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Book Details
Abstract
For college students in courses with the same topic in communication disorders, psychology, and education.
A best-selling, comprehensive, easy-to-understand introduction to language development.
This best-selling introduction to language development text offers a cohesive, easy-to-understand overview of all aspects of the subject, from syntax, morphology, and semantics, to phonology and pragmatics. Each idea and concept is explained in a way that is clear to even beginning students and then reinforced with outstanding pedagogical aids such as discussion questions, chapter objectives, reflections, and main point boxed features. The book looks at how children learn to communicate in general and in English specifically, while emphasizing individual patterns of communication development. The new Ninth Edition continues the distribution of bilingual and dialectal development throughout the text; expands the discussion of children from lower-SES families, including those living in homeless shelters; makes substantial improvements in the organization and clarity of Chapter 4 on cognition and its relationship to speech and language; consolidates information on Theory of Mind in one chapter; improves readability throughout with more thorough explanations, simplification of terms, and increased use of headings and bullets; weeds out redundancies and asides to help streamline the reading; provides more child language examples throughout; and thoroughly updates the research, including the addition of several hundred new references.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | 1 | ||
| Copyright Page | 2 | ||
| Preface | 5 | ||
| Acknowledgments | 6 | ||
| Contents | 9 | ||
| 1 The Territory | 15 | ||
| This Text and You | 16 | ||
| Speech, Language, and Communication | 17 | ||
| Speech | 17 | ||
| Language | 18 | ||
| Communication | 22 | ||
| Properties of Language | 27 | ||
| Language Is a Social Tool | 27 | ||
| Language Is a Rule-Governed System | 27 | ||
| Language Is Generative | 29 | ||
| Other Properties | 29 | ||
| Components of Language | 30 | ||
| Syntax | 31 | ||
| Morphology | 32 | ||
| Phonology | 33 | ||
| Semantics | 34 | ||
| Pragmatics | 36 | ||
| Relationship of Language Components | 37 | ||
| Dialects | 39 | ||
| A Changing Demographic | 39 | ||
| Dialectal Differences | 40 | ||
| Related Factors | 41 | ||
| American English Dialects | 43 | ||
| Conclusion | 45 | ||
| Discussion | 45 | ||
| Main Points | 46 | ||
| Reflections | 46 | ||
| 2 Describing Language | 47 | ||
| Linguistic Theory | 48 | ||
| Nature Versus Nurture | 49 | ||
| Generative Approach | 49 | ||
| Interactionalist Approach | 51 | ||
| Conclusion | 55 | ||
| Language Research and Analysis | 55 | ||
| Issues in the Study of Child Language | 56 | ||
| Method of Data Collection | 56 | ||
| Sample Size and Variability | 59 | ||
| Naturalness and Representativeness of the Data | 60 | ||
| Collection Procedures | 62 | ||
| Analysis Procedures | 62 | ||
| Cross-Language Studies | 63 | ||
| Conclusion | 64 | ||
| Discussion | 64 | ||
| Main Points | 65 | ||
| Reflections | 65 | ||
| 3 Neurological Bases of Speech and Language | 66 | ||
| Central Nervous System | 67 | ||
| Neurons | 67 | ||
| Components | 67 | ||
| Brain Functions | 71 | ||
| Hemispheric Asymmetry | 71 | ||
| Brain Maturation | 72 | ||
| Language Processing | 73 | ||
| Language Comprehension | 75 | ||
| Language Production | 77 | ||
| Models of Linguistic Processing | 79 | ||
| Information Processing | 79 | ||
| Other Processing Models | 83 | ||
| The Role of Executive Function | 85 | ||
| Conclusion | 86 | ||
| Discussion | 86 | ||
| Main Points | 87 | ||
| Reflections | 87 | ||
| 4 Cognitive, Perceptual, and Motor Bases of Early Language and Speech | 88 | ||
| Neurological Development | 89 | ||
| Neuron Growth | 89 | ||
| Anatomical Specialization in Your Cortex | 89 | ||
| Turning on and Getting Organized | 90 | ||
| Early Cognitive Development | 91 | ||
| Sensation | 91 | ||
| Perception | 92 | ||
| Motor Control | 93 | ||
| Cognition | 95 | ||
| Learning | 97 | ||
| Cognition and Communication Development | 101 | ||
| Speech | 101 | ||
| Language | 110 | ||
| Role of the Caregiver | 112 | ||
| Conclusion | 113 | ||
| Discussion | 113 | ||
| Main Points | 114 | ||
| Reflections | 114 | ||
| 5 The Social and Communicative Bases of Early Language and Speech | 115 | ||
| Development of Communication: A Chronology | 117 | ||
| The Newborn | 117 | ||
| Socialization and Early Communication: Birth to 6 Months | 120 | ||
| Development of Intentionality: Age 7 to 12 Months | 122 | ||
| Maternal Communication Behaviors | 129 | ||
| Infant-Elicited Social Behavior | 131 | ||
| Cultural, Socioeconomic, and Gender Differences | 136 | ||
| Interactions between Infant and Caregiver | 138 | ||
| Joint Reference | 138 | ||
| Joint Action | 141 | ||
| Turn Taking | 144 | ||
| Protoconversations | 145 | ||
| Situational Variations | 145 | ||
| Conclusion | 146 | ||
| Discussion | 147 | ||
| Main Points | 147 | ||
| Reflections | 148 | ||
| 6 Language-Learning and Teaching Processes and Young Children | 149 | ||
| Comprehension, Production, and Cognitive Growth | 150 | ||
| Cognition and Language | 150 | ||
| Less Is More | 153 | ||
| Child Learning Strategies | 154 | ||
| Toddler Language-Learning Strategies | 154 | ||
| Preschool Language-Learning Strategies | 159 | ||
| Children’s Processes of Language Acquisition | 164 | ||
| Adult Conversational Teaching Techniques | 166 | ||
| Adult Speech to Toddlers | 166 | ||
| Adult Conversations with Preschoolers | 173 | ||
| Importance of Play | 177 | ||
| Variations on a Theme | 178 | ||
| Individual Child Differences | 178 | ||
| Cultural and Social Differences | 179 | ||
| Conclusion | 183 | ||
| Discussion | 183 | ||
| Main Points | 184 | ||
| Reflections | 184 | ||
| 7 First Words and Word Combinations in Toddler Talk | 185 | ||
| Single-Word Utterances | 189 | ||
| Pragmatics | 190 | ||
| Initial Lexicons | 196 | ||
| Meaning of Single-Word Utterances | 201 | ||
| Early Multiword Combinations | 205 | ||
| Transition: Early Word Combinations | 206 | ||
| Multiword Utterances | 207 | ||
| Phonological Learning | 210 | ||
| Auditory Maps | 210 | ||
| Articulatory Maps | 211 | ||
| Single-Word Utterance Patterns | 212 | ||
| Phonological Processes | 213 | ||
| Learning Units and Extension | 215 | ||
| Individual Differences | 215 | ||
| Bilingualism | 216 | ||
| Conclusion | 220 | ||
| Discussion | 220 | ||
| Main Points | 221 | ||
| Reflections | 221 | ||
| 8 Preschool Pragmatic and Semantic Development | 222 | ||
| Preschool Development | 223 | ||
| Pragmatic Development | 224 | ||
| The Conversational Context | 227 | ||
| Narratives | 238 | ||
| Theory of Mind | 243 | ||
| Summary | 247 | ||
| Semantic Development | 247 | ||
| Relational Terms | 250 | ||
| Conclusion | 254 | ||
| Semantic and Pragmatic Influence on Syntactic Development | 255 | ||
| Semantics | 255 | ||
| Pragmatics and Its Role in Syntactic Development | 256 | ||
| Language Development Differences and Delays | 256 | ||
| Language Development Differences | 256 | ||
| Language Development Delays | 260 | ||
| Conclusion | 261 | ||
| Discussion | 261 | ||
| Main Points | 262 | ||
| Reflections | 262 | ||
| 9 Preschool Development of Language Form | 263 | ||
| The Semantic–Syntactic Connection | 264 | ||
| Syntactic and Morphologic Development | 265 | ||
| Language Input | 266 | ||
| Patterns in Preschool Language Development | 267 | ||
| Bound Morphemes | 267 | ||
| Progressive -ing | 269 | ||
| Regular Plural -s | 270 | ||
| Possessive -’s or -s’ | 270 | ||
| Regular Past -ed | 270 | ||
| Regular Third Person Singular -s | 271 | ||
| Noun and Adjective Suffixes | 272 | ||
| Determinants of Acquisition Order | 273 | ||
| Phrase Development | 275 | ||
| Noun Phrase Development | 275 | ||
| Verb Phrase Development | 277 | ||
| Prepositional Phrase Development | 281 | ||
| Infinitive Phrase Development | 282 | ||
| Gerund Phrase Development | 283 | ||
| Sentence Development | 283 | ||
| Declarative-Sentence Form | 283 | ||
| Interrogative-Sentence Form | 286 | ||
| Imperative-Sentence Form | 290 | ||
| Negative-Sentence Form | 291 | ||
| Subordinate Clause Development | 292 | ||
| Compound Sentence Development | 295 | ||
| Summary | 297 | ||
| Phonemic and Phonologic Development | 299 | ||
| Speech-Sound Acquisition | 299 | ||
| Phonologic Processes | 302 | ||
| Dialectal Difference | 306 | ||
| Conclusion | 307 | ||
| Discussion | 307 | ||
| Main Points | 308 | ||
| Reflections | 308 | ||
| 10 Early School-Age Language Development | 309 | ||
| The Early School-Age Child | 311 | ||
| Pragmatic Development | 313 | ||
| Narratives | 313 | ||
| Conversational Abilities | 320 | ||
| Summary | 324 | ||
| Semantic Development | 324 | ||
| Vocabulary Growth | 324 | ||
| Conceptual Change | 326 | ||
| Related Cognitive Processing | 327 | ||
| Figurative Language | 328 | ||
| Syntactic and Morphologic Development | 330 | ||
| Morphologic Development | 332 | ||
| Noun- and Verb-Phrase Development | 333 | ||
| Sentence Types | 336 | ||
| Summary | 341 | ||
| Phonologic Development | 341 | ||
| Morphophonemic Development | 341 | ||
| Speech Production | 342 | ||
| Summary | 343 | ||
| Metalinguistic Abilities | 343 | ||
| Language Difference | 344 | ||
| Code Switching Development | 345 | ||
| African American English Speakers and Society | 346 | ||
| Conclusion | 347 | ||
| Discussion | 347 | ||
| Main Points | 348 | ||
| Reflections | 348 | ||
| 11 School-Age Literacy Development | 349 | ||
| The Process of Reading | 350 | ||
| Phonological Awareness | 351 | ||
| Comprehension | 352 | ||
| Reading Development | 356 | ||
| Emerging Reading | 356 | ||
| Mature Reading | 361 | ||
| The Process of Writing | 361 | ||
| Orthographic Knowledge | 362 | ||
| Spelling | 363 | ||
| Writing Development | 363 | ||
| Emerging Writing | 363 | ||
| Mature Writing | 364 | ||
| Development of Orthographic Knowledge | 364 | ||
| Spelling Development | 365 | ||
| Text Generation and Executive Function | 367 | ||
| Conclusion | 369 | ||
| Discussion | 369 | ||
| Main Points | 370 | ||
| Reflections | 370 | ||
| 12 Adolescent and Adult Language | 371 | ||
| Pragmatics | 373 | ||
| Narratives | 373 | ||
| Speaking Styles | 374 | ||
| Conversational Abilities | 375 | ||
| Gender Differences | 376 | ||
| Semantics | 379 | ||
| Word Definitions | 379 | ||
| Syntax and Morphology | 380 | ||
| Noun Phrases | 381 | ||
| Conjuncts and Disjuncts | 381 | ||
| Phonology | 382 | ||
| Acoustic-Perceptual Knowledge | 382 | ||
| Articulatory Knowledge | 383 | ||
| Social-Indexical Knowledge | 383 | ||
| Literacy | 383 | ||
| Bilingualism | 384 | ||
| Congratulations! | 385 | ||
| Conclusion | 385 | ||
| Discussion | 385 | ||
| Main Points | 385 | ||
| Reflections | 386 | ||
| Appendix A: Development Summary | 387 | ||
| Appendix B: Computing MLU | 394 | ||
| Appendix C: Background Grammar | 396 | ||
| Glossary | 401 | ||
| A | 401 | ||
| B | 401 | ||
| C | 401 | ||
| D | 402 | ||
| E | 402 | ||
| F | 403 | ||
| G | 403 | ||
| H | 403 | ||
| I | 403 | ||
| J | 404 | ||
| L | 404 | ||
| M | 404 | ||
| N | 404 | ||
| O | 404 | ||
| P | 405 | ||
| Q | 405 | ||
| R | 405 | ||
| S | 406 | ||
| T | 407 | ||
| U | 407 | ||
| V | 407 | ||
| W | 407 | ||
| References | 408 | ||
| Author Index | 445 | ||
| A | 445 | ||
| B | 445 | ||
| C | 446 | ||
| D | 446 | ||
| E | 446 | ||
| F | 446 | ||
| G | 447 | ||
| H | 447 | ||
| I | 447 | ||
| J | 447 | ||
| K | 448 | ||
| L | 448 | ||
| M | 448 | ||
| N | 449 | ||
| O | 449 | ||
| P | 449 | ||
| Q | 449 | ||
| R | 449 | ||
| S | 450 | ||
| T | 450 | ||
| U | 451 | ||
| V | 451 | ||
| W | 451 | ||
| X | 451 | ||
| Y | 451 | ||
| Z | 451 | ||
| Subject Index | 452 | ||
| A | 452 | ||
| B | 453 | ||
| C | 453 | ||
| D | 454 | ||
| E | 455 | ||
| F | 455 | ||
| G | 455 | ||
| H | 456 | ||
| I | 456 | ||
| J | 456 | ||
| K | 456 | ||
| L | 456 | ||
| M | 457 | ||
| N | 458 | ||
| O | 458 | ||
| P | 458 | ||
| Q | 459 | ||
| R | 459 | ||
| S | 460 | ||
| T | 461 | ||
| U | 461 | ||
| V | 461 | ||
| W | 462 |