By Sheldon Rosenberg
Those volumes, a part of the Cambridge Monographs and Texts in utilized Psycholinguistics, current modern, high-level reports of study, concept, and perform in studying, writing, and language-learning and in issues of first language improvement. every one evaluation focuses anywhere attainable at the paintings of its writer or authors. This sequence might help these thinking about psychology, linguistics, schooling, and speech sciences continue abreast of significant advancements within the many sub-areas of utilized psycholinguistics. Volumes 1 and a pair of are sure jointly in fabric, yet for better accessibility are released individually in paper.
Read or Download Advances in Applied Psycholinguistics, Volume 1: Disorders of first-language development (Cambridge Monographs and Texts in Applied Psycholinguistics) PDF
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Additional info for Advances in Applied Psycholinguistics, Volume 1: Disorders of first-language development (Cambridge Monographs and Texts in Applied Psycholinguistics)
1980). Perception of vowels and consonant-vowels of varying duration in language impaired children. Neuropsychologia, 18, 443-54. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. , & Silliman, E. (1978, November). Adult input to language impaired children. Paper presented at the American Speech-Language-Hearing Association Convention, Los Angeles. Henderson, B. (1978, November). Older language impaired children's processing of rapidly changing acoustic signals.
Successful communication: Mothers of language-impaired children vs. mothers of language-normal children. Paper presented at the American Speech-Language-Hearing Association Convention, Los Angeles. , & Newhoff, M. (1978, November). Language disordered children: Language disordered mothers. Paper presented at the American Speech-Language-Hearing Association Convention, San Francisco. Murphy, V. (1978). A comparison of four measures of visual imagery in normal and language-disordered children. Unpublished master's thesis, Northern Illinois University, DeKalb.
Tomblin and Quinn (1983) tested the hypothesis that rapid auditory processing may not be the lower-level ability it appeared to be in these earlier studies. That is, they challenged the view that poor performance on these tasks reflected an inherent limitation in the temporal resolving capability of the children's auditory systems. Instead, poor performance may have reflected a lower level of perceptual learning on the children's part. Tomblin and Quinn used two complex tones modeled after those of Tallal (1976).
Advances in Applied Psycholinguistics, Volume 1: Disorders of first-language development (Cambridge Monographs and Texts in Applied Psycholinguistics) by Sheldon Rosenberg