Language Development

by Dan Taylor

1. 1. Overview

1.1. Course

1.2. Biological Bases

1.3. Structure

1.4. Study

2. 2. Infants

2.1. Pre-Speech

2.1.1. Communicative Intent

2.1.2. Social Context

3. 3. Phonology

3.1. English

3.2. Infant Speech Perception

3.3. Production

3.3.1. Pre-Linguistic

3.3.2. Protowords

3.4. Cognitive Approaches

3.5. Learning to Pronounce

3.6. Morphophonological Acquisition

3.7. Parental Role

4. 4. Semantics

4.1. Relationship

4.1.1. Words

4.1.2. Referents

4.2. Theory

4.3. Early Words

4.4. Adult Speech

4.4.1. Influence

4.5. Later Development

4.6. Metalinguistic Development

5. 5. Preschoolers

5.1. Morphology

5.1.1. Development

5.2. Syntax

5.2.1. Nature

5.2.2. Development

5.2.3. Measuring

5.2.4. 2-Word Utterances

5.2.5. Sentence Modalities

5.3. Later Developments

5.4. Beyond Preschool

6. 6. Preschool

6.1. Communicative Competence

6.2. Social Context

7. 7. Theoretical Approaches

7.1. Distinguishing Features

7.2. Behavioural

7.3. Linguistic

7.4. Interactionist

8. 8. Individual Differences

8.1. Research History

8.2. Early Words

8.3. Speech Stream

8.3.1. Segmenting

8.4. Early Sentences

8.5. Stability

8.6. Sources

8.7. Context

8.7.1. Child

8.7.2. Care-giver

8.7.3. Language

8.8. Implications

8.8.1. L Acquisition

9. 9. Atypical Development

9.1. Hearing Impairment

9.2. Mental Retardation (sic)

9.3. ASD

9.4. PDD

9.5. Specific Language Impairment

10. 10. School Years

10.1. Social Interaction

10.2. Metalinguistic Development

10.3. Literacy at Home

10.4. Reading

10.5. Writing

10.6. Bilingualism

11. 11. Adults

11.1. Social Groups

11.2. Work

11.3. L2 Acquisition

11.4. Adult Registers

11.5. Advanced Age

11.6. Brain Damage