Verb Learning in Children with Autism
E-Book, Englisch, 235 Seiten
Reihe: ISSN
ISBN: 978-1-61451-086-4
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)
Zielgruppe
Psycholinguists, psychologists, speech pathologists, researchers of language acquisition theory, academics, professionals.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
1;Acknowledgements;7
2;Chapter 1. Introduction;13
2.1;1. Motivation for the study;13
2.1.1;1.1. Theories of word learning;14
2.2;2. The study;21
2.2.1;2.1. The children;21
2.2.2;2.2. Communicative abilities of the children;22
2.3;3. Outline of monograph;23
3;Chapter 2. What is autism?;25
3.1;1. The emergence of autism as a syndrome;25
3.2;2. Autism: The current perspective;30
3.2.1;2.1. Autism and behaviour;31
3.2.2;2.2. Autism and aetiology;35
3.2.3;2.3. Autism and cognitive abilities;37
3.2.4;2.4. Autism and language;46
3.3;3. Diagnosis and assessment;51
3.4;4. Conclusion;54
4;Chapter 3. Understanding actions, states and events: Verb learning in children in children with autism;56
4.1;1. Introduction;56
4.2;2. Preliminaries;57
4.2.1;2.1. The study;57
4.2.2;2.2. Semantic categories;58
4.3;3. Semantic profiles by category;59
4.3.1;3.1. Activity;59
4.3.2;3.2. Change of state;63
4.3.3;3.3. Stative;65
4.3.4;3.4. Deictic;68
4.3.5;3.5. Desire;70
4.3.6;3.6. Emotion;73
4.3.7;3.7. Perception;76
4.3.8;3.8. Communication;79
4.3.9;3.9. Mental state;81
4.3.10;3.10. Causative;84
4.3.11;3.11. Abstract;87
4.3.12;3.12. Modal auxiliaries;90
4.3.13;3.13. Misuses;93
4.3.14;3.14. Lexical innovations;95
4.4;4. Overview;96
4.4.1;4.1. Semantic profile of verb use;96
4.4.2;4.2. The developmental path of verb acquisition;97
4.4.3;4.3. Lexical diversity;100
4.5;5. Conclusion;103
5;Chapter 4. Understanding space and time: Preposition learning in children with autism;105
5.1;1. Introduction;105
5.2;2. Theoretical background;106
5.3;3. Semantic profiles by category;107
5.3.1;3.1. Spatial;107
5.3.2;3.2. Temporal;112
5.3.3;3.3. Abstract;114
5.3.4;3.4. Grammatical;117
5.3.5;3.5. Misuses;119
5.4;4. Detailed examination of the prepositions in, on, up, and at;121
5.4.1;4.1. In;121
5.4.2;4.2. On;126
5.4.3;4.3. Up;130
5.4.4;4.4. At;133
5.5;5. Overview: Developmental flowchart;138
5.6;6. Conclusion;141
6;Chapter 5. Verbs of thought, desire, and speech in grammatical development;142
6.1;1. Introduction;142
6.2;2. Verbs of desire;143
6.3;3. Verbs of cognition;147
6.4;4. Verbs of communication;150
6.5;5. Summary;154
6.6;6. Theory of mind and complex clauses;155
6.6.1;6.1. Theory of mind development;155
6.6.2;6.2. Syntactic complements and theory of mind development;159
6.6.3;6.3. Verbs of communication and theory of mind development;162
6.6.4;6.4. Complex sentences and theories of language acquisition;164
6.7;7. Conclusion;172
7;Chapter 6. Issues and implications;173
7.1;1. Overview of study;173
7.2;2. Semantic development;175
7.3;3. The effect of autism on the interrelatedness of verbs and prepositions;184
7.4;4. Theory of mind and complementation;187
7.5;5. The origin of grammar: A perspective from autism;189
7.6;6. Final comments;194
8;Notes;197
9;References;198
10;Index;234