Language and Cognitive Processes in Developmental Disorders

Cognition , 48 , 21-69 . Prasada , S. , & Pinker , S. ( 1993 ) . Similarity - based and rule - based generalizations in inflectional morphology . Language and Cognitive Processes , 8 , 1-56 . Renfrew , C. ( 1988 ) .

Author: Dorothy Bishop

Publisher: Psychology Press

ISBN: 1841699101

Category: Psychology

Page: 236

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This collection of papers by leading psychologists includes ground-breaking research on the similarities between SLI and autism, plus other studies at the cutting edge of the field of language impairment and developmental disorders.

Nonverbal Perceptual and Cognitive Processes in Children With Language Disorders

Child language and cognition: Contemporary issues. ... In J.Gottlieb & S.Strichart (Eds.), Developmental theory and research in learning disabilities (pp. 80–107). ... II: Cognitive processes and performance.

Author: Walter Bischofberger

Publisher: Psychology Press

ISBN: 9781135670207

Category: Language Arts & Disciplines

Page: 328

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A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful. All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

Handbook of Early Intervention for Autism Spectrum Disorders

Autism and developmental receptive language disorder-A follow-up comparison in early adult life. ... Language and Cognitive Processes, Language and Cognitive Processes in Developmental Disorders, 16(2-3), 287–308.

Author: Jonathan Tarbox

Publisher: Springer Science & Business Media

ISBN: 9781493904013

Category: Psychology

Page: 653

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Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.

Psychology of Reading

Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders. Language and Cognitive Processes [Special Issue: Language and Cognitive Processes in Developmental ...

Author: Keith Rayner

Publisher: Psychology Press

ISBN: 9781136579684

Category: Psychology

Page: 486

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Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading. Psychology of Reading, 2nd Edition, is essential reading for undergraduates, graduates, and researchers in cognitive psychology and could be used as a core textbook on courses on the psychology of reading and related topics. In addition, the clear writing style makes the book accessible to people without a background in psychology but who have a personal or professional interest in the process of reading.

Atypical Cognitive Deficits in Developmental Disorders

patterns in the language studies raise the hypothesis that early sensory processing within the auditory modality influences the operation of language-relevant systems within that modality only. Finally, the abnormal pattern of ...

Author: Sarah H. Broman

Publisher: Psychology Press

ISBN: 9781317782179

Category: Psychology

Page: 360

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This volume is based on a conference held to examine what is known about cognitive behaviors and brain structure and function in three syndromes and to evaluate the usefulness of such models. The goal of this endeavor is to add to the knowledge base of cognitive neuroscience within a developmental framework. Most of what is known about the neurological basis of cognitive function in humans has been learned from studies of central nervous system trauma or disease in adults. Certain neurodevelopmental disorders affect the central nervous system in unique ways by producing specific as opposed to generalized cognitive deficit. Studies of these disorders using neurobiological and behavioral techniques can yield new insights into the localization of cognitive function and the developmental course of atypical cognitive profiles. The focus of this book is a discussion of the multidisciplinary research findings from studies of autism, and Williams and Turner syndromes. The approaches, methods, techniques, and findings reported are at the cutting edge of neuroscience research on complex behavior patterns and their neural substrates. Each disorder is accompanied by some degree of general cognitive impairment or mental retardation. Of greater interest are the atypical deficits in which a cognitive function is spared, such as language in Williams syndrome, or is disproportionately depressed as are spatial discrimination skills and visual-motor coordination in Turner syndrome. Drastically reduced or seemingly absent language capabilities and little interaction with other people characterize the core autism syndrome. A comprehensive and critical discussion of appropriate statistical techniques is made vivid by examples given from studies of small groups or single subjects in neurolinguistics and related fields.

The MIT Encyclopedia of Communication Disorders

Impairments of syntactic tense in a familial language disorder . ... Some notes on linguistic theory and language development : The case of root infinitives . ... Language and cognitive processes in developmental disorders .

Author: Massachusetts Institute of Technology

Publisher: MIT Press

ISBN: 0262112787

Category: Language Arts & Disciplines

Page: 644

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This volume offers almost 200 detailed entries covering the entire range of communication and speech disorders in children and adults, from basic science to clinical diagnosis. It is divided into four sections that reflect the standard categories with the field: voice, speech, language and hearing.

The Handbook of Psycholinguistic and Cognitive Processes

Chloe Marshall, PhD, is a researcher at the Centre for Developmental Language Disorders and Cognitive Neuroscience, at University College London. Her research interests include language and literacy development; developmental disorders ...

Author: Jackie Guendouzi

Publisher: Psychology Press

ISBN: 9781136945243

Category: Medical

Page: 872

View: 256

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This handbook includes an overview of those areas of cognition and language processing that are relevant to the field of communication disorders, and provides examples of theoretical approaches to problems and issues in communication disorders. The first section includes a collection of chapters that outline some of the basic considerations and areas of cognition and language that underlie communication processing; a second section explains and exemplifies some of the influential theories of psycholinguistic/cognitive processing; and the third section illustrates theoretical applications to clinical populations. There is coverage of theories that have been either seminal or controversial in the research of communication disorders. Given the increasing multi-cultural workload of many practitioners working with clinical populations, chapters relating to bilingual populations are also included. The volume book provides a single interdisciplinary source where researchers and students can access information on psycholinguistic and cognitive processing theories relevant to clinical populations. A range of theories, models, and perspectives are provided. The range of topics and issues illustrate the relevance of a dynamic interaction between theoretical and applied work, and retains the complexity of psycholinguistic and cognitive theory for readers (both researchers and graduate students) whose primary interest is the field of communication disorders.

Developmental Psychopathology Risk Disorder and Adaptation

Amsterdam: Elsevier. Kjelgaard, M. M., 8: Tager-Flusberg, H. (2001). An investigation of language impairment in Autism: Implications for genetic subgroups. Language and Cognitive Processes in Developmental Disorders, 16, 287-308.

Author: Dante Cicchetti

Publisher: John Wiley & Sons

ISBN: 9780470050064

Category: Psychology

Page: 960

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Developmental Psychopathology, Volume 3, Risk, Disorder, and Adaptation provides a life span developmental perspective on "high-risk" conditions and mental disorders. Moreover, it examines developmental pathways to resilient adaptation in the face of adversity.

Communication in Autism

Language and Cognitive Processes. Special Issue: Language and Cognitive Processes in Developmental Disorders, 16(2–3), 287–308. Lee, L. (1974). Developmental Sentence Analysis. Evanston, IL: Northwestern University Press.

Author: Joanne Arciuli

Publisher: John Benjamins Publishing Company

ISBN: 9789027270320

Category: Language Arts & Disciplines

Page: 275

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Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).

Developmental Disorders and Interventions

Causal modelling a structural approach to developmental psychopathology. In D. Cicchetti & D. J. Cohen ... International Journal of Language & Communication Disorders, 41, 335–354. ... Language and Cognitive Processes, 16, 241–259.

Author:

Publisher: Academic Press

ISBN: 0080885446

Category: Medical

Page: 286

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Volume 39 of the Advances in Child Development and Behavior series is concerned with Developmental Disorders and Interventions. This volume provides an overview of contemporary research into cognitive, neurodevelopmental and genetic disorders of learning. The social, emotional and cognitive functioning of children with William’s syndrome, Down syndrome, Fragile X and autism, reading difficulties, mathematical difficulties and working memory problems are discussed by some of the leading researchers in the field. Within each chapter, the authors consider current interventions and methods for remediating difficulties associated with each disorder, which will be of particular interest to clinical and educational practitioners. Goes in depth to address contemporary research into neurodevelopmental and genetic disorders of learning A necessary resource for both psychology researchers and students The authors are either leaders in their chosen fields or have worked in some of the leading research teams in the world This volume covers a broad range of developmental disorders of learning, from genetic disorders such as Down syndrome to cognitive problems such as poor working memory function. The focus on interventions within each chapter will be of particular interest both to academics and clinical and educational practitioners