Advances in Applied Psycholinguistics, Volume 1: Disorders by Sheldon Rosenberg

By Sheldon Rosenberg

Those volumes, a part of the Cambridge Monographs and Texts in utilized Psycholinguistics, current modern, high-level studies of study, thought, and perform in studying, writing, and language-learning and in problems of first language improvement. every one assessment focuses anywhere attainable at the paintings of its writer or authors. This sequence might help these interested in psychology, linguistics, schooling, and speech sciences maintain abreast of significant advancements within the many sub-areas of utilized psycholinguistics. Volumes 1 and a pair of are sure jointly in textile, yet for higher accessibility are released individually in paper.

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1965). These children had particular problems with imagery tasks, as when, for example, they were asked to analyze the movement of a projected shadow. In a study first reported in 1977, Johnston and Ramstad (1983) examined the performance of seven SLI children (ages 10;4 to 12;1) on a variety of Piagetian tasks. The children performed at the lowest levels on those involving imagery. For example, they exhibited difficulty with a task in which they blindly felt geometric forms and then had to select the visual shapes that corresponded to them.

Ten age-matched and 10 MLU-matched NL children served in the comparison groups. In this task, the children had to select objects that matched the form seen from the angle of the experimenter. Thus, the children's ability to imagine the objects in different orientations was assessed in this task. The age-matched NL children performed at a higher level than the SLI children, who in turn showed higher performance levels than the NL children with comparable MLUs. Murphy (1978) studied SLI children's imagery abilities using both Piagetian and psychometric tasks.

Synthetic [ba] and [da] as well as [a] and [u] syllables were the stimuli. The former were 250 msec in duration. Two versions of the [ba] and [da] syllables were created, one with second- and third-formant transitions of 40 msec, the other with transitions of 80 msec. Three versions of the vowel stimuli were created, with durations of 40, 80, and 250 msec. An adaptation of Tallal and Piercy's (1973b) method was used. The four [ba] and [da] syllables (two different syllables x two 20 L. B. LEONARD different transition durations) were presented one at a time in random order, and the children indicated, with a pointing response, whether they heard [ba] or [da].

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