By Sheldon Rosenberg

Those volumes, a part of the Cambridge Monographs and Texts in utilized Psycholinguistics, current modern, high-level stories of study, idea, and perform in studying, writing, and language-learning and in problems of first language improvement. each one overview focuses at any place attainable at the paintings of its writer or authors. This sequence can assist these all for psychology, linguistics, schooling, and speech sciences continue abreast of significant advancements within the many sub-areas of utilized psycholinguistics. Volumes 1 and a couple of are sure jointly in fabric, yet for higher accessibility are released individually in paper.

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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)

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This individual may make use of his or her knowledge of relations between size and distance and clarity of detail and distance to draw foreground and background details to improve the three-dimensional quality of the drawing. Although such a drawing is likely to remain an inadequate representation of three-dimensional space, it will not resemble a drawing attempted by a younger child. 3. SLI children often show limitations in nonlinguistic skills. Although limitations in such abilities as imagery and symbolic play cannot account for limitations in language ability, these abilities probably share a general connection by virtue of their symbolic character.

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. Paper presented at the American Speech-LanguageHearing Association Convention, San Francisco. Ingram, D. (1981). Procedures for the phonological analysis of children's language. Baltimore, MD: University Park Press. Inhelder, B. (1963). Observations sur les aspects op6ratifs et figuratifs de la pense'e chez des enfants dysphasiques.

The SLI children made many more errors than the NL children. Furthermore, they had more difficulty with the stop consonant cluster and stop consonant productions than with the vowel and nasal consonant productions. Because the sounds giving the children the most difficulty were those that involved rapid acoustic changes, Tallal et al. concluded that the children's productions were probably related to their auditoryprocessing limitations. Stark and Tallal (1979) examined the nature of the children's stop consonant production errors in greater detail.

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