By Jean A. Rondal
Complex language acquisition is feasible even with critical psychological handicap. this can be the belief reached on the finish of an intensive learn of the language of a Down syndrome grownup girl, displaying nearly general expressive and receptive grammar. this example, awarded during this ebook, is in comparison to a small variety of different unprecedented instances of language improvement in psychological retardation. The findings are robust arguments opposed to the declare that the purchase of grammar depends on past nonlinguistic cognitive achievements. in addition, facts research and comparability with different observations in language pathology (specific language impaired youngsters, aphasic syndromes, degenerative syndromes, dementias) recommend that linguistic wisdom contains self sustaining yet interacting modules. those info additionally provide attention-grabbing arguments in want of a perception of grammatical improvement because the sluggish unfolding of innate species-specific inclinations, and definitely this publication will entice researchers and complicated scholars in language improvement, developmental psychopathology and unique schooling.
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Additional info for Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics)
Sample text
This gives their productions a sort of "telegraphic" character (R. Brown, 1973). In contrast, the expressive children (or formerly so) tend to demonstrate a so-called pronominal style, that is, multiword constructions in which the meaning is realized with nonspecific pronominal forms. Eventually (between 2 and 3 years), however, and happily for them, all the children develop the whole language system, therefore paying more attention later on to those aspects that they had tended to neglect or to use less earlier in development.
2. For older NR children and older and/or mildly MR children, the relationship between lexical knowledge and MA may depend more largely on the nature of the vocabulary test. , by the Boehm Test of Basic Concepts; Boehm, 1971) than to the more simple comprehension of object and event labels (as assessed, by the PPVT) (see Miller, Chapman, & Mackenzie, 1981, and, particularly, Byrd Fazio, Johnston, & Brandl, 1992, for a discussion). 3. In this monograph, I take the expressions semantic structure(s), relational or structural meanings, and thematic relations to be equivalent.
In contrast, the expressive children (or formerly so) tend to demonstrate a so-called pronominal style, that is, multiword constructions in which the meaning is realized with nonspecific pronominal forms. Eventually (between 2 and 3 years), however, and happily for them, all the children develop the whole language system, therefore paying more attention later on to those aspects that they had tended to neglect or to use less earlier in development. A number of language dimensions appear to be sensitive to variables such as cognitive style (see Wardell & Royce, 1978; and Huteau, 1987, on cognitive styles; see Tourrette, 1991, for an extensive analysis of the relationships between language and cognitive style).