Understanding actions, states, and events : verb learning in children with autism / by Susan Douglas.
Material type:
TextSeries: Studies on language acquisition ; 45.Publication details: Berlin : De Gruyter Mouton, 2012.Description: 1 online resource (xi, 224 pages) : illustrationsContent type: - text
- computer
- online resource
- 9781614510864
- 1614510865
- Language acquisition
- Language disorders
- Autism in children
- Autistic children -- Language
- Language Development
- Language Disorders
- Autistic Disorder
- Langage -- Acquisition
- Troubles du langage
- Autisme infantile
- LANGUAGE ARTS & DISCIPLINES -- Linguistics -- Psycholinguistics
- Autism in children
- Autistic children -- Language
- Language acquisition
- Language disorders
- 401/.93 23
- P118 .D68 2012eb
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OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Dissertation.
Includes bibliographical references and index.
Acknowledgements; Chapter 1. Introduction; 1. Motivation for the study; 1.1. Theories of word learning; 2. The study; 2.1. The children; 2.2. Communicative abilities of the children; 3. Outline of monograph; Chapter 2. What is autism?; 1. The emergence of autism as a syndrome; 2. Autism: The current perspective; 2.1. Autism and behaviour; 2.2. Autism and aetiology; 2.3. Autism and cognitive abilities; 2.4. Autism and language; 3. Diagnosis and assessment; 4. Conclusion; Chapter 3. Understanding actions, states and events: Verb learning in children in children with autism; 1. Introduction.
2. Preliminaries2.1. The study; 2.2. Semantic categories; 3. Semantic profiles by category; 3.1. Activity; 3.2. Change of state; 3.3. Stative; 3.4. Deictic; 3.5. Desire; 3.6. Emotion; 3.7. Perception; 3.8. Communication; 3.9. Mental state; 3.10. Causative; 3.11. Abstract; 3.12. Modal auxiliaries; 3.13. Misuses; 3.14. Lexical innovations; 4. Overview; 4.1. Semantic profile of verb use; 4.2. The developmental path of verb acquisition; 4.3. Lexical diversity; 5. Conclusion; Chapter 4. Understanding space and time: Preposition learning in children with autism; 1. Introduction.
2. Theoretical background3. Semantic profiles by category; 3.1. Spatial; 3.2. Temporal; 3.3. Abstract; 3.4. Grammatical; 3.5. Misuses; 4. Detailed examination of the prepositions in, on, up, and at; 4.1. In; 4.2. On; 4.3. Up; 4.4. At; 5. Overview: Developmental flowchart; 6. Conclusion; Chapter 5. Verbs of thought, desire, and speech in grammatical development; 1. Introduction; 2. Verbs of desire; 3. Verbs of cognition; 4. Verbs of communication; 5. Summary; 6. Theory of mind and complex clauses; 6.1. Theory of mind development; 6.2. Syntactic complements and theory of mind development.
6.3. Verbs of communication and theory of mind development6.4. Complex sentences and theories of language acquisition; 7. Conclusion; Chapter 6. Issues and implications; 1. Overview of study; 2. Semantic development; 3. The effect of autism on the interrelatedness of verbs and prepositions; 4. Theory of mind and complementation; 5. The origin of grammar: A perspective from autism; 6. Final comments; Notes; References; Index.
Debate regarding the ability of children with autism to acquire verbs is both limited and inconclusive. This book explores this understudied area of language development in autism to answer the question: How do children with autism learn the meaning of verbs? The approach presents a critical survey of qualitative and quantitative research on verb acquisition in autism, assessing the theories of language acquisition in typical development, including available empirical research. This investigation is among the first studies of its type, offering new insights into the process of language acquisi.
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