The development of language

Machine generated contents note: An Overview of the Course of Language Development / Jean Berko Gleason

Communication Development in Infancy / Jean Berko Gleason

Phonological Development: Learning Sounds and Sound Patterns / Jean Berko Gleason

Semantic Development: Learning the Meanings of Words / Jean Berko Gleason

Putting Words Together: Morphology and Syntax in the Preschool Years / Jean Berko Gleason

Language in Social Contexts: Development of Communicative Competence / Jean Berko Gleason

Theoretical Approaches to Language Acquisition / Jean Berko Gleason

Variation in Language Development: Implications for Research and Theory / Jean Berko Gleason

Atypical Language Development / Jean Berko Gleason

Language and Literacy in the School Years / Jean Berko Gleason

Bilingual Language Development / Jean Berko Gleason

The Structure of Language: Learning the System / Jean Berko Gleason

Competence and Performance / Jean Berko Gleason

Note continued: Phonology / Jean Berko Gleason

Morphology / Jean Berko Gleason

Syntax / Jean Berko Gleason

Semantics / Jean Berko Gleason

The Social Rules for Language Use / Jean Berko Gleason

The Biological Bases of Language / Jean Berko Gleason

Animal Communication Systems / Jean Berko Gleason

The Biological Base: Humans, Ancient and Modern / Jean Berko Gleason

The Study of Language Development / Jean Berko Gleason

Interest in Language Acquisition in Ancient Times / Jean Berko Gleason

Studies in the Nineteenth and Twentieth Centuries / Jean Berko Gleason

Research in the Modern Era / Jean Berko Gleason

Research Methods / Jean Berko Gleason

CHILDES / Jean Berko Gleason

Summary / Jean Berko Gleason

Suggested Projects / Jean Berko Gleason

Perceptual "Tuning" to Speech / Rochelle S. Newman

Segmentation / Rochelle S. Newman

Statistical Learning / Rochelle S. Newman

Early Communicative Attempts / Rochelle S. Newman

Note continued: The Expression of Communicative Intent before Speech / Rochelle S. Newman

Characteristics of Intentional Communication / Rochelle S. Newman

The Forms and Functions of Early Communicative Behaviors / Rochelle S. Newman

The Assessment of Communicative Intent / Rochelle S. Newman

The Social Context of the Preverbal Infant / Rochelle S. Newman

The Sound of the Caregiver's Speech: "Listen to Me!" / Rochelle S. Newman

The Conversational Nature of the Caregiver's Speech: "Talk to Me!" / Rochelle S. Newman

Contexts for the Emergence of Object Reference: "Look at That!" / Rochelle S. Newman

Talk in Structured Situations: "Here's What We Say" / Rochelle S. Newman

First Words / Rochelle S. Newman

Enhancing Early Development: A Summary / Rochelle S. Newman

When Learning to Communicate Is Difficult / Rochelle S. Newman

Summary / Rochelle S. Newman

Suggested Projects / Rochelle S. Newman

Note continued: English Speech Sounds and Sound Patterns / Lise Menn / Carol Stoel-Gammon

IPA Symbols for Consonants / Lise Menn / Carol Stoel-Gammon

Classifying Consonants / Lise Menn / Carol Stoel-Gammon

Place of Articulation / Lise Menn / Carol Stoel-Gammon

Manner of Articulation / Lise Menn / Carol Stoel-Gammon

Voicing / Carol Stoel-Gammon / Lise Menn

Classifying Vowels / Lise Menn / Carol Stoel-Gammon

Contrast: The Phoneme / Lise Menn / Carol Stoel-Gammon

Phonotactics: Constraints on Possible Words / Lise Menn / Carol Stoel-Gammon

Prosodic Aspects of Speech: Stress and Intonation Contour / Lise Menn / Carol Stoel-Gammon

Production: The Prelinguistic Period / Lise Menn / Carol Stoel-Gammon

Sounds of Babbling / Lise Menn / Carol Stoel-Gammon

The Relationship between Babbling and Speech / Carol Stoel-Gammon / Lise Menn

Learning to Make Words / Lise Menn / Carol Stoel-Gammon

Note continued: The Beginning of Phonological Development: Protowords / Lise Menn / Carol Stoel-Gammon

Words and Sounds: Vocabulary and Phonology Interact / Lise Menn / Carol Stoel-Gammon

A Cognitive Approach to the Acquisition of Phonology / Lise Menn / Carol Stoel-Gammon

Learning to Pronounce / Lise Menn / Carol Stoel-Gammon

How Real Children Pronounce Words / Lise Menn / Carol Stoel-Gammon

How to Describe Regularity in Children's Renditions of Adult Words / Lise Menn / Carol Stoel-Gammon

Rules, Templates, and Strategies / Lise Menn / Carol Stoel-Gammon

Phonological Development: Norms and Measures / Lise Menn / Carol Stoel-Gammon

Phonetic Inventories of Young Children / Lise Menn / Carol Stoel-Gammon

Accuracy of Production / Lise Menn / Carol Stoel-Gammon

Ages and Stages of Acquisition / Lise Menn / Carol Stoel-Gammon

When Phonological Development Is Difficult / Lise Menn / Carol Stoel-Gammon

Note continued: Phonological Disorders of Unknown Etiology / Lise Menn / Carol Stoel-Gammon

Articulation and Phonological Disorders Associated with Identifiable Causes / Lise Menn / Carol Stoel-Gammon

Effects of a Phonological/Articulation Disorder / Lise Menn / Carol Stoel-Gammon

The Acquisition of English Morphophonology / Lise Menn / Carol Stoel-Gammon

Parents' Role in Phonological Development / Lise Menn / Carol Stoel-Gammon

Phonological Awareness and Reading Readiness / Lise Menn / Carol Stoel-Gammon

Language Variation in the United States: Languages, Dialects, and Speech Styles / Lise Menn / Carol Stoel-Gammon

Spanish in the United States / Lise Menn / Carol Stoel-Gammon

Consonants of (Mexican) Spanish, by Manner Class / Lise Menn / Carol Stoel-Gammon

Regional and Ethnic Dialectal Differences in English / Lise Menn / Carol Stoel-Gammon

Pronunciation in Conversational Speech / Lise Menn / Carol Stoel-Gammon

Note continued: Summary / Carol Stoel-Gammon / Lise Menn

Child Phonology Problems / Lise Menn / Carol Stoel-Gammon

Suggested Projects / Lise Menn / Carol Stoel-Gammon

Suggested Websites / Lise Menn / Carol Stoel-Gammon

The Relations between Words and Their Referents / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Mental Images / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Theoretical Perspectives on Semantic Development / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Learning Theory / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Developmental Theories / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Fast Mapping / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

The Study of Early Semantic Development / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

What Are Early Words Like? / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

Note continued: Unconventional Word/Meaning Mappings / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Invented Words / Paola Uccelli / Barbara Alexander Pan / Meredith L. Rowe

Differences between Comprehension and Production / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

How Adult Speech Influences Children's Semantic Development / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Individual Differences in Vocabulary Development: Home and School Factors / Paola Uccelli / Meredith L. Rowe / Barbara Alexander Pan

Vocabulary Development and Assessment in Bilingual Children / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Later Semantic Development / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

Connections between Research and Practice / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Metalinguistic Development / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

Note continued: Word-Concept Awareness / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Word-Meaning Awareness: Humor, Metaphor, and Irony / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

Word Definitions / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

When Learning New Words Is Difficult / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

A Life-Long Enterprise / Barbara Alexander Pan / Meredith L. Rowe / Paola Uccelli

Summary / Meredith L. Rowe / Barbara Alexander Pan / Paola Uccelli

Suggested Projects / Meredith L. Rowe / Paola Uccelli / Barbara Alexander Pan

Children's Early Comprehension of Syntax / Andrea Zukowski

Studying Syntactic Development / Andrea Zukowski

Entering the Complex Linguistic System / Andrea Zukowski

Two-Word Utterances / Andrea Zukowski

Telegraphic Speech / Andrea Zukowski

Semantic Relations / Andrea Zukowski

Early Grammar / Andrea Zukowski

Note continued: The Nature of Syntactic Rules / Andrea Zukowski

Measuring Syntactic Growth / Andrea Zukowski

Developing Grammatical Morphemes / Andrea Zukowski

Brown's 14 Morphemes / Andrea Zukowski

Order of Acquisition / Andrea Zukowski

Optional Infinitives / Andrea Zukowski

Productivity of Children's Morphology / Andrea Zukowski

Crosslinguistic Data / Andrea Zukowski

Different Sentence Modalities / Andrea Zukowski

Negatives / Andrea Zukowski

Questions / Andrea Zukowski

Later Developments in Preschoolers / Andrea Zukowski

Passives / Andrea Zukowski

Coordinations / Andrea Zukowski

Relative Clauses / Andrea Zukowski

Beyond the Preschool Years / Andrea Zukowski

Anaphora / Andrea Zukowski

Interpreting "Empty" Subjects in Infinitive Clauses / Andrea Zukowski

Knowledge versus Processing / Andrea Zukowski

Summary / Andrea Zukowski

Suggested Projects / Andrea Zukowski

Note continued: Language in Social Contexts / Judith Becker Bryant

Non-egocentric Language / Judith Becker Bryant

Requests / Judith Becker Bryant

Conversational Skills / Judith Becker Bryant

Choices among Language Varieties / Judith Becker Bryant

The Challenge of Acquiring Communicative Competence / Judith Becker Bryant

How Do Children Acquire Communicative Competence? / Judith Becker Bryant

Family Influences / Judith Becker Bryant

Schools' and Peers' Influence / Judith Becker Bryant

Children's Cognitions and Efforts to Achieve Communicative Competence / Judith Becker Bryant

Why Does Communicative Competence Matter? / Judith Becker Bryant

Summary / Judith Becker Bryant

Suggested Projects / Judith Becker Bryant

Distinguishing Features of Theoretical Approaches / John D. Bonvillian / John N. Bohannon III

Structuralism versus Functionalism / John N. Bohannon III / John D. Bonvillian

Note continued: Competence versus Performance / John N. Bohannon III / John D. Bonvillian

Nativism versus Empiricism / John N. Bohannon III / John D. Bonvillian

Evaluating Research Methods / John D. Bonvillian / John N. Bohannon III

Classic Behavioral Approaches / John D. Bonvillian / John N. Bohannon III

General Assumptions / John N. Bohannon III / John D. Bonvillian

Behavioral Language Learning / John D. Bonvillian / John N. Bohannon III

Evaluation of the Behavioral Approaches / John N. Bohannon III / John D. Bonvillian

Linguistic Approaches / John D. Bonvillian / John N. Bohannon III

General Assumptions / John N. Bohannon III / John D. Bonvillian

LAD and Development / John D. Bonvillian / John N. Bohannon III

Evaluation of the Linguistic Approaches / John N. Bohannon III / John D. Bonvillian

Interactionist Approaches / John D. Bonvillian / John N. Bohannon III

General Assumptions / John N. Bohannon III / John D. Bonvillian

Note continued: Cognitive Approaches: Piaget's Theory and Information- Processing Models / John D. Bonvillian / John N. Bohannon III

Information-Processing Approach / John N. Bohannon III / John D. Bonvillian

Social Interaction Approach / John D. Bonvillian / John N. Bohannon III

Gestural and Usage-Based Approach / John N. Bohannon III / John D. Bonvillian

Gestural and Sign Origins / John D. Bonvillian / John N. Bohannon III

Usage-Based Theory / John N. Bohannon III / John D. Bonvillian

Evaluation of Gestural and Usage-Based Theory / John D. Bonvillian / John N. Bohannon III

Summary / John N. Bohannon III / John D. Bonvillian

Suggested Projects / John N. Bohannon III / John D. Bonvillian

The History of Variation in Child Language Research / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Variation in Early Words / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Note continued: Segmenting the Speech Stream / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Variation in Early Sentences / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Stability of Style across Words and Sentences / Catherine E. Snow / Beverly A. Goldfield / Ingrid A. Willenberg

Sources of Variation / Catherine E. Snow / Beverly A. Goldfield / Ingrid A. Willenberg

Child Factors / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Input Factors / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Socioeconomic Status / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Linguistic Factors / Catherine E. Snow / Beverly A. Goldfield / Ingrid A. Willenberg

Bilingual Language Learners / Catherine E. Snow / Beverly A. Goldfield / Ingrid A. Willenberg

Context: The Interaction of Child, Caregiver, and Language / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Note continued: Implications of Variation for Theories of Language Acquisition / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Summary / Beverly A. Goldfield / Catherine E. Snow / Ingrid A. Willenberg

Suggested Projects / Beverly A. Goldfield / Ingrid A. Willenberg / Catherine E. Snow

What Causes Atypical Language Development? / Nan Bernstein Ratner

Communicative Development and Severe Hearing Impairment / Nan Bernstein Ratner

Language Development / Nan Bernstein Ratner

Lexical Development / Nan Bernstein Ratner

Grammatical Development / Nan Bernstein Ratner

Reading and Writing Skills / Nan Bernstein Ratner

Pragmatic Skills / Nan Bernstein Ratner

Educational Approaches to the Development of Language in Children Who Are Deaf / Nan Bernstein Ratner

Acquisition of ASL as a First Language / Nan Bernstein Ratner

Note continued: Teaching Sign Language to Typically Developing and Developmentally Delayed Babies with Typical Hearing Skills / Nan Bernstein Ratner

Sign Language and the Brain / Nan Bernstein Ratner

Are You at Risk for Hearing Impairment? / Nan Bernstein Ratner

Intellectual Disability and Communicative Development / Nan Bernstein Ratner

Cognitive Disability and the Language-Acquisition Process / Nan Bernstein Ratner

Language Development / Nan Bernstein Ratner

Teaching Language to Children with Intellectual Disability / Nan Bernstein Ratner

Autism Spectrum Disorder / Nan Bernstein Ratner

General Characteristics / Nan Bernstein Ratner

Causation / Nan Bernstein Ratner

Specific Social and Communicative Weaknesses in Autism Spectrum Disorder / Nan Bernstein Ratner

Language / Nan Bernstein Ratner

Echolalia / Nan Bernstein Ratner

Treatment / Nan Bernstein Ratner

Specific Language Impairment / Nan Bernstein Ratner

Note continued: General Identity and Prevalence / Nan Bernstein Ratner

Language Profiles of Children with Specific Language Impairment / Nan Bernstein Ratner

Lexicon / Nan Bernstein Ratner

Morphosyntax / Nan Bernstein Ratner

Pragmatics / Nan Bernstein Ratner

Concomitant Problems / Nan Bernstein Ratner

Causative Explanations / Nan Bernstein Ratner

Models of SLI / Nan Bernstein Ratner

Is SLI Universal? / Nan Bernstein Ratner

Language Intervention with Children Who Are Specifically Language Impaired / Nan Bernstein Ratner

Atypical Speech Development / Nan Bernstein Ratner

Childhood Stuttering / Nan Bernstein Ratner

Evaluation of Suspected Speech and Language Disorders in Children / Nan Bernstein Ratner

Summary / Nan Bernstein Ratner

Suggested Projects / Nan Bernstein Ratner

Learning to Share Oral Stories / Adina R. Schick / Gigliana Melzi

Sharing Oral Stories at Home / Adina R. Schick / Gigliana Melzi

Note continued: Oral Stories across Cultures and in Different Languages / Adina R. Schick / Gigliana Melzi

Sharing Oral Stories in the Classroom / Adina R. Schick / Gigliana Melzi

Playing with Language and Using Verbal Humor / Adina R. Schick / Gigliana Melzi

Beyond Language Play: Types of Metalinguistic Knowledge / Adina R. Schick / Gigliana Melzi

Developing Metalinguistic Awareness in Two Languages / Adina R. Schick / Gigliana Melzi

Learning to Read / Adina R. Schick / Gigliana Melzi

Engaging with Print at Home and in the Community / Adina R. Schick / Gigliana Melzi

Reading Components / Adina R. Schick / Gigliana Melzi

Reading Development / Adina R. Schick / Gigliana Melzi

Approaches to Reading Instruction / Adina R. Schick / Gigliana Melzi

Learning to Read in a Second Language / Adina R. Schick / Gigliana Melzi

When Learning to Read Is Difficult / Adina R. Schick / Gigliana Melzi

Note continued: Learning to Write / Adina R. Schick / Gigliana Melzi

Development of Spelling / Adina R. Schick / Gigliana Melzi

Developing Writing Skills across Genres / Adina R. Schick / Gigliana Melzi

Learning to Write in a Second Language / Adina R. Schick / Gigliana Melzi

Summary / Adina R. Schick / Gigliana Melzi

Suggested Projects / Gigliana Melzi / Adina R. Schick

Perspectives on Bilingual Language Development / L. Quentin Dixon / Jing Zhao

The Child Language Perspective: Input and Interaction as Factors in Bilingual Acquisition / L. Quentin Dixon / Jing Zhao

The Linguistic Perspective / L. Quentin Dixon / Jing Zhao

The Sociocultural Perspective / L. Quentin Dixon / Jing Zhao

The Psycholinguistic Perspective / L. Quentin Dixon / Jing Zhao

Key Questions in Bilingual Language Development / L. Quentin Dixon / Jing Zhao

What Are the Best Conditions for Acquiring Two Languages? / L. Quentin Dixon / Jing Zhao

Note continued: Are You Ever Too Old to Learn a Second Language? / L. Quentin Dixon / Jing Zhao

Why Are Some People Better at Learning a New Language than Others? / L. Quentin Dixon / Jing Zhao

How Much Does Bilingual Development Resemble Monolingual Development? / L. Quentin Dixon / Jing Zhao

Is It Possible to Become a Perfect Bilingual? / L. Quentin Dixon / Jing Zhao

Is Bilingualism an Advantage or Disadvantage? / L. Quentin Dixon / Jing Zhao

When Learning a Second Language Is Difficult / L. Quentin Dixon / Jing Zhao

Summary / L. Quentin Dixon / Jing Zhao

Suggested Projects / Jing Zhao / L. Quentin Dixon.