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The Cambridge Handbook of Child Language

2nd Edition

£105.00

Part of Cambridge Handbooks in Language and Linguistics

Letitia R. Naigles, Edith L. Bavin, Virginia Valian, Erik Thiessen, Lucy Erickson, Angela D. Friederici, Michael A. Skeide, Michael Tomasello, Sabine Stoll, Suzanne Curtin, Stephanie Archer, Barbara Höhle, Susan Goldin-Meadow, Marilyn M. Vihman, Rory A. DePaolis, Tamar Keren-Portnoy, Katherine Demuth, Heike Behrens, Shanley E. M. Allen, Barbara Lust, Claire Foley, Cristina D. Dye, Kamil Ud Deen, Eve V. Clark, Susan A. Graham, Valerie San Juan, Ena Vukatana, Stephen Crain, Jesse Snedeker, Yi Ting Huang, Judith Becker Bryant, Ruth Berman, Erika Hoff, Diane Lillo-Martin, J. Bruce Tomblin, Laurence B. Leonard, Lisa M. D. Archibald, Nicolette B. Noonan, Fiona M. Richardson, Michael S. C. Thomas, Shevaun Lewis and Barbara Landau, Iris Chin, Eva Marinus, Anne Castles, Fiona J. Duff, Margaret J. Snowling, Heikki Lyytinen, Hua Shu, Ulla Richardson, Katherine Swett, Stephen Bailey, Angela Sefcik, Laurie Cutting, Julie A. Van Dyke, Nicole Landi
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  • Date Published: November 2015
  • availability: In stock
  • format: Hardback
  • isbn: 9781107087323

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Description
Contents
Resources
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About the Authors
  • The most authoritative resource for students and researchers, The Cambridge Handbook of Child Language has been thoroughly updated and extended. Enhancements include new chapters on the acquisition of words, processing deficits in children with specific language impairments, and language in children with Williams syndrome, new authors for the bilingualism and autism chapters, a refocused discourse chapter on written narratives, and a new section on reading and reading disorders, cementing the handbook's position as the best study of the subject available. In a wide-ranging survey, language development is traced from prelinguistic infancy to adolescence in typical and atypical contexts; the material is intuitively grouped into six thematic sections, enabling readers to easily find specific in-depth information. With topics as varied as statistical learning, bilingualism, and the neurobiology of reading disorders, this multidisciplinary Handbook is an essential reference for students and researchers in linguistics, psychology, cognitive science, speech pathology, education and anthropology.

    • Completely updated and extended, with eight additional chapters, including a new section on reading and two chapters with new authors
    • The most comprehensive and multidisciplinary survey of the subject available
    • Written by the world's leading experts in the field, and incorporating the most recent developments in the study of child language
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    Product details

    • Edition: 2nd Edition
    • Date Published: November 2015
    • format: Hardback
    • isbn: 9781107087323
    • length: 1037 pages
    • dimensions: 254 x 176 x 51 mm
    • weight: 2.16kg
    • contains: 29 b/w illus. 11 tables
    • availability: In stock
  • Table of Contents

    List of figures
    List of tables
    List of contributors
    Acknowledgements
    1. Introduction: perspectives on child language Letitia R. Naigles and Edith L. Bavin
    Part I. Theoretical and Methodological Approaches:
    2. Innateness and learnability Virginia Valian
    3. Statistical learning Erik Thiessen and Lucy Erickson
    4. Neurocognition of language development Angela D. Friederici and Michael A. Skeide
    5. The usage-based theory of language acquisition Michael Tomasello
    6. Crosslinguistic approaches to language acquisition Sabine Stoll
    Part II. Early Developments:
    7. Speech perception Suzanne Curtin and Stephanie Archer
    8. Crosslinguistic perspectives on segmentation and categorization in early language acquisition Barbara Höhle
    9. From gesture to word Susan Goldin-Meadow
    Part III. Phonology, Morphology and Syntax:
    10. Babbling and words: a dynamic systems perspective on phonological development Marilyn M. Vihman, Rory A. DePaolis and Tamar Keren-Portnoy
    11. The acquisition of prosodic phonology and morphology Katherine Demuth
    12. The acquisition of grammatical categories Heike Behrens
    13. Verb argument structure Shanley E. M. Allen
    14. The first language acquisition of complex sentences Barbara Lust, Claire Foley ‎and Cristina D. Dye
    15. The morphosyntax interface Kamil Ud Deen
    Part IV. Semantics, Pragmatics and Discourse:
    16. Lexical meaning Eve V. Clark
    17. The acquisition of words Susan A. Graham, Valerie San Juan and Ena Vukatana
    18. Sentence scope Stephen Crain
    19. Sentence processing Jesse Snedeker and Yi Ting Huang
    20. Pragmatic development Judith Becker Bryant
    21. Language development beyond the sentence Ruth Berman
    Part V. Varieties of Development:
    22. Language development in bilingual children Erika Hoff
    23. Sign language acquisition studies Diane Lillo-Martin
    24. Children with specific language impairment (SLI) J. Bruce Tomblin
    25. Language symptoms and their possible sources of specific language impairment Laurence B. ‎Leonard
    26. Processing deficits in children with language impairments Lisa M. D. Archibald and Nicolette B. Noonan
    27. Language development in genetic disorders Fiona M. Richardson and Michael S. C. Thomas
    28. Language development in children with Williams syndrome: genes, modularity, and the importance of development Shevaun Lewis and Barbara Landau
    29. Language in children with autism spectrum disorders Letitia Naigles and Iris Chin
    Part VI. Reading:
    30. Precursors to reading: phonological awareness and letter knowledge Eva Marinus and Anne Castles
    31. Reading disorders Fiona J. Duff and Margaret J. Snowling
    32. Predictors of reading skills across languages Heikki ‎Lyytinen, Hua Shu and Ulla Richardson
    33. Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits Katherine Swett, Stephen Bailey, Angela Sefcik and Laurie Cutting
    34. The development of reading comprehension skill: processing and memory Julie A. Van Dyke and Nicole Landi
    References
    Index.

  • Editors

    Edith L. Bavin, La Trobe University, Victoria
    Edith L. Bavin is Professor in the School of Psychological Science at La Trobe University, Australia.

    Letitia R. Naigles, University of Connecticut
    Letitia R. Naigles is Professor in Psychology at the University of Connecticut.

    Contributors

    Letitia R. Naigles, Edith L. Bavin, Virginia Valian, Erik Thiessen, Lucy Erickson, Angela D. Friederici, Michael A. Skeide, Michael Tomasello, Sabine Stoll, Suzanne Curtin, Stephanie Archer, Barbara Höhle, Susan Goldin-Meadow, Marilyn M. Vihman, Rory A. DePaolis, Tamar Keren-Portnoy, Katherine Demuth, Heike Behrens, Shanley E. M. Allen, Barbara Lust, Claire Foley, Cristina D. Dye, Kamil Ud Deen, Eve V. Clark, Susan A. Graham, Valerie San Juan, Ena Vukatana, Stephen Crain, Jesse Snedeker, Yi Ting Huang, Judith Becker Bryant, Ruth Berman, Erika Hoff, Diane Lillo-Martin, J. Bruce Tomblin, Laurence B. Leonard, Lisa M. D. Archibald, Nicolette B. Noonan, Fiona M. Richardson, Michael S. C. Thomas, Shevaun Lewis and Barbara Landau, Iris Chin, Eva Marinus, Anne Castles, Fiona J. Duff, Margaret J. Snowling, Heikki Lyytinen, Hua Shu, Ulla Richardson, Katherine Swett, Stephen Bailey, Angela Sefcik, Laurie Cutting, Julie A. Van Dyke, Nicole Landi

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