Advanced language acquisition is possible in spite of serious mental handicap. This is the conclusion reached at the end of a thorough study of the language of a Down syndrome adult woman, exhibiting virtually normal expressive and receptive grammar. This case, presented in this book, is compared to a small number of other exceptional cases of language development in mental retardation. The findings are powerful arguments against the claim that the acquisition of grammar is determined by prior nonlinguistic cognitive achievements. Moreover, data analysis and comparison with other observations in language pathology (specific language impaired children, aphasic syndromes, degenerative syndromes, dementias) suggest that linguistic knowledge consists of independent but interacting modules. These data also supply interesting arguments in favor of a conception of grammatical development as the gradual unfolding of innate species-specific dispositions, and undoubtedly this book will appeal to researchers and advanced students in language development, developmental psychopathology and special education.
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"I strongly recommend this book to all scholars who are interested in questions about the human mind and its development." Leonard Abbeduto, American Journal of Mental Retardation
Book Description
Advanced language acquisition is possible in spite of serious mental handicap. This is the conclusion reached at the end of a thorough study of the language of a Down syndrome adult woman, exhibiting virtually normal expressive and receptive grammar.
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An example of academic rigitity at its worst.,
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This review is from: Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics) (Paperback)
Rondal reports on a person with Down syndrome who is communicating at a level above that to be expected from people with Down syndrome. Does he raise his estimate of her intelligence (or of the maximum intelligence of people with Down syndrome? No, he does not. Instead, he declares that communiation at that level requires less intelligence than has formerly been thought. An example of academic rigitity at its worst.
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unmarked topical theme, intensive être, independent declarative clause, conjunctive theme, initiating clause, continuative theme, adverb alors, conjunction group, attributive group, finite dependent clause, conjunction comme, fourth declarative, conjunction parce que, finite est, exceptional language development, adverbial group, logicosemantic relations, adverb maintenant, process faire, second declarative, subject vous, conjunction mais, continuing clause, process dire, finite dit Key Phrases - Capitalized Phrases (CAPs): (learn more)
Haveigné Road, Developmental Sentence Scoring Procedure, Fraipont Square, Etiology of Major Item Linguistic, Van Borsel, Auditory Sequential Memory Subtest, Sentence Span Browse Sample Pages:
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unmarked topical theme, intensive être, independent declarative clause, conjunctive theme, initiating clause, continuative theme, adverb alors, conjunction group, attributive group, finite dependent clause, conjunction comme, fourth declarative, conjunction parce que, finite est, exceptional language development, adverbial group, logicosemantic relations, adverb maintenant, process faire, second declarative, subject vous, conjunction mais, continuing clause, process dire, finite dit Key Phrases - Capitalized Phrases (CAPs): (learn more)
Haveigné Road, Developmental Sentence Scoring Procedure, Fraipont Square, Etiology of Major Item Linguistic, Van Borsel, Auditory Sequential Memory Subtest, Sentence Span Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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cites this book:
- Speech and Language Intervention in Down Syndrome by Jean Rondal on page 114
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