|
|
|
|
| LEADER |
07508nam a22004813i 4500 |
| 001 |
EBC6385897 |
| 003 |
MiAaPQ |
| 005 |
20231204023215.0 |
| 006 |
m o d | |
| 007 |
cr cnu|||||||| |
| 008 |
231204s2019 xx o ||||0 eng d |
| 020 |
|
|
|a 9789027262493
|q (electronic bk.)
|
| 020 |
|
|
|z 9789027203212
|
| 035 |
|
|
|a (MiAaPQ)EBC6385897
|
| 035 |
|
|
|a (Au-PeEL)EBL6385897
|
| 035 |
|
|
|a (OCoLC)1091236875
|
| 040 |
|
|
|a MiAaPQ
|b eng
|e rda
|e pn
|c MiAaPQ
|d MiAaPQ
|
| 050 |
|
4 |
|a RC423
|
| 082 |
0 |
|
|a 616.85/5
|
| 100 |
1 |
|
|a Aguilar-Mediavilla, Eva.
|
| 245 |
1 |
0 |
|a Atypical Language Development in Romance Languages.
|
| 250 |
|
|
|a 1st ed.
|
| 264 |
|
1 |
|a Amsterdam/Philadelphia :
|b John Benjamins Publishing Company,
|c 2019.
|
| 264 |
|
4 |
|c ©2019.
|
| 300 |
|
|
|a 1 online resource (265 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 505 |
0 |
|
|a Intro -- Atypical Language Development in Romance Languages -- Title page -- Copyright page -- Table of contents -- Introduction to atypical language development in romance languages -- Introduction -- Typical language acquisition in Romance languages -- Atypical language development -- Preterm children -- Specific Language Impairment -- Deaf children -- Genetic syndromes -- Conclusions -- Acknowledgements -- References -- Part I. Preterm children -- Neuroconstructivism to understand the effect of very preterm birth on language and literacy -- Rethinking preterm birth with the neuroconstructivist approach -- Effects of preterm birth on communication and language development -- Acquisition and consolidation of literacy -- Interventions -- Conclusions -- References -- Prematurity, executive functions and language -- Introduction -- Method -- Participants -- Instruments -- Procedure -- Analyses performed -- Results -- Discussion -- Conclusions -- References -- Risk for language delay in healthy preterm and full-term children -- Introduction -- Methodology -- Participants -- Measures and instruments -- Linguistic measures -- Cognitive and other contextual measures -- Procedure -- Analyses performed -- Results -- Descriptive language, cognitive and environmental measures in PR and FT children -- PR and FT children's RLD from 22 to 60 months -- Predicting RLD at 22, 30 and 60 months -- Discussion -- References -- Word segmentation and mapping in early word learning -- Introduction -- Methodology -- Participants -- Materials -- Procedure -- Measures -- Results -- Familiarization phase -- Test phase -- BSID-III measures of cognitive and language development -- Discussion -- Acknowledgments -- References -- Appendix 1. -- Part II. Specific Language Impairment.
|
| 505 |
8 |
|
|a The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment -- Overview -- Family and socioeconomic status -- Family and language development -- Risk factors associated to language difficulties -- Goals -- Methodology -- Participants -- Selection criteria -- Instruments -- Experimental task -- Procedure -- Analysis -- Results -- Interaction between clinical diagnosis of SLI and ME level -- Discussion -- Limitations -- Conclusions -- References -- A. Appendix -- Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment -- Introduction -- Figurative language and idiom understanding -- Idiom understanding in children with SLI and PLI -- Aims and hypothesis -- Methodology -- Participants -- Materials -- Language measures -- Idiom understanding tasks -- a. Verbal condition -- Visual condition -- Procedure -- Results -- I. Between-group comparisons on key and related measures -- II. Within-group comparisons between verbal and visual conditions -- III. Correlations between idiom understanding (verbal condition) and language measures -- Discussion -- Acknowledgements -- References -- Evaluation of narrative skills in language-impaired children -- Introduction -- Methodology -- Participants -- Material -- Procedure -- Measures -- Results of Study 1 -- Results of Study 2 -- Discussion -- Conclusions -- Real-time comprehension of sentences in children with SLI -- Introduction -- Experiment 1 -- Methodology -- Participants -- Procedure -- Results -- Discussion -- Experiment 2 -- Methodology -- Participants -- Materials -- Procedure -- Results -- Discussion -- Experiment 3 -- Methodology -- Participants -- Materials -- Procedure -- Results -- Discussion -- General discussion.
|
| 505 |
8 |
|
|a Appendix A. Sentences used in Experiment 1 -- Appendix B. Experimental sentences of Experiment 2 -- Appendix C. Sentences used in the Experiment 2 -- References -- Part III. Deafness -- Emotion recognition skills in children with hearing loss -- Introduction -- Deficits in emotion recognition in children with hearing loss -- Language and emotion recognition in children with hearing loss -- Methodology -- Participants -- Materials -- Procedure -- Results -- Descriptive statistics -- Correlations between emotion recognition and language -- Predictors of emotion recognition -- Discussion -- Acknowledgements -- References -- Executive functions and eye fixations in children with Cochlear Implant -- Introduction -- Methodology -- Participants -- Materials -- Procedure -- Data Analysis -- Results -- Language -- Executive Functions -- Visual Fixation Patterns -- Discussion -- References -- Genetic syndromes with intellectual disabilities -- The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome -- Introduction -- Lexical-grammatical relationships in children with Down Syndrome (DS) -- Method -- Participants -- Instruments -- Procedure -- Data analysis -- Results -- Associations between vocabulary and grammar -- Vocabulary composition and vocabulary levels -- Grammatical word types relationships to grammatical structures in Group 2 -- Discussion -- Acknowledgments -- References -- Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome -- Introduction -- Methodology -- Participants -- Procedure -- Results -- Discussion -- Conclusions -- References -- Evaluative language and component structure of oral narratives in Williams Syndrome -- Introduction -- Method -- Participants -- Procedure and coding -- Results -- Narrative structure.
|
| 505 |
8 |
|
|a Narrative evaluation: Evaluative expressions -- Narrative evaluation: Evidential markers -- Discussion and conclusions -- References -- Index.
|
| 520 |
|
|
|a This book presents a range of ongoing studies on atypical language development in Romance languages.
|
| 588 |
|
|
|a Description based on publisher supplied metadata and other sources.
|
| 590 |
|
|
|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
|
| 655 |
|
4 |
|a Electronic books.
|
| 700 |
1 |
|
|a Buil-Legaz, Lucía.
|
| 700 |
1 |
|
|a López-Penadés, Raúl.
|
| 700 |
1 |
|
|a Sanchez-Azanza, Victor A.
|
| 700 |
1 |
|
|a Adrover-Roig, Daniel.
|
| 776 |
0 |
8 |
|i Print version:
|a Aguilar-Mediavilla, Eva
|t Atypical Language Development in Romance Languages
|d Amsterdam/Philadelphia : John Benjamins Publishing Company,c2019
|z 9789027203212
|
| 797 |
2 |
|
|a ProQuest (Firm)
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6385897
|z Click to View
|
