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On the basis of a decade's work on syntactic-comprehension disorders, primarily inthe Neurolinguistics Laboratory of the Montreal Neurological Hospital, David Caplan and NancyHildebrandt present an original theory of these disturbances of language function. They suggest inthis wide-ranging study that syntactic structure breaks down after damage to the brain because ofspecific impairments in the parsing processes and a general decrease in the amount of computationalspace that can be devoted to that function.Disorders of Syntactic Comprehension includes detailedsingle-case analyses and large-group studies, as well as a broad review of the literature onaphasia. It also provides introductions to syntactic structures and parsing for the readerunfamiliar with these subjects. It develops a general framework for viewing disorders in this areaand for identifying a number of specific aspects of the breakdown of syntactic comprehension.Theauthors' richly detailed empirical linguistic database and their careful use of experimentalmaterials enable them to bring the results of their research to bear on several aspects of theoriesof syntactic structure (Chomsky's theory) and parsing (the Berwick-Weinberg parser) and to use thesetheories to describe and explain aphasic phenomena. Moreover, the combination of population andgroup studies allows them to investigate the neurological basis of syntactic disorders in additionto the psychological and linguistic aspects.David N. Caplan is Associate Professor of Neurology andLinguistics at McGill University. Nancy Hildebrandt is in the Neurolinguistics Laboratory at theMassachusetts General Hospital. Disorders of Syntactic Comprehension is included in the seriesIssues in the Biology of Language and Cognition, edited by John C. Marshall.
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten.
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
The Handbook of Adult Language Disorders is the essential guide to the scientific and clinical tenets of aphasia study and treatment. It focuses on how language breaks down after focal brain damage, what patterns of impairment reveal about normal language, and how recovery can be optimally facilitated. It is unique in that it reviews studies from the major disciplines in which aphasia research is conducted—cognitive neuropsychology, linguistics, neurology, neuroimaging, and speech-language pathology—as they apply to each topic of language. For each language domain, there are chapters devoted to theory and models of the language task, the neural basis of the language task (focusing on recent neuroimaging studies) and clinical diagnosis and treatment of impairments in that domain. In addition, there is broad coverage of approaches to investigation and treatment from leading experts, with several authors specializing in two or more disciplines. This second edition focuses on characterizing the cognitive and neural processes that account for each variant of aphasia as a first step toward developing effective rehabilitation, given that aphasia is one of the most common and disabling consequences of stroke. The best and most authoritative handbook in the field, The Handbook of Adult Language Disorders is the definitive reference for clinicians and researchers working in the scientific investigation of aphasia.
The German language offers a variety of possibilities for asking and answering new questions in psycholinguistic sentence comprehension research. The collection of papers in this volume contributes to the increasingly relevant crosslinguistic comparison of mechanisms of human sentence processing. The topics covered are incremental structure assembly, on-line ambiguity resolution, and phonological, contextual, and working memory aspects of reanalysis. The new theoretical and experimental insights presented in this volume should be of great interest to linguists and psychologists working on human language comprehension. The introductory information provided by the authors makes the volume easily accessible to advanced students.
Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.
From a contemporary perspective, Classic Cases in Neuropsychology, Volume II reviews important and significant cases described in historical and modern literature where brain damage has been sustained. The single case study has always been of central importance to the discipline of neuropsychology. Cognitive neuropsychology and cognitive neurolinguistics search for universal structures in thought processes, and single patients are an important means to that end. The role of the single case study in the historical development of the field and its increasing contribution to contemporary work is therefore recognised as crucial. This follow-up to the successful Classic Cases in Neuropsychology (1996) brings together more of the important case investigations which have shaped the way we think about the relationships between brain, behaviour and cognition. The book includes cases from the rich history of neuropsychology as well as important contemporary case studies in the fields of memory, language and perception. Some of the cases described are rare, some are seminal in the field, many were the first of their type to be described and gave rise to new theories, and some are still controversial. As in the first volume, each chapter highlights the relevance of the case to the development of neuropsychology and discusses the theoretical implication of the findings. Classic Cases in Neuropsychology, Volume II will be essential reading for students and researchers alike in the fields of neuropsychology and neuroscience. It will also be of interest to speech and language pathologists, therapists and clinicians in this area.
This Handbook represents the development of research and the current level of knowledge in the fields of syntactic theory and syntax analysis. Syntax can look back to a long tradition. Especially in the last 50 years, however, the interaction between syntactic theory and syntactic analysis has led to a rapid increase in analyses and theoretical suggestions. This second edition of the Handbook on Syntax adopts a unifying perspective and therefore does not place the division of syntactic theory into several schools to the fore, but the increase in knowledge resulting from the fruitful argumentations between syntactic analysis and syntactic theory. It uses selected phenomena of individual languages and their cross-linguistic realizations to explain what syntactic analyses can do and at the same time to show in what respects syntactic theories differ from each other. It investigates how syntax is related to neighbouring disciplines and investigate the role of the interfaces especially the relationship between syntax and phonology, morphology, compositional semantics, pragmatics, and the lexicon. The phenomena chosen bring together renowned experts in syntax, and represent the consensus reached as to what has to be considered as an important as well as illustrative syntactic phenomenon. The phenomena discuss do not only serve to show syntactic analyses, but also to compare theoretical approaches with each other.
Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.