The Cambridge Handbook of Child Language

An updated and extended version of this authoritative one-stop resource for the study of language acquisition and development.

Edith L. Bavin (Edited by), Letitia R. Naigles (Edited by)

9781107087323, Cambridge University Press

Hardback, published 26 November 2015

1037 pages, 29 b/w illus. 11 tables
25.4 x 18.5 x 5.1 cm, 2.16 kg

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.

List of figures
List of tables
List of contributors
Acknowledgements
1. Introduction: perspectives on child language Letitia R. Naigles and Edith L. Bavin
Part I. Theoretical and Methodological Approaches: 2. Innateness and learnability Virginia Valian
3. Statistical learning Erik Thiessen and Lucy Erickson
4. Neurocognition of language development Angela D. Friederici and Michael A. Skeide
5. The usage-based theory of language acquisition Michael Tomasello
6. Crosslinguistic approaches to language acquisition Sabine Stoll
Part II. Early Developments: 7. Speech perception Suzanne Curtin and Stephanie Archer
8. Crosslinguistic perspectives on segmentation and categorization in early language acquisition Barbara Höhle
9. From gesture to word Susan Goldin-Meadow
Part III. Phonology, Morphology and Syntax: 10. Babbling and words: a dynamic systems perspective on phonological development Marilyn M. Vihman, Rory A. DePaolis and Tamar Keren-Portnoy
11. The acquisition of prosodic phonology and morphology Katherine Demuth
12. The acquisition of grammatical categories Heike Behrens
13. Verb argument structure Shanley E. M. Allen
14. The first language acquisition of complex sentences Barbara Lust, Claire Foley ?and Cristina D. Dye
15. The morphosyntax interface Kamil Ud Deen
Part IV. Semantics, Pragmatics and Discourse: 16. Lexical meaning Eve V. Clark
17. The acquisition of words Susan A. Graham, Valerie San Juan and Ena Vukatana
18. Sentence scope Stephen Crain
19. Sentence processing Jesse Snedeker and Yi Ting Huang
20. Pragmatic development Judith Becker Bryant
21. Language development beyond the sentence Ruth Berman
Part V. Varieties of Development: 22. Language development in bilingual children Erika Hoff
23. Sign language acquisition studies Diane Lillo-Martin
24. Children with specific language impairment (SLI) J. Bruce Tomblin
25. Language symptoms and their possible sources of specific language impairment Laurence B. ?Leonard
26. Processing deficits in children with language impairments Lisa M. D. Archibald and Nicolette B. Noonan
27. Language development in genetic disorders Fiona M. Richardson and Michael S. C. Thomas
28. Language development in children with Williams syndrome: genes, modularity, and the importance of development Shevaun Lewis and Barbara Landau
29. Language in children with autism spectrum disorders Letitia Naigles and Iris Chin
Part VI. Reading: 30. Precursors to reading: phonological awareness and letter knowledge Eva Marinus and Anne Castles
31. Reading disorders Fiona J. Duff and Margaret J. Snowling
32. Predictors of reading skills across languages Heikki ?Lyytinen, Hua Shu and Ulla Richardson
33. Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits Katherine Swett, Stephen Bailey, Angela Sefcik and Laurie Cutting
34. The development of reading comprehension skill: processing and memory Julie A. Van Dyke and Nicole Landi
References
Index.

Subject Areas: Cognition & cognitive psychology [JMR], Child & developmental psychology [JMC], Anthropology [JHM], Bilingualism & multilingualism [CFDM], Language acquisition [CFDC], Psycholinguistics [CFD], Linguistics [CF]