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Pragmatics, as a part of linguistic competence, can be defined as the ability of a person to use language across different social contexts. In the last two decades the study of the development and use of pragmatic language skills in children with intellectual disabilities has known a remarkable growth. Pragmatic abilities of this population are an interesting study area because of their connection to cognition, social skills, functional everyday communication and quality of life. Some genetic syndromes place children at risk to develop a pragmatic language impairment. This study focuses on two microdeletion syndromes: Williams syndrome (7q11.23) and 22q11.2 deletion syndrome (22q11.2 DS).Although both syndromes show distinctive neuropsychological and behavioral profiles, both groups seem to have difficulties with certain receptive and expressive pragmatic language skills. Until present research on their pragmatic disabilities is rather fragmentary and mostly based on observations or anecdotal descriptions.The first aim of this study is to delineate a broader pragmatic language profile by means of conversation analysis, narrative assessment and referential communication tasks. Secondly we want to describe the relationship between language structure, language content and language use by comparing the pragmatic language results with standardized language measurements. We also connect the language profiles to cognitive profiles in the framework of the Cattell-Horn-Carroll model. We provide cross-sectional comparisons between the two syndromes, children with a mild to moderate intellectual disability (mixed etiology), children with a mild to moderate intellectual disability and comorbid autism spectrum disorder and a group of normal developing children. Finally a follow-up study will give us information on changes in the language and cognitive profiles through childhood . This allows us to give advice that better meets the needs of the child to parents, caregivers, teachers and speech and language pathologist at any moment in the development.

Academic collection --- #KVHB:Pragmatiek --- #KVHB:Taalstoornissen; kinderen --- pragmatiek --- taalstoornissen --- logopedie --- Theses

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Pragmatics --- Social interaction --- Pragmatics. --- Social interaction. --- Philology & Linguistics --- Languages & Literatures --- #SBIB:309H511 --- #KVHA:Taalkunde --- #KVHA:Pragmatiek --- #KVHA:Conversatieanalyse --- #KVHA:Interactie --- 801.56 --- Verbale communicatie: algemene pragmatiek, stilistiek en teksttheorie, discoursanalyse --- Syntaxis. Semantiek --- Pragmatiek en sociale interactie --- Pragmatiek --- 801.56 Syntaxis. Semantiek --- Pragmatiek en sociale interactie. --- Pragmatiek. --- Pragmalinguistics --- Human interaction --- Interaction, Social --- Symbolic interaction --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Exchange theory (Sociology) --- Psychology --- Social psychology --- Philosophy

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Psycholinguistics --- Pragmatics --- Cognition --- Linguistics --- Philology & Linguistics --- Languages & Literatures --- #SBIB:309H511 --- #KVHA:Taalkunde --- #KVHA:Cognitieve linguïstiek --- #KVHA:Taalpragmatiek --- 801.56 --- Linguistic science --- Science of language --- Language and languages --- Psychology --- Pragmalinguistics --- General semantics --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Verbale communicatie: algemene pragmatiek, stilistiek en teksttheorie, discoursanalyse --- Syntaxis. Semantiek --- Philosophy --- Pragmatiek en cognitie --- Pragmatiek --- 801.56 Syntaxis. Semantiek --- Pragmatiek en cognitie. --- Pragmatiek. --- #KVHA:Cognitieve linguïstiek --- Pragmatics - Handbooks, manuals, etc. --- Cognition - Handbooks, manuals, etc. --- Linguistics - Handbooks, manuals, etc.

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Questions about the exact nature of linguistic as opposed to non-linguistic knowledge have been asked for as long as humans have studied language, be it as linguists, philosophers, psychologists, language teachers, semioticians or cognitive scientists. This distinction has been maintained and defended by some, attacked and abandoned by others. Through specially commissioned papers for this, the fifth volume in the Current Research in Semantics/Pragmatics Interface series, contributors argue both for and against the distinction between lexical knowledge and encyclopedic knowledge and debate how it should be drawn.

Lexicology. Semantics --- Pragmatics --- Lexicale en encyclopedische kennis. --- Pragmatiek. --- Semantiek. --- 801.3 --- 801.3 Lexicografie. Woordenboeken --- Lexicografie. Woordenboeken --- Knowledge, Theory of --- Lexicology --- English language --- Language and languages --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Lexicologie. Semantiek --- Pragmatiek --- Knowledge, Theory of. --- Lexicology.

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Goed leren lezen en aansluitend goed begrijpend lezen is een belangrijk aandachtspunt in het basisonderwijs. Kinderen die hiermee problemen hebben, moeten in de eerste plaats op de juiste wijze gediagnosticeerd worden. Tot nu toe was er echter geen enkele test volledig geschikt. De Vlaamse Test Begrijpend Lezen focust op Vlaanderen met 'Vlaamse' verhaaltjes en bijhorende 'Vlaamse' vragenlijstjes. De testmethode is gefundeerd op jarenlang onderzoek en werd ook uitgebreid getest. VTBL werd niet ontwikkeld voor klassikaal gebruik, maar is eerder bedoeld voor een individuele aanpak zoals bij logopedisten of psychologen.

Psycholinguistics --- screening --- taalstoornissen --- baby's --- communicatievaardigheden --- peuters --- #KVHB:Testotheek LA --- #KVHB:Pragmatiek --- #KVHB:Test; pragmatiek --- logopedie --- testmateriaal --- 111540.jpg --- Communicatie ; kinderen --- Leerstoornissen ; kinderen --- Schoolbooks - Didactic material --- Contains audio-visual material