Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In jeder Klassifikation von Wortarten werden Nomen und Verben als grundlegende Einheiten unterschieden. Nomen und Verben können außerdem als kognitive Kategorien aufgefasst werden, die eine wesentliche Rolle im Sprachverarbeitungsprozess spielen. Wie wirkt sich die Distinktion zwischen Objekt- und Handlungsbegriffen auf psycholinguistische Prozesse wie Verarbeitung, Erwerb und Störbarkeit aus? Zu dieser Frage werden Experimente zur Wortverarbeitung bei Erwachsenen sowie sprachvergleichende empirische Studien zum Benennen und Verstehen von Nomen und Verben bei deutschen, koreanischen, türkischen und englischen Kindern präsentiert. Außerdem wird die Störbarkeit der Kategorien bei Aphasien und Sprachentwicklungsstörungen untersucht. Kategoriespezifische Unterschiede im Erwerb und in der Verarbeitung weisen darauf hin, dass die Wortart psycholinguistische Prozesse maßgeblich beeinflusst. Der Unterschied zwischen Nomen und Verben kann nicht auf ein einzelnes Kriterium reduziert werden, sondern resultiert aus einer sprachspezifischen, wortarttypischen Bündelung verschiedener Faktoren. Anhand der Ergebnisse wird der Status von Wortarten in der menschlichen Kognition diskutiert. Die crosslinguistischen Befunde tragen zur aktuellen Debatte um universale Muster gegenüber einzelsprachspezifischen Merkmalen im Spracherwerb bei.

Grammar, Comparative and general --- Noun. --- Verb. --- Verb --- Noun --- Verb phrase --- Verbals --- Reflexives --- Nominals --- Linguistics --- Philology --- Child. --- Language Acquisition. --- Language Development Disorder. --- Language Development. --- Language Psychology. --- Multilingualism.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book explores an understudied area of language development in autism - namely, how children with autism learn the meaning of verbs. The key feature is a profile of verb acquisition in autism derived from qualitative analysis of the conversational language of ten children with autism. Douglas examines whether this profile is typical or atypical compared with verb learning in neurotypical children. Verb use is central to linguistic development, and the ability of children with autism to develop and use verb categories is of interest, because verbs also encode information about the number and type of participants and the temporal location of the activity/event. Moreover, the acquisition of verb meanings is often dependent on other cognitive skills, such as the recognition that human beings have beliefs and desires which motivate their actions. All these are areas which are widely considered problematic for children with autism and continue to generate much discussion among researchers and clinicians. This investigation is among the first studies of its type, offering new insights into the process of language acquisition in autism.

Language acquisition. --- Language disorders. --- Autism in children. --- Autistic disorder --- Childhood autism --- Early infantile autism --- Infantile autism --- Kanner syndrome --- Kanner's syndrome --- Autism spectrum disorders in children --- Dysphasia --- Communicative disorders --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Psycholinguistics --- Acquisition --- Autism. --- Language Development. --- Semantics. --- Social Cognition. --- Syntax. --- Verbs.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Research on spontaneous language acquisition both in children learning their mother tongue and in adults learning a second language has shown that language development proceeds in a stagewise manner. Learner utterances are accounted for in terms of so-called 'learner languages'. Learner languages of both children and adults are language systems that are initially rather simple. The present monograph shows how these learner languages develop both in child L1 and in adult L2 Dutch. At the initial stage of both L1 and L2 Dutch, learner systems are lexical systems. This means that utterance structure is determined by the lexical projection of a predicate-argument structure, while the functional properties of the target language are absent. At some point in acquisition, this lexical-semantic system develops into a target-like system. With this target-like system, learners have reached a stage at which their language system has the morpho-syntactic features to express the functional properties of finiteness and topicality. Evidence of this is word order variation and the use of linguistic elements such as auxiliaries, tense, and agreement markers and determiners. Looking at this process of language acquisition from a functional point of view, the author focuses on questions such as the following. What is the driving force behind the process that causes learners to give up a simple lexical-semantic system in favour of a functional-pragmatic one? What is the added value of linguistic features such as the morpho-syntactic properties of inflection, word order variation, and definiteness?

Language acquisition. --- Language acquisition --- Languages & Literatures --- Philology & Linguistics --- Psycholinguistics --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Acquisition --- Interpersonal communication in children --- Finiteness. --- Learner Languages. --- Psycholinguistics. --- Second Language Acquisition.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

A growing number of studies have begun to examine the influence of language-specific factors on language acquisition. During language acquisition, German children from six years on use structures that are similar to those of adults in their language group and also encode all semantic components from an early age. In striking contrast, French children up to ten years have difficulties producing some of the complex structures that are necessary for the simultaneous expression of several semantic components. Nonetheless, in addition to these striking cross-linguistic differences, the results of

Lexicology. Semantics --- Psycholinguistics --- French language --- German language --- Education, Bilingual -- United States. --- English language -- Study and teaching -- Foreign speakers. --- Language arts. --- Language acquisition --- Semantics, Comparative --- English language --- Education, Bilingual --- Languages & Literatures --- Philology & Linguistics --- Acquisition --- Study and teaching --- Foreign speakers --- Language acquisition. --- Acquisition of language --- Developmental linguistics --- Developmental psycholinguistics --- Language and languages --- Language development in children --- Psycholinguistics, Developmental --- Interpersonal communication in children --- Child Language Development. --- French. --- German. --- Language Acquisition. --- Semantics.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Taalontwikkelingsstoornissen zijn zeer heterogeen, zowel in de verschijningsvormen als wat betreft de ernst en de oorzaken. Bij de specifieke taalontwikkelingsstoornissen is op het eerste zicht voldaan aan alle voorwaarden om tot een normale taalontwikkeling te komen, maar komt het taalverwervingsproces toch niet of onvoldoende op gang. Niet-specifieke taalstoornissen daarentegen zijn het gevolg van of hangen samen met problemen op andere gebieden, zoals gehoorstoornissen, autisme of verstandelijke beperkingen. Er zijn ook kinderen die door factoren als ziekte, meertalige opvoedingssituatie of verwaarlozing een verhoogd risico lopen op de ontwikkeling van taalproblemen. Verder komt in dit boek de diagnostiek van taalontwikkelingstoornissen ruim aan bod. Zowel multidisciplinaire diagnostiek als specifiek taalonderzoek worden gedetailleerd beschreven. Het laatste deel van het boek handelt over de indirecte en directe behandeling van taalontwikkelingsstoornissen. Hierbij wordt ook aandacht besteed aan therapie-effectmeetingen.https://www.standaardboekhandel.be/p/taalontwikkelingsstoornissen-9789044129540

#KVHB:Taalontwikkeling --- #KVHB:Taalstoornissen --- #KVHA:Taalkunde --- #KVHA:Taalontwikkeling --- taalontwikkeling --- taalontwikkelingsstoornissen --- 463.4 --- Academic collection --- Spraak- en taalgebrekkigen --- Language disorders in children --- Diagnosis --- Treatment --- Language development disorders --- Taalproblemen --- Kinderen --- Taalverwerving --- Diagnostiek --- Behandeling --- Taalstoornissen --- Taalontwikkelingsstoornissen --- Cursus bachelor in de Logopedie --- taalverwervingsproces --- LESS --- Taalprobleem --- Kind --- Diagnose --- Jeugd --- Media --- Ontwikkelingsstoornis --- Fysiotherapie --- Oorzaak --- Taalstoornis --- Taalontwikkelingsstoornis