Developmental disorders of language learning and cognition:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Chichester [u.a.]
Wiley-Blackwell
2009
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 434 S. Ill., graph. Darst. |
| ISBN: | 9780631206125 9780631206118 |
Internformat
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| 245 | 1 | 0 | |a Developmental disorders of language learning and cognition |c Charles Hulme and Margaret J. Snowling |
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| 650 | 4 | |a Cognition Disorders | |
| 650 | 4 | |a Cognition disorders in children | |
| 650 | 4 | |a Developmental Disabilities | |
| 650 | 4 | |a Developmental disabilities | |
| 650 | 4 | |a Language Disorders | |
| 650 | 4 | |a Language disorders in children | |
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Datensatz im Suchindex
| _version_ | 1804139272938192896 |
|---|---|
| adam_text | Contents
List of Plates vi
List of Figures vii
List of Boxes xi
Acknowledgments xii
1 Understanding Developmental Cognitive Disorders 1
2 Reading Disorders I: Developmental Dyslexia 37
3 Reading Disorders II: Reading Comprehension Impairment 90
4 Specific Language Impairment 129
5 Mathematics Disorder 172
6 Developmental Coordination Disorder 209
7 Attention Deficit Hyperactivity Disorder 243
8 Autism 284
9 Understanding Developmental Cognitive Disorders:
Progress and Prospects 327
Glossary 355
References 364
Subject Index 411
Author Index 422
List of Figures
Figure 1.1 A causal model of the potential gene-brain-cognition-behavior
pathways from MAOA-L to reactive aggression. 4
Figure 1.2 Diagram showing the complexities of genetic mechanisms. 7
Figure 1.3 Waddington s epigenetic landscape is a metaphor
for how gene regulation processes modulate development. 11
Figure 1.4 A phrenological head showing areas labeled
with their supposed functions. 14
Figure 1.5 A computer as an example of a modular system. 15
Figure 1.6 The hippocampus: a bilateral mid-brain structure that plays
a critical role in memory function. 17
Figure 1.7 Modular systems underlying the comprehension
and production of spoken words in adults. 20
Figure 1.8 Two alternative causal theories of the association
between smoking and lung cancer. 29
Figure 1.9 A path diagram showing a more detailed causal theory
of the processes that mediate the effects of smoking
on the development of lung cancer. 30
Figure 1.10 A reproduction of one of Sewall Wright s earliest path diagrams
(Wright, 1920) showing the effects of genetic and environmental
influences on the pattern of coat color seen in guinea pigs. 31
Figure 2.1 Stage models of reading development. 41
Figure 2.2 A simple diagram of the letter string CAT with arrows
from the letters to the phonemes in the spoken word /k/ Ixl Itl. 47
Figure 2.3 The Triangle model of Seidenberg and McClelland (1989). 48
Figure 2.4 Path model showing the primary cause of dyslexia. 55
Figure 2.5 Elaborated path model showing causes of dyslexia. 56
Figure 2.6 The relationship between speech rate and memory span
across development. 60
Figure 2.7 The relationship between speech rate and memory span
in children of low, average, and high reading ability. 61
viii List of Figures
Figure 2.8 Path diagram showing phonological deficits
as mediators of poor reading. 63
Figure 2.9 Path diagram showing a possible causal role of speech
perception deficits in the development of reading problems. 64
Figure 2.10 Graph showing categorical perception for [ba] versus [pa]. 65
Figure 2.11 Path diagram showing a possible causal role of an auditory
perceptual deficit in the development of reading problems. 70
Figure 2.12 Path diagram showing putative causes of dyslexia. 73
Figure 2.13 Schematic diagram showing the major lobes of the brain
and Broca s and Wernicke s areas. 77
Figure 2.14 Neural network model of reading implemented
by Harm and Seidenberg (1999). 83
Figure 2.15 A path model of dyslexia showing a phonological deficit
as the single proximal cause of a number of behavioral
manifestations of dyslexia. 84
Figure 2.16 A path model of dyslexia showing separate deficits
in phonology and speed of processing as causes
of the behavioral manifestations of dyslexia. 85
Figure 3.1 The Simple View of Reading model. 92
Figure 3.2 Longitudinal predictors of reading comprehension. 94
Figure 3.3 Processes involved in text comprehension. 99
Figure 3.4 The Triangle model of Seidenberg and McClelland. 101
Figure 3.5 Path diagram showing causes of reading
comprehension impairment. 102.
Figure 3.6 Illustration of an ERP experiment conducted by Landi
and Perfetti (2007) to investigate semantic processing. 110
Figure 3.7 Path diagram showing listening comprehension impairments
as a mediator of reading comprehension impairments. 121
Figure 3.8 Path diagram showing separable causes of reading
comprehension impairments. 122
Figure 3.9 Diagram illustrating multiple genetic influences
on reading comprehension. 123
Figure 3.10 Path model showing possible sources of reading
comprehension deficits. 128
Figure 4.1 Relationship between literacy skills and educational attainments
in young people with a history of language impairment. 132
Figure 4.2 Cartoon illustrating pragmatic difficulties. 137
Figure 4.3 Growth in productive vocabulary for children rated
as having an average vocabulary size and for those
at the 90th centile (high) and the 10th centile (low). 141
Figure 4.4 Number of 5-year-old children producing different
proportions of tense markers correctly. 150
Figure 4.5 Illustration of past tense generation task. 151
Figure 4.6 Schematic illustration of the stimuli used to assess
amplitude envelope onset rise time. 157
List of Figures ix
Figure 4.7 New word learning by children with SLI and controls. 161
Figure 4.8 A path model for SLI. 170
Figure 5.1 Examples of the types of questions used in a standardized
arithmetic test. 174
Figure 5.2 A chimpanzee in the study by Rumbaugh et al. (1987)
selects a tray containing the larger number of food items. 175
Figure 5.3 Subitizing: Reaction time is fast in identifying
between one and three items but increases steeply thereafter. 176
Figure 5.4 The time taken by 6-year-old typically developing children
to judge which of two simultaneously presented digits
represents the larger quantity (for digits 2-9). 177
Figure 5.5 A diagram of the mental number line. 178
Figure 5.6 Diagram of Baddeley s working memory model. 190
Figure 5.7 The numerosity adaptation task used by Cantlon et al. (2006). 201
Figure 5.8 A path model of mathematics disorder. 207
Figure 6.1 A child completing some of the tasks from the Movement ABC. 211
Figure 6.2 The stepping reflex in an infant. 214
Figure 6.3 Picture of Hopi infant bound to a cradle board. 215
Figure 6.4 The effects of prismatic distortions on the control of pointing. 217
Figure 6.5 Diagram showing key areas of frontal and parietal cortex
in the macaque monkey brain concerned with motor control. 218
Figure 6.6 Diagram of human mirror neuron system. 221
Figure 6.7 Diagram of the task developed by von Hofsten
and Rosblad (1988). 224
Figure 6.8 An illustration of the experimental set-up used
for the assessment of visual, kinesthetic, and cross-modal
perception by Hulme et al. (1982). 229
Figure 6.9 The kinesthetic acuity apparatus used by Laszlo
and Bairstow (1985a). 231
Figure 6.10 A swinging room apparatus. 233
Figure 6.11 A path model for developmental coordination disorder. 239
Figure 7.1 The Tower of Hanoi. 250
Figure 7.2 A problem-solving framework for understanding
executive functions. 251
Figure 7.3 Distribution of reaction times in ADHD. 257
Figure 7.4 Theoretical delay-of-reinforcement gradients
for ADHD (solid line) and controls (dotted line). 261
Figure 7.5 Profiles of groups with RD (dyslexia), ADHD,
and comorbid RD + ADHD on tests of inhibition,
set-shifting, working memory, and phoneme awareness. 267
Figure 7.6 Schematic diagram showing basal ganglia. 269
Figure 7.7 Dual-deficit theory of ADHD. 280
Figure 7.8 Path diagram showing a possible biological model
of the origins of ADHD. 282
Figure 8.1 Picture of mother and child in triadic interaction. 289
x List of Figures
Figure 8.2 Illustration of the Sally Anne task. 293
Figure 8.3 Experimental set-up for the windows task. 298
Figure 8.4 Illustration of Block Design in segmented
and unsegmented form. 303
Figure 8.5 Response times for visual search for target present
(left panel) and target absent (right panel) trials
for group with autism (open symbols) and a control
group (filled symbols). 305
Figure 8.6 Location of key brain regions that show activation
during social cognition. 320
Figure 8.7 A path model of autism. 324
Figure 8.8 Path model illustrating the fractionation
of the autism triad. 325
Figure 9.1 Diagram showing the overlap between autism,
pragmatic language impairment, and Asperger syndrome. 333
Figure 9.2 Two-dimensional model of nonverbal learning difficulties. 335
Figure 9.3 Path model showing uncorrelated risk factors
for separate disorders. 336
Figure 9.4 Classification showing four possible combinations
of dyslexia and speech-language impairment. 338
Figure 9.5 Model of the causes of SLI. 340
Figure 9.6 Graph showing two normal distributions of reading ability. 346
Figure 9.7 Path diagram showing that smoking causes cancer. 351
Figure 9.8 Path diagram showing that lung cell mutations mediate
the effects of smoking. 352
List of Boxes
Box 2.1 The nature of phonological skills. 42
Box 2.2 A longitudinal study of normal reading development. 44
Box 2.3 Effect sizes and meta-analysis. 52
Box 2.4 Illustration of orthography-phonology mappings
in normal and atypical reading development. 82
Box 3.1 Grammar and morphology. 93
Box 3.2 Story schema. 96
Box 3.3 Examples of working memory tasks. 104
Box 3.4 The memory updating task. 105
Box 3.5 Examples of narratives varying in event structure. 108
Box 3.6 Examples of different inference types. 113
Box 3.7 Growth in reading in poor comprehenders and poor decoders. 119
Box 4.1 Speech perception. 138
Box 4.2 Pinker s word-specific and general paradigms for inflections. 147
Box 4.3 Grammatical marking of finite verbs. 151
Box 5.1 Corsi blocks. 192
Box 5.2 Gerstmann syndrome. 195
Box 5.3 Approximate calculation, exact calculation,
and magnitude comparison tasks. 202
Box 6.1 The human visual cortex. 220
Box 7.1 ADHD: Diagnosis and Symptomatology. 245
Box 7.2 The Wisconsin Card Sorting Task. 254
Box 7.3 The Stop-Signal Task. 255
Box 7.4 Randomized controlled trials. 275
Box 8.1 Examples of interview questions from the 3Di
(Skuse et al., 2004) relating to each part of the triad. 287
Box 8.2 The ID/ED task. 300
Box 8.3 Coherent motion and contrast sensitivity tasks. 306
Box 8.4 The Knock-Tap task. 310
|
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| spelling | Hulme, Charles Verfasser aut Developmental disorders of language learning and cognition Charles Hulme and Margaret J. Snowling 1. publ. Chichester [u.a.] Wiley-Blackwell 2009 X, 434 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Child Cognition Disorders Cognition disorders in children Developmental Disabilities Developmental disabilities Language Disorders Language disorders in children Learning Disorders Kind (DE-588)4030550-8 gnd rswk-swf Sprachentwicklungsstörung (DE-588)4124242-7 gnd rswk-swf Entwicklungsstörung (DE-588)4014966-3 gnd rswk-swf Sprachentwicklungsstörung (DE-588)4124242-7 s Entwicklungsstörung (DE-588)4014966-3 s Kind (DE-588)4030550-8 s DE-604 Snowling, Margaret 1955- Verfasser (DE-588)132179148 aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017659701&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hulme, Charles Snowling, Margaret 1955- Developmental disorders of language learning and cognition Child Cognition Disorders Cognition disorders in children Developmental Disabilities Developmental disabilities Language Disorders Language disorders in children Learning Disorders Kind (DE-588)4030550-8 gnd Sprachentwicklungsstörung (DE-588)4124242-7 gnd Entwicklungsstörung (DE-588)4014966-3 gnd |
| subject_GND | (DE-588)4030550-8 (DE-588)4124242-7 (DE-588)4014966-3 |
| title | Developmental disorders of language learning and cognition |
| title_auth | Developmental disorders of language learning and cognition |
| title_exact_search | Developmental disorders of language learning and cognition |
| title_full | Developmental disorders of language learning and cognition Charles Hulme and Margaret J. Snowling |
| title_fullStr | Developmental disorders of language learning and cognition Charles Hulme and Margaret J. Snowling |
| title_full_unstemmed | Developmental disorders of language learning and cognition Charles Hulme and Margaret J. Snowling |
| title_short | Developmental disorders of language learning and cognition |
| title_sort | developmental disorders of language learning and cognition |
| topic | Child Cognition Disorders Cognition disorders in children Developmental Disabilities Developmental disabilities Language Disorders Language disorders in children Learning Disorders Kind (DE-588)4030550-8 gnd Sprachentwicklungsstörung (DE-588)4124242-7 gnd Entwicklungsstörung (DE-588)4014966-3 gnd |
| topic_facet | Child Cognition Disorders Cognition disorders in children Developmental Disabilities Developmental disabilities Language Disorders Language disorders in children Learning Disorders Kind Sprachentwicklungsstörung Entwicklungsstörung |
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