Advances in Applied Psycholinguistics, Volume 1: Disorders by Sheldon Rosenberg

By Sheldon Rosenberg

Those volumes, a part of the Cambridge Monographs and Texts in utilized Psycholinguistics, current modern, high-level experiences of analysis, thought, and perform in interpreting, writing, and language-learning and in issues of first language improvement. every one overview focuses anyplace attainable at the paintings of its writer or authors. This sequence can assist these fascinated about psychology, linguistics, schooling, and speech sciences hold abreast of significant advancements within the many sub-areas of utilized psycholinguistics. Volumes 1 and a pair of are sure jointly in textile, yet for better accessibility are released individually in paper.

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Extra info for Advances in Applied Psycholinguistics, Volume 1: Disorders of first-language development (Cambridge Monographs and Texts in Applied Psycholinguistics)

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Journal ofSpeech and Hearing Research, 24,44653. , & Lewis, B. (1984). Hypothesis-testing and nonlinguistic symbolic abilities in language-impaired children. Journal of Speech and Hearing Disorders, 49, 169-76. , & Skarakis-Doyle, E. (1983). Developmental language disorders: A theoretical perspective. In T. Gallagher & C. ), Pragmatic assessment and intervention issues in language (pp. 215-46). San Diego, CA: College-Hill Press. Lamesch, B. (1982). Language acquisition by a child in an institutional environment.

Language and sensorimotor development during the early period of referential speech. Journal of Speech and Hearing Research, 21, 519— 27. Fried-Oken, M. (1981, June). What's that? Teachers' interrogatives to language delayed and normal children. Paper presented at the Symposium on Research in Child Language Disorders, Madison, WI. Friel-Patti, S. (1976, November). Good-looking: An analysis of verbal and nonverbal behaviors in a group of language disordered children. Paper presented at the American Speech-Language-Hearing Association Convention, Houston, TX.

This was the only task that clearly involved imagery - blindly feeling geometric forms and then selecting the corresponding shapes from a visual array. It is noteworthy that, although the SLI children performed significantly more poorly than the MA controls on this imagery task, they performed significantly better than the younger, MLUmatched NL children. One of the tasks employed in a study of SLI children by Siegel, Lees, Allan, and Bolton (1981) tapped imagery abilities. In this case, 26 SLI children (ages 3 to 5 years) and 26 age-matched NL children were required to select the drawing that correctly depicted the water level in a tilted glass.

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