Please enable cookies in your browser to get the full Trove experience. Skip to content Skip to search. Language English View all editions Prev Next edition 5 of 7. Other Authors Bishop, D. Dorothy V. Bishop, Dorothy D Phil.
Mogford-Bevan, Kay. Physical Description x, p. Subjects Language disorders -- Prevention and control. Language development. Language acquisition.
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Children with disabilities -- Language. Language Development. Contents Includes indexes. Notes Originally published: Edinburgh : Churchill Livingstone, Includes bibliographical references p. View online Borrow Buy Freely available Show 0 more links Students will be able to consider how different linguistic components affect each other; Students will be able to understand the difference between atypical language development and atypical language acquired once development is complete; Students will be able to assess the extent to which theoretical and empirical work on atypical linguistic development inform each other; Students will be able to analyse transcripts from a variety of corpora in order to identify typical characteristics of specific disorders; Students will be able to understand the results of social, cognitive and linguistic tests againat which subjects' capabilities are measured e.
Pre-requisites None. Restrictions None. Overview Details Method of assessment Indicative reading Learning outcomes. Overview During this course, students focus on a set of case studies e. Language abilities in Autistic Spectrum Disorders, Specific Language Impairment and Down Syndrome; The Aphasias; Sign Language , which provide novel insights into ongoing questions within language acquisition research.
Early non-verbal cognition may be less dependent on language development because this knowledge is encapsulated in a modular way. Observation of the world may trigger the maturation of this knowledge in the absence of formal language. Early development of physical relationships force, contact etc for example may develop without need for language. We think this is the case because very young children 3 - 6 months exhibit this knowledge.
Language deprivation can result in impairments of higher level cognition.
Pre-verbal representation is based on correlational properties of observed object relations and causal events. Later higher cognitive processes are reliant on this system. Language allows the child to develop an extremely rich set of semantic representations for interpreting the world. The grammar enables the child to act on the world in an active way thus discovering more unseen knowledge. Concept — Meaning — Grammar.
Language Development in Exceptional Circumstances
The link between a concept and its linguistic expression is not straightforward. Information in the syntax can lead you to the meaning of the words as well as understanding something of the action pour or fill leads you to refine your linguistic knowledge. Some abilities crucially linked to language exposure:.
Evidence comes from cases where language fails to be acquired Lane , Curtiss , More evidence comes from neural development e. Critical period for language segmentation pre-natal to 3 years. Children are particularly sensitive to patterns in the structure of language spoken and signed early on in their development. Thus sensitivity wanes over time. There may be an apparent Cognitive readiness Language module , which allows children to filter and sort language information by sampling strategies due to expectations of how language is structured.
This sensitivity also decreases with age.
In the early years children are set up to learning about intention and mental states — Social Cognition and Mind-reading are crucially dependent on language both language structures as well as meanings of internal state languages. The development of an appreciation of others is tied to experience of humans acting and interacting and a mapping of appropriate language to these events.
The deficits that may be caused because of early deprivation may be long lasting even when children acquire language later. These may be language difficulties in syntax, phonological processing but also social cognition problems may be due to early missed opportunities. Studies that compare children exposed to signed language with their hearing peers with other factors matched find differences in cognitive abilities generally disappear.
The signing children out-perform the hearing children on certain aspects.