SLI

Experiment 1

Experiment 2

Experiment 3

General discussion.

Appendix A. Sentences used in Experiment 1

Appendix B. Experimental sentences of Experiment 2

Appendix C. Sentences used in the Experiment 2

Part III. Deafness

Emotion recognition skills in children with hearing loss

Deficits in emotion recognition in children with hearing loss

Language and emotion recognition in children with hearing loss

Descriptive statistics

Correlations between emotion recognition and language

Predictors of emotion recognition

Executive functions and eye fixations in children with Cochlear Implant

Data Analysis

Language

Executive Functions

Visual Fixation Patterns

Genetic syndromes with intellectual disabilities

The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome

Lexical-grammatical relationships in children with Down Syndrome (DS)

Data analysis

Associations between vocabulary and grammar

Vocabulary composition and vocabulary levels

Grammatical word types relationships to grammatical structures in Group 2

Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome

Evaluative language and component structure of oral narratives in Williams Syndrome

Procedure and coding

Narrative structure.

Narrative evaluation: Evaluative expressions

Narrative evaluation: Evidential markers

Discussion and conclusions

Index.

Notes:

Description based on publisher supplied metadata and other sources.

OCLC:

1091236875

Access Restriction:

Open access Unrestricted online access