The Cambridge Handbook of Child Language

doi:10.1017/CBO9781316095829

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Slobin, Dan I. 2017. Social Environment and Cognition in Language Development. Vol. 21, Issue. , p. 3.

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Vihman, Virve-Anneli 2018. Language Interaction in Emergent Grammars: Morphology and Word Order in Bilingual Children’s Code-Switching. Languages, Vol. 3, Issue. 4, p. 40.

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Pigdon, Lauren Willmott, Catherine Reilly, Sheena Conti-Ramsden, Gina Gaser, Christian Connelly, Alan and Morgan, Angela T. 2019. Grey matter volume in developmental speech and language disorder. Brain Structure and Function, Vol. 224, Issue. 9, p. 3387.

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Koch, Nikolas Hartmann, Stefan and Endesfelder Quick, Antje 2022. Traceback and Chunk-Based Learning: Comparing Usage-Based Computational Approaches to Child Code-Mixing. Languages, Vol. 7, Issue. 4, p. 271.

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Vigário, Marina and Martínez-Paricio, Violeta 2024. Is the Foot a Prosodic Domain in European Portuguese?. Languages, Vol. 9, Issue. 11, p. 332.

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2nd edition
Edited by Edith L. Bavin, La Trobe University, Victoria, Letitia R. Naigles, University of Connecticut

Publisher:: Cambridge University Press
Online publication date:: November 2015
Print publication year:: 2015
Online ISBN:: 9781316095829
DOI:: https://doi.org/10.1017/CBO9781316095829

Collection:: Cambridge Handbooks of Linguistics
Series:: Cambridge Handbooks in Language and Linguistics
Subjects:: Developmental Psychology, Psycholinguistics and Neurolinguistics, English Language and Linguistics: General Interest, Psychology, Language and Linguistics

134.00 (GBP)

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The most authoritative resource for students and researchers, The Cambridge Handbook of Child Language has been thoroughly updated and extended. Enhancements include new chapters on the acquisition of words, processing deficits in children with specific language impairments, and language in children with Williams syndrome, new authors for the bilingualism and autism chapters, a refocused discourse chapter on written narratives, and a new section on reading and reading disorders, cementing the handbook's position as the best study of the subject available. In a wide-ranging survey, language development is traced from prelinguistic infancy to adolescence in typical and atypical contexts; the material is intuitively grouped into six thematic sections, enabling readers to easily find specific in-depth information. With topics as varied as statistical learning, bilingualism, and the neurobiology of reading disorders, this multidisciplinary Handbook is an essential reference for students and researchers in linguistics, psychology, cognitive science, speech pathology, education and anthropology.

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The Cambridge Handbook of Child Language

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

The Cambridge Handbook of Child Language, second edition
pp i-i

Cambridge Handbooks in Language and Linguistics - Series page
pp ii-ii

The Cambridge Handbook of Child Language - Title page
pp iii-iii

Copyright page
pp iv-iv

Contents
pp v-vi

Figures
pp vii-viii

Tables
pp ix-ix

Contributors
pp x-xi

Acknowledgements
pp xii-xii

1 - Introduction: perspectives on child language
pp 1-12

Part One - Theoretical and methodological approaches
pp 13-134

2 - Innateness andlearnability
pp 15-36

3 - Statistical learning
pp 37-60

4 - Neurocognition of language development
pp 61-88

5 - The usage-based theory of language acquisition
pp 89-106

6 - Crosslinguistic approaches to language acquisition
pp 107-134

Part Two - Early developments
pp 135-204

7 - Speech perception
pp 137-158

8 - Crosslinguistic perspectives onsegmentation and categorization in early language acquisition
pp 159-182

9 - Fromgesture to word
pp 183-204

Part Three - Phonology, morphology and syntax
pp 205-348

10 - Babbling and words: a dynamic systems perspective on phonological development
pp 207-229

11 - The acquisition ofprosodic phonology and morphology
pp 230-249

12 - The acquisition ofgrammatical categories
pp 250-270

13 - Verb argument structure
pp 271-297

14 - The first language acquisition ofcomplex sentences
pp 298-323

15 - The morphosyntax interface
pp 324-348

Part Four - Semantics, pragmatics and discourse
pp 349-480

16 - Lexical meaning
pp 351-368

17 - Theacquisition of words
pp 369-387

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The Cambridge Handbook of Child Language

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