New PDF release: Understanding Children with Language Problems (Cambridge

New PDF release: Understanding Children with Language Problems (Cambridge

By Shula Chiat

A few teenagers can listen and will converse, but have difficulty knowing or generating utterances. during this obtainable advent to the learn of kid's language problems, Shula Chiat explores the obstacles that lie in the back of their fight. the individuality of this e-book lies in its concentrate on person young ones, the vast and interesting examples that illustrate their difficulties, and the step by step look for the resource of these difficulties. This publication might be welcomed by way of scholars of linguistics, language improvement and language problems; lecturers of language-impaired childrens; and speech and language therapists.

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Extra info for Understanding Children with Language Problems (Cambridge Approaches to Linguistics)

Example text

The child’s road to words 21 It has also been observed that children start out with what have been identified as basic-level terms (see Markman 1989 for a review of the evidence). These terms pick out categories which lie between the very specific and the very general, ‘dog’ for example being a basic-level term relative to the more specific ‘spaniel’ and the more general ‘animal’. These are, of course, the terms that adults most typically select when talking to children (Brown 1958). We are much more likely to label the thing in the garage as a ‘car’ than as a ‘hatchback’ at one extreme or a ‘vehicle’ at the other.

Take it off Oh, it’s broken There In these positions, they are most likely to carry the greatest stress The child’s road to words 27 in the utterance. So, it looks as if children are initially picking out words which are themselves stressed and which are likely to be the most stressed word in utterances they hear. This opens up the possibility that children are sensitised to stress, and that stress serves as a cue to key phonological units. If they home in on the most prominent part of the utterance, and treat this as the start of a word unit, they will successfully break into the stream of speech and segment their first words.

Suppose the child’s difficulties lie in semantics, or the connection between semantics and phonology. Such a child may have difficulty deciding whether carrot or tarrot are right for the picture, even if he knows that carrot is a word while tarrot is not. This knowledge might show up on a purely phonological judgement task, and be obscured once meaning is introduced. From phonology to semantics: word-to-picture matching tasks Making the leap from phonology to semantics might be seen as the key stage of word processing.

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