By Sheldon Rosenberg
Those volumes, a part of the Cambridge Monographs and Texts in utilized Psycholinguistics, current modern, high-level stories of study, idea, and perform in analyzing, writing, and language-learning and in problems of first language improvement. each one assessment focuses anywhere attainable at the paintings of its writer or authors. This sequence might help these serious about psychology, linguistics, schooling, and speech sciences maintain abreast of significant advancements within the many sub-areas of utilized psycholinguistics. Volumes 1 and a couple of are sure jointly in textile, yet for higher accessibility are released individually in paper.
Read or Download Advances in Applied Psycholinguistics, Volume 1: Disorders of first-language development (Cambridge Monographs and Texts in Applied Psycholinguistics) PDF
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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)
Teachers talk to language delayed children. Paper presented at the Boston University Conference on Language Development, Boston. Bzoch, E, & League, R. (1970). Receptive-expressive emergent language scale for the measurement of language skills in infancy. Gainesville, FL: Computer Management Corp. , & Rugg, B. (1981). Perspective taking in normal and language disordered children. Proceedings from the Symposium on Research in Child Language Disorders, 2, 81-8. , & Friel-Patti, S. (1983). Mothers' discourse adjustments to languageimpaired and non-language-impaired children.
For the SLI children, there was a relationship between performance on a test of vocabulary comprehension and performance on this imagery task. Similar correlations were not computed for the NL children because their generally high performance restricted the variability in their scores. , like Kamhi (1981), interpreted the imagery findings as suggesting a limitation in SLI children's ability to generate, maintain, and interpret symbolic representations. Because the vocabulary test required the children to respond without the presence of contextual cues, these investigators reasoned that it may have placed considerable symbolic processing demands on the children.
Interpretation. The general methodology first used by Tallal and Piercy (1973a) and adapted by others seems largely successful in identifying below-age-level performance by SLI children on tasks requiring processing of rapid acoustic events. This seems to include nonverbal as well as verbal stimuli and rapid formant transitions as well as rapid changes in steady-state characteristics with transitions removed. A particularly intriguing aspect of this work is that SLI children can perform above the level of younger NL children in certain conditions yet below the level of these children in others (see Tallal, 1976).