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Refinar búsquedaLa adquisición del lenguaje / Serra, Miquel
Título : La adquisición del lenguaje Tipo de documento: texto impreso Autores: Serra, Miquel, Autor ; Serrat, Elisabet, Autor ; Solé, Rosa, Autor ; Bel, Aurora, Autor ; Aparici, Melina, Autor Mención de edición: 2º ed. Editorial: Barcelona : Ariel Fecha de publicación: 2008 Colección: Psicología Número de páginas: 605 p. Il.: il. ISBN/ISSN/DL: 978-84-344-0885-2 Idioma : Español (spa) Clasificación: Comunicacion
Comunicacion:Motherese
Psicología
SociologíaNota de contenido: Índice general
Prólogo
Capítulo 1. Introducción y coceptos básicos
1. Introducción
2. Cuestiones generales que se debaten sobre la adquisición del lenguaje
2.1. Un problema mal planteado: El lenguaje como habilidad innata o adquirida
2.2. El lenguaje, ¿es una habilidad específica o de dominio cognitivo general?
2.3. Líneas teóricas en función de las respuestas al innatismo y a la especificidad del lenguaje
2.4. Relaciones entre el pensamiento, la cultura, y el lenguaje
3. Los componentes del lenguaje
3.1. Pragmática: el uso de los significados según los contextos y las funciones comunicativas
3.2. La organización del significado mediante las palabras y las oraciones: semántica léxica y semántica oracional (composicional)
3.3. La fonología y la fonética: el componente sonoro de la lengua
3.4. Las relaciones (interfaces) entre los componentes
4. Historia y perspectivas en el estudio de la adquisición del lenguaje
4.1. Los primeros estudios dedicados al lenguaje infantil
4.2. La primera mitad del siglo xx
4.3. Los antecedentes inmediatos y la actualidad
5. La investigación en la adquisición del lenguaje
5.1. Metodología
5.2. Materiales
5.3. Balance metodológico
Capítulo 2. Psicobiología evolutiva de la comunicación y el lenguaje
1. Introducción
1.1. Adaptación y comunicación
1.2. Las soluciones adaptativas
1.3. La coevolución
1.4. Plan del capítulo
2. Preguntas iniciales acerca de la biología de la comunicación
2.1. Comparaciones con otras especies
2.2. Evolución ontogénica
3. Cuestiones genéticas en el lenguaje
3.1. ¿un órgano o una facultad para el lenguaje?
3.2. ¿Qué aprenden los chimpancés?
3.3. Herencia y patologías
4. Bases neurológicas en el desarrollo inicial del lenguaje
4.1. El desarrollo neurológico durante los primeros años de vida
4.2. Patologías infantiles del lenguaje y lateralización
5. Bases perceptivas en el desarrollo inicial del lenguaje
5.1. La audición y percepción idel habla durante el primer año
5.2. La percepción del habla después del primer año
6. Revisión de las interacciones entre natura (herencia) y nurtura (medio social)
7. Recapitulación de las cuestiones psicobiológicas y evolutivas relativas a la adquisición del lenguaje
7.1. Peculiaridades estructurales del lenguaje y sus bases biológicas
7.2. Aprendizaje y bases biológicas
Capítulo 3. Bases sociales y cognoscitivas del lenguaje
1. Introducción
2. La comunicación antes del lenguaje
2.1. Primera fase: los adultos interpretan el repertorio de las conductas infantiles como señales comunicativas
2.2. Segunda fase: la emergencia de la intencionalidad en la conductas infantiles pre lingüísticas. Funciones de los gestos, miradas y vocalizaciones
3. Explicaciones sobre la emergencia de la comunicación intencional
3.1. Las capacidades del bebé para la interacción social
3.2. La emergencia de la comunicación intencional y el desarrollo cognoscitivo
3.3. La incidencia de la interacción social en el proceso comunicativo y en la adquisición del lenguaje
4. Significados y experiencias compartidas: el papel de los formatos
5. El papel de la imitación en el proceso de adquisición de la comunicación y el lenguaje
5.1. Las imitaciones en la conversación niño-adulto
5.2. El papel de las imitaciones de los adultos: reformulaciones y extensiones como elementos de corrección
6. Características del habla materna (motherese)
6.1. Las modificaciones del habla de los adultos
6.2. El carácter no universal del habla materna (motherese)
7. Comentario final
Capítulo 4. La adquisición de las habilidades fonológicas y fonéticas
1. Introducción
2. Las unidades sonoras y su organización en nuestras lenguas
2.1. Las unidades de procesamiento
2.2. Revisión de las unidades jerárquicamente organizadas
3. Periodo pre lingüístico: el balbuceo
3.1. Desarrollo vocal: características, universalidad y posibles estrategias
3.2. De los sonidos producidos en el balbuceo a las primeras palabras: universalidad continuidad y discontinuidad
4. El periodo lingüístico
4.1. Fenómenos en el léxico inicial
4.2. Evolución de las estructuras iniciales
4.3. Tipología de las simplificaciones
4.4. Desarrollo del repertorio y orden de adquisición
5. Procesos en la adquisición
5.1. La evolución motriz y perceptiva
5.2. Cuestiones acerca de la representación y el procesamiento
6. Teorías tradicionales del desarrollo fonológico
7. Modelos actuales
8. Recapitulación sobre las cuestiones y teorías fonológicas y fonéticas en la adquisición
Capítulo 5. El léxico inicial y su evolución
1. Introducción
1.1. Intencionalidad, funciones comunicativas y simbolismo como base para la función denominativa
1.2. Protoconceptos y léxico inicial: representaciones multisensoriales, simultaneidad y seguridad en la referencia
1.3. Reconocimiento y producción de sonidos como palabras
1.4. Asociaciones iniciales transformadas en un sistema simbólico
1.5. Síntesis de las condiciones necesarias para el inicio del léxico
2. La semántica lexical, características del sistema y su procesamiento que hay que aprender y lo que se aprende con las palabras
2.1. Limitaciones de las teorías acerca de las relaciones de significación entre los referentes y las palabras
2.2. La organización estructural de las palabras
2.3. La organización estructural de las palabras
3. El control de la extensión semántica: restricciones en la significación inicial por la intensión y extensión
4. La caracterización de las primeras palabras comprendidas y producidas
4.1. La comprensión versus la producción
4.2. Criterios para el reconocimiento del uso productivo de las palabras iniciales
5. Descripción del corpus léxico inicial
5.1. Funciones comunicativas que cumplen las primeras palabras y contextos de uso
5.2. Tipología semántica y gramatical de las primeras palabras
6. Explosión léxica y diferencias individuales según los tipos de palabras y el rítmo de aprendizaje
6.1. El fenómeno de la explosión léxica
6.2. Las diferencias individuales en el léxico y el lenguaje inicial
7. Principios que guían la formación inicial de las palabras
7.1. Principios pragmáticos y de procesamiento ene la adquisición del léxico (según E. Clark)
7.2. Otras aportaciones a los principios de producción de las palabras
8. Teorías sobre la adquisición del léxico inicial y sobre el desarrollo semántico
8.1. Límites de asociacionismo
8.2. Las hipótesis de generalización de rasgos, de los primitivos universales y de las relaciones gramaticales
8.3. Las explicaciones por rasgos semánticos, prototipos y formatos
8.4. Una propuesta de síntesis: el modelo de doble ruta en la formación del léxico
9. El crecimiento del léxico y los cambios cognitivos
10. El desarrollo lexical más allá de los 2 años
10.1. Añadir palabras al vocabulario: la información sintáctica
11. Comentario y conclusiones
Capítulo 6. Morfosintaxis (I)
1. Introducción
2. Procesamiento lingüístico adulto
3. El desarrollo de la morfología y la sintaxis
3.1. El proceso de gramaticalización
3.2. Fases en el desarrollo morfosintáctico
3.3. Síntesis
4. Las categorías gramaticales en el proceso de adquisición del lenguaje
5. La etapa holofrástica
5.1. Etapa holofrástica: transición a la combinación de palabras
6. Primeras combinaciones de palabras
6.1. Habla pivotal, fórmulas, patrones e islas
6.2. El modelo generativo-transformacional
6.3. Relaciones semánticas
6.4. Datos descriptivos en castellano y catalán
7. El habla gramatical
7.1. La lengua de adquisición: morfología y palabras funcionales
7.2. Criterios de productividad
7.3. Errores e inconsistencias
7.4. El curso de adquisición de los constituyentes de la estructura oracional
8. Claves para el aprendizaje
8.1. Principios lingüísticos innatos
8.2. Información fonoprosódica sobre la estructura lingüística
8.3. El significado lleva a la sintaxis
8.4. Análisis de los rasgos sintácticos o detección correlaciones
8.5. Hacia un interno de integración
Capítulo 7. Morfosintaxis (II)
1. Introducción
2. Las modalidades oracionales
2.1. La adquisición de las oraciones negativas
2.2. La adquisición de las oraciones imperativas
2.3. La adquisición de las oraciones interrogativas
3. Las oraciones compuestas
3.1. La adquisición de las oraciones compuestas: datos y cuestiones planteadas a partir de estudios sobre lengua inglesa
3.2. Datos sobre el desarrollo de las oraciones compuestas y a partir de los estudios disponibles sobre las lenguas castellana y catalana
3.3. Algunos factores explicativos aducidos sobre el desarrollo de las oraciones compuestas
3.4. Síntesis
4. Desarrollo de los mecanismos de cohesión
4.1. El desarrollo de la pro nominalización
4.2. El desarrollo de la referencia y otros mecanismos cohesivos
4.3. La correlación de los tiempos
Capítulo 8. El desarrollo de la pragmática
1. Introducción
2. Destrezas comunicativas: la conversación
2.1. Habilidades conversacionales
2.2. El lenguaje egocéntrico y lenguaje socializado: tener en cuenta el punto de vista del otro
2.3. Los principios de la conversación
2.4. Los cambios del registro
2.5. La adaptación a las perspectivas personal, física y visual de los demás: la utilización de elementos deícticos
3. Actos de habla
3.1. Las peticiones. Aspectos evolutivos
3.2. Las promesas
3.3. La conciencia metapragmática
4. El discurso conectado: la narración oral
4.1. Algunas consideraciones sobre la emergencia del discursivo conectado
4.2. La capacidad de evaluar el estado mental del oyente (lo que sabe) y el lenguaje descontextualizado
4.3. Características de las narraciones en la infancia
4.4. Diferentes tipos de narración: scripts (guiones) narraciones personales e historias narrativas
4.5. La comprensión de las narraciones
4.6. El papel del adulto en el origen de las narraciones. El acceso a la capacidad de narrar
5. Conclusión
Anexos. Lista de palabras según su frecuencia y por edades
Bibliografía
Índice temático
La adquisición del lenguaje [texto impreso] / Serra, Miquel, Autor ; Serrat, Elisabet, Autor ; Solé, Rosa, Autor ; Bel, Aurora, Autor ; Aparici, Melina, Autor . - 2º ed. . - Ariel, 2008 . - 605 p. : il.. - (Psicología) .
ISBN : 978-84-344-0885-2
Idioma : Español (spa)
Clasificación: Comunicacion
Comunicacion:Motherese
Psicología
SociologíaNota de contenido: Índice general
Prólogo
Capítulo 1. Introducción y coceptos básicos
1. Introducción
2. Cuestiones generales que se debaten sobre la adquisición del lenguaje
2.1. Un problema mal planteado: El lenguaje como habilidad innata o adquirida
2.2. El lenguaje, ¿es una habilidad específica o de dominio cognitivo general?
2.3. Líneas teóricas en función de las respuestas al innatismo y a la especificidad del lenguaje
2.4. Relaciones entre el pensamiento, la cultura, y el lenguaje
3. Los componentes del lenguaje
3.1. Pragmática: el uso de los significados según los contextos y las funciones comunicativas
3.2. La organización del significado mediante las palabras y las oraciones: semántica léxica y semántica oracional (composicional)
3.3. La fonología y la fonética: el componente sonoro de la lengua
3.4. Las relaciones (interfaces) entre los componentes
4. Historia y perspectivas en el estudio de la adquisición del lenguaje
4.1. Los primeros estudios dedicados al lenguaje infantil
4.2. La primera mitad del siglo xx
4.3. Los antecedentes inmediatos y la actualidad
5. La investigación en la adquisición del lenguaje
5.1. Metodología
5.2. Materiales
5.3. Balance metodológico
Capítulo 2. Psicobiología evolutiva de la comunicación y el lenguaje
1. Introducción
1.1. Adaptación y comunicación
1.2. Las soluciones adaptativas
1.3. La coevolución
1.4. Plan del capítulo
2. Preguntas iniciales acerca de la biología de la comunicación
2.1. Comparaciones con otras especies
2.2. Evolución ontogénica
3. Cuestiones genéticas en el lenguaje
3.1. ¿un órgano o una facultad para el lenguaje?
3.2. ¿Qué aprenden los chimpancés?
3.3. Herencia y patologías
4. Bases neurológicas en el desarrollo inicial del lenguaje
4.1. El desarrollo neurológico durante los primeros años de vida
4.2. Patologías infantiles del lenguaje y lateralización
5. Bases perceptivas en el desarrollo inicial del lenguaje
5.1. La audición y percepción idel habla durante el primer año
5.2. La percepción del habla después del primer año
6. Revisión de las interacciones entre natura (herencia) y nurtura (medio social)
7. Recapitulación de las cuestiones psicobiológicas y evolutivas relativas a la adquisición del lenguaje
7.1. Peculiaridades estructurales del lenguaje y sus bases biológicas
7.2. Aprendizaje y bases biológicas
Capítulo 3. Bases sociales y cognoscitivas del lenguaje
1. Introducción
2. La comunicación antes del lenguaje
2.1. Primera fase: los adultos interpretan el repertorio de las conductas infantiles como señales comunicativas
2.2. Segunda fase: la emergencia de la intencionalidad en la conductas infantiles pre lingüísticas. Funciones de los gestos, miradas y vocalizaciones
3. Explicaciones sobre la emergencia de la comunicación intencional
3.1. Las capacidades del bebé para la interacción social
3.2. La emergencia de la comunicación intencional y el desarrollo cognoscitivo
3.3. La incidencia de la interacción social en el proceso comunicativo y en la adquisición del lenguaje
4. Significados y experiencias compartidas: el papel de los formatos
5. El papel de la imitación en el proceso de adquisición de la comunicación y el lenguaje
5.1. Las imitaciones en la conversación niño-adulto
5.2. El papel de las imitaciones de los adultos: reformulaciones y extensiones como elementos de corrección
6. Características del habla materna (motherese)
6.1. Las modificaciones del habla de los adultos
6.2. El carácter no universal del habla materna (motherese)
7. Comentario final
Capítulo 4. La adquisición de las habilidades fonológicas y fonéticas
1. Introducción
2. Las unidades sonoras y su organización en nuestras lenguas
2.1. Las unidades de procesamiento
2.2. Revisión de las unidades jerárquicamente organizadas
3. Periodo pre lingüístico: el balbuceo
3.1. Desarrollo vocal: características, universalidad y posibles estrategias
3.2. De los sonidos producidos en el balbuceo a las primeras palabras: universalidad continuidad y discontinuidad
4. El periodo lingüístico
4.1. Fenómenos en el léxico inicial
4.2. Evolución de las estructuras iniciales
4.3. Tipología de las simplificaciones
4.4. Desarrollo del repertorio y orden de adquisición
5. Procesos en la adquisición
5.1. La evolución motriz y perceptiva
5.2. Cuestiones acerca de la representación y el procesamiento
6. Teorías tradicionales del desarrollo fonológico
7. Modelos actuales
8. Recapitulación sobre las cuestiones y teorías fonológicas y fonéticas en la adquisición
Capítulo 5. El léxico inicial y su evolución
1. Introducción
1.1. Intencionalidad, funciones comunicativas y simbolismo como base para la función denominativa
1.2. Protoconceptos y léxico inicial: representaciones multisensoriales, simultaneidad y seguridad en la referencia
1.3. Reconocimiento y producción de sonidos como palabras
1.4. Asociaciones iniciales transformadas en un sistema simbólico
1.5. Síntesis de las condiciones necesarias para el inicio del léxico
2. La semántica lexical, características del sistema y su procesamiento que hay que aprender y lo que se aprende con las palabras
2.1. Limitaciones de las teorías acerca de las relaciones de significación entre los referentes y las palabras
2.2. La organización estructural de las palabras
2.3. La organización estructural de las palabras
3. El control de la extensión semántica: restricciones en la significación inicial por la intensión y extensión
4. La caracterización de las primeras palabras comprendidas y producidas
4.1. La comprensión versus la producción
4.2. Criterios para el reconocimiento del uso productivo de las palabras iniciales
5. Descripción del corpus léxico inicial
5.1. Funciones comunicativas que cumplen las primeras palabras y contextos de uso
5.2. Tipología semántica y gramatical de las primeras palabras
6. Explosión léxica y diferencias individuales según los tipos de palabras y el rítmo de aprendizaje
6.1. El fenómeno de la explosión léxica
6.2. Las diferencias individuales en el léxico y el lenguaje inicial
7. Principios que guían la formación inicial de las palabras
7.1. Principios pragmáticos y de procesamiento ene la adquisición del léxico (según E. Clark)
7.2. Otras aportaciones a los principios de producción de las palabras
8. Teorías sobre la adquisición del léxico inicial y sobre el desarrollo semántico
8.1. Límites de asociacionismo
8.2. Las hipótesis de generalización de rasgos, de los primitivos universales y de las relaciones gramaticales
8.3. Las explicaciones por rasgos semánticos, prototipos y formatos
8.4. Una propuesta de síntesis: el modelo de doble ruta en la formación del léxico
9. El crecimiento del léxico y los cambios cognitivos
10. El desarrollo lexical más allá de los 2 años
10.1. Añadir palabras al vocabulario: la información sintáctica
11. Comentario y conclusiones
Capítulo 6. Morfosintaxis (I)
1. Introducción
2. Procesamiento lingüístico adulto
3. El desarrollo de la morfología y la sintaxis
3.1. El proceso de gramaticalización
3.2. Fases en el desarrollo morfosintáctico
3.3. Síntesis
4. Las categorías gramaticales en el proceso de adquisición del lenguaje
5. La etapa holofrástica
5.1. Etapa holofrástica: transición a la combinación de palabras
6. Primeras combinaciones de palabras
6.1. Habla pivotal, fórmulas, patrones e islas
6.2. El modelo generativo-transformacional
6.3. Relaciones semánticas
6.4. Datos descriptivos en castellano y catalán
7. El habla gramatical
7.1. La lengua de adquisición: morfología y palabras funcionales
7.2. Criterios de productividad
7.3. Errores e inconsistencias
7.4. El curso de adquisición de los constituyentes de la estructura oracional
8. Claves para el aprendizaje
8.1. Principios lingüísticos innatos
8.2. Información fonoprosódica sobre la estructura lingüística
8.3. El significado lleva a la sintaxis
8.4. Análisis de los rasgos sintácticos o detección correlaciones
8.5. Hacia un interno de integración
Capítulo 7. Morfosintaxis (II)
1. Introducción
2. Las modalidades oracionales
2.1. La adquisición de las oraciones negativas
2.2. La adquisición de las oraciones imperativas
2.3. La adquisición de las oraciones interrogativas
3. Las oraciones compuestas
3.1. La adquisición de las oraciones compuestas: datos y cuestiones planteadas a partir de estudios sobre lengua inglesa
3.2. Datos sobre el desarrollo de las oraciones compuestas y a partir de los estudios disponibles sobre las lenguas castellana y catalana
3.3. Algunos factores explicativos aducidos sobre el desarrollo de las oraciones compuestas
3.4. Síntesis
4. Desarrollo de los mecanismos de cohesión
4.1. El desarrollo de la pro nominalización
4.2. El desarrollo de la referencia y otros mecanismos cohesivos
4.3. La correlación de los tiempos
Capítulo 8. El desarrollo de la pragmática
1. Introducción
2. Destrezas comunicativas: la conversación
2.1. Habilidades conversacionales
2.2. El lenguaje egocéntrico y lenguaje socializado: tener en cuenta el punto de vista del otro
2.3. Los principios de la conversación
2.4. Los cambios del registro
2.5. La adaptación a las perspectivas personal, física y visual de los demás: la utilización de elementos deícticos
3. Actos de habla
3.1. Las peticiones. Aspectos evolutivos
3.2. Las promesas
3.3. La conciencia metapragmática
4. El discurso conectado: la narración oral
4.1. Algunas consideraciones sobre la emergencia del discursivo conectado
4.2. La capacidad de evaluar el estado mental del oyente (lo que sabe) y el lenguaje descontextualizado
4.3. Características de las narraciones en la infancia
4.4. Diferentes tipos de narración: scripts (guiones) narraciones personales e historias narrativas
4.5. La comprensión de las narraciones
4.6. El papel del adulto en el origen de las narraciones. El acceso a la capacidad de narrar
5. Conclusión
Anexos. Lista de palabras según su frecuencia y por edades
Bibliografía
Índice temático
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Auditory verbal strategies to build listening and spoken language skills Tipo de documento: texto impreso Autores: Fickenscher, Sherri, Autor ; Gaffney, Elizabeth, Autor ; Dickson, Cheryl L., Editor científico Fecha de publicación: c2016 Número de páginas: 65 p. Il.: il. Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Table of contents
Introduction
acoustic highlighting
Ask "what did you hear?"
Auditory bombardment
auditory closure
auditory first
auditory sandwich
expand/extend
expectant look
joint attention
model language
motherese
open ended questions
optimal osition
repetition
sabotage
self talk/parallel talk
take turns
wait time
whisperAuditory verbal strategies to build listening and spoken language skills [texto impreso] / Fickenscher, Sherri, Autor ; Gaffney, Elizabeth, Autor ; Dickson, Cheryl L., Editor científico . - c2016 . - 65 p. : il.
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Table of contents
Introduction
acoustic highlighting
Ask "what did you hear?"
Auditory bombardment
auditory closure
auditory first
auditory sandwich
expand/extend
expectant look
joint attention
model language
motherese
open ended questions
optimal osition
repetition
sabotage
self talk/parallel talk
take turns
wait time
whisperReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Auditory verbal strategies to build listening and spoken language skills. Part I Tipo de documento: texto impreso Autores: Fickenscher, Sherri, Autor ; Gaffney, Elizabeth, Autor ; Dickson, Cheryl L., Editor científico Fecha de publicación: c2016 Número de páginas: 39 p. Il.: il. Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Table of contents
Introduction
auditory closure
auditory first
auditory sandwich
expectant look
joint attention
model language
motherese
repetition
self talk/parallel talk
wait time
whisperAuditory verbal strategies to build listening and spoken language skills. Part I [texto impreso] / Fickenscher, Sherri, Autor ; Gaffney, Elizabeth, Autor ; Dickson, Cheryl L., Editor científico . - c2016 . - 39 p. : il.
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Table of contents
Introduction
auditory closure
auditory first
auditory sandwich
expectant look
joint attention
model language
motherese
repetition
self talk/parallel talk
wait time
whisperReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico Mención de edición: 3ª Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2016 Colección: Birth to six Número de páginas: xiv p., 486 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56566-0 Nota general: Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...]
September 15, 2015Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contiene índice y referencias bibliográficas
Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Think about hearing loss as a doorway problem
Summary: The "essential question" that drives technological and intervention recommendations
2 The audiovestibular system
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Audiovestibular structures
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Vestibular issues
Summary
4 Diagnosing Hearing Loss
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification for infants and children
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Whireless connectivity
Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems
Cochlear implants
Auditory brainstem Implant (ABI)
Measuring efficacy of fitting and use of technology
Equipment efficacy for the school system
Conclusion
6 Intervention issues
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Late to full-time wearing of appropriate amplification or cochlear implant(s)
Disailities in addition to the child's hearing loss
Ongoing, persistent noise in the child's learning environment
Multilingual environment
Education options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference, or joint attention
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
Embellishing and incidental interaction
Teaching spoken language through embellished interacting
Teaching listening (audition) through embellished interacting
Teaching speech through embelilshed interacting
Preplanedd parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
What does the research say?
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexChildren with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico . - 3ª . - Plural Pub, c2016 . - xiv p., 486 p. : il.. - (Birth to six) .
ISBN : 978-1-597-56566-0
Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...]
September 15, 2015
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contiene índice y referencias bibliográficas
Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Think about hearing loss as a doorway problem
Summary: The "essential question" that drives technological and intervention recommendations
2 The audiovestibular system
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Audiovestibular structures
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Vestibular issues
Summary
4 Diagnosing Hearing Loss
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification for infants and children
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Whireless connectivity
Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems
Cochlear implants
Auditory brainstem Implant (ABI)
Measuring efficacy of fitting and use of technology
Equipment efficacy for the school system
Conclusion
6 Intervention issues
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Late to full-time wearing of appropriate amplification or cochlear implant(s)
Disailities in addition to the child's hearing loss
Ongoing, persistent noise in the child's learning environment
Multilingual environment
Education options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference, or joint attention
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
Embellishing and incidental interaction
Teaching spoken language through embellished interacting
Teaching listening (audition) through embellished interacting
Teaching speech through embelilshed interacting
Preplanedd parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
What does the research say?
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Mención de edición: 2º Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2011 Número de páginas: ix p., 434 ISBN/ISSN/DL: 978-1-597-56379-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Key points presented in the chapter
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Summary: The question that drives technological and intervention recommendations
2 The auditory system
Key points presented in the chapter
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Ear mechanisms
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Key points presented in the chapter
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Summary
4 Diagnosing Hearing Loss
Key points presented in the chapter
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
Key points presented in the chapter
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems)
Whireless connectivity
Cochlear implants
Measuring efficacy of fitting and use of technology
Conclusion
6 Intervention issues
Key points presented in the chapter
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Educational options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Key points presented in the chapter
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Key points presented in the chapter
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Key points presented in the chapter
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Key points presented in the chapter
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexChildren with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor . - 2º . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2011 . - ix p., 434.
ISBN : 978-1-597-56379-6
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Key points presented in the chapter
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Summary: The question that drives technological and intervention recommendations
2 The auditory system
Key points presented in the chapter
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Ear mechanisms
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Key points presented in the chapter
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Summary
4 Diagnosing Hearing Loss
Key points presented in the chapter
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
Key points presented in the chapter
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems)
Whireless connectivity
Cochlear implants
Measuring efficacy of fitting and use of technology
Conclusion
6 Intervention issues
Key points presented in the chapter
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Educational options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Key points presented in the chapter
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Key points presented in the chapter
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Key points presented in the chapter
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Key points presented in the chapter
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children with hearing loss : developing listening and talking birth to six Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2008 Número de páginas: xiii, 351 p. Il.: il. Dimensiones: 23 cm. ISBN/ISSN/DL: 978-1-597-56158-7 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaResumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary.
This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss.
This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development.
This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist.
A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements.
This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss.
Abstract from pluralpublishing.comNota de contenido: * Neurological Foundations of Listening and Talking
Key Points Presented in the Chapter
Introduction
Typical Infants: Listening and Language Development
Auditory Neural Development
Multiple Definitions for the Terms: New Context for the Word “Deaf”
Hearing Versus Listening
A Model of Hearing Loss: The Invisible Acoustic Filter Effect
Summary: The Question That Drives Technological and Intervention Recommendations
* The Auditory System
Key Points Presented in the Chapter
The Nature of Sound
o Unconscious Function
o Signal Warning Function
o Spoken Communication Function
Acoustics
o Audibility versus Intelligibility of Speech
o The Ling 6-7 Sound Test: Acoustic Basis and Description
Ear Mechanisms
o Data Input Analogy
o Outer and Middle Ear
o Inner Ear to the Brain
* Hearing and Hearing Loss in Infants and Children
Key Points Presented in the Chapter
Introduction
Classifications
o Degree (Severity)—Minimal to Profound
o Timing—Congenital or Acquired
o General Causes—Endogenous, Exogenous, or Multifactorial
Genetics, Syndromes, and Dysplasias
o Connexin 26
o Syndromes
o Inner Ear Dysplasias
Medical Aspects of Hearing Loss
o Conductive Pathologies and Hearing Loss
o Sensorineural Pathologies and Hearing Loss
o Mixed, Progressive, Functional, and Central Hearing Losses
o Synergistic and Multifactorial Effects
o Auditory Neuropathy/Dyssynchrony (AN/AD)
Summary
* Diagnosing Hearing Loss
Key Points Presented in the Chapter
Introduction
Newborn Hearing Screening and EHDI Programs
Test Equipment and Test Environment
Audiologic Diagnostic Assessment of Infants and Children
o Test Protocols
o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing
o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance
The Audiogram
o Configuration (Pattern) of Thresholds on the Audiogram
Formulating a Differential Diagnosis
o Sensory Deprivation
o Ambiguity of Hearing Loss
Measuring Distance Hearing
Summary
* Hearing Aids, Cochlear Implants, and FM Systems
Key Points Presented in the Chapter
Introduction
For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum
o Listening and Learning Environments
o Distance Hearing/Incidental Learning and S/N Ratio
o ANSI S12.6-2002 Acoustical Guidelines
o Talker and Listener Physical Positioning
Amplification
o Hearing Aids/Hearing Instruments
o Bone Anchored Hearing Aid (Baha)
o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems
o Wireless Connectivity
o Cochlear Implants
Measuring Efficacy of Fitting and Use of Technology
o Equipment Efficacy for the School System
Conclusion
* Intervention Issues
Key Points Presented in the Chapter
Basic Premises
Differentiating Dimensions Among Intervention Programs
o Educational Options for Children with Hearing Loss, Ages 3 to 6
o Challenges to the Process of Learning Spoken Language
* Auditory “Work”
Key Points Presented in the Chapter
Introduction
The Primacy of Audition
The Acoustics-Speech Connection
o Intensity/Loudness
o Frequency/Pitch
o Duration
The Effect of Hearing Loss on the Reception of Speech
A Historical Look at the Use of Residual Hearing
o The Concept of Listening Age
Auditory “Skills” and Auditory Processing Models
o Theory of Mind and Executive Functions
How to Help a Child Learn to Listen in Ordinary, Everyday Ways
Two Examples of Auditory Teaching and Learning
o Scene I: Tony
o Scene II: Tamara
Targets for Auditory/Linguistic Learning
A Last Word
* Spoken Language Learning
Key Points Presented in the Chapter
Introduction
What’s Involved in “Talking”?
How Does a Child Learn to Talk?
Relevance for Intervention Decisions
How Should Intervention Be Organized?
* Constructing Meaningful Communication
Key Points Presented in the Chapter
Introduction
The Affective Relationship
The Child’s Development of Interactional Abilities
o Joint Reference
o Turn-Taking Conventions
o Signaling of Intention
Characteristics of Caregiver Talk
o 1. Content: What Gets Talked About?
o 2. Phonology: What Does Motherese Sound Like?
o 3. Semantics and Syntax: What about Complexity?
o 4. Repetition: Say It or Play It Again
o 5. Negotiation of Meaning: Huh?
o 6. Participation-Elicitors: Let’s (Keep) Talk(ing)
o 7. Responsiveness
Issues about Motherese
o How Long Is Motherese Used?
o Motherese: Why?
o Motherese: Immaterial or Facilitative?
* Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers
Key Points Presented in the Chapter
Introduction
The Emotional Impact of a Child’s Hearing Loss on the Family
What Parents Need to Learn
Components of Intervention for Babies and Young Children with Hearing Loss
When to Talk with Your Child and What to Talk About
A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss
o Background and Rationale
o Structure of the Framework
o Getting a Representative Sample of Interacting
o Discussing the Framework with Parents
o Ways of Addressing Parent-Chosen Targets
Teaching through Incidental and Embellished Interacting
o Teaching Through Incidental Interacting
o Teaching Through Embellished Interacting
Parent Guidance Sessions or Auditory-Verbal Therapy Sessions
o Components to Be Accomplished in a Typical Preplanned Session
o Sample Preplanned Scenario
o Substructure
o About the Benefits and Limitations of Preplanned Teaching
* Appendix 1: How to Grow Your Baby’s/Child’s Brain
* Appendix 2: Application and Instructions for the Ling 6-7 Sound Test
* Appendix 3: Targets for Auditory/Verbal Learning
* Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness
* Appendix 5: Checklist for Evaluating Preschool Group Settings
* Appendix 6: Selected Resources
* Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd.
* Appendix 8: Principles of LSLS Practice
* Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS)
* Appendix 10: Listening and Spoken Language Domains Addressed in This Book
* References
* Glossary of Terms
* IndexChildren with hearing loss : developing listening and talking birth to six [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2008 . - xiii, 351 p. : il. ; 23 cm.
ISBN : 978-1-597-56158-7
Idioma : Inglés (eng) Idioma original : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaResumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary.
This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss.
This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development.
This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist.
A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements.
This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss.
Abstract from pluralpublishing.comNota de contenido: * Neurological Foundations of Listening and Talking
Key Points Presented in the Chapter
Introduction
Typical Infants: Listening and Language Development
Auditory Neural Development
Multiple Definitions for the Terms: New Context for the Word “Deaf”
Hearing Versus Listening
A Model of Hearing Loss: The Invisible Acoustic Filter Effect
Summary: The Question That Drives Technological and Intervention Recommendations
* The Auditory System
Key Points Presented in the Chapter
The Nature of Sound
o Unconscious Function
o Signal Warning Function
o Spoken Communication Function
Acoustics
o Audibility versus Intelligibility of Speech
o The Ling 6-7 Sound Test: Acoustic Basis and Description
Ear Mechanisms
o Data Input Analogy
o Outer and Middle Ear
o Inner Ear to the Brain
* Hearing and Hearing Loss in Infants and Children
Key Points Presented in the Chapter
Introduction
Classifications
o Degree (Severity)—Minimal to Profound
o Timing—Congenital or Acquired
o General Causes—Endogenous, Exogenous, or Multifactorial
Genetics, Syndromes, and Dysplasias
o Connexin 26
o Syndromes
o Inner Ear Dysplasias
Medical Aspects of Hearing Loss
o Conductive Pathologies and Hearing Loss
o Sensorineural Pathologies and Hearing Loss
o Mixed, Progressive, Functional, and Central Hearing Losses
o Synergistic and Multifactorial Effects
o Auditory Neuropathy/Dyssynchrony (AN/AD)
Summary
* Diagnosing Hearing Loss
Key Points Presented in the Chapter
Introduction
Newborn Hearing Screening and EHDI Programs
Test Equipment and Test Environment
Audiologic Diagnostic Assessment of Infants and Children
o Test Protocols
o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing
o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance
The Audiogram
o Configuration (Pattern) of Thresholds on the Audiogram
Formulating a Differential Diagnosis
o Sensory Deprivation
o Ambiguity of Hearing Loss
Measuring Distance Hearing
Summary
* Hearing Aids, Cochlear Implants, and FM Systems
Key Points Presented in the Chapter
Introduction
For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum
o Listening and Learning Environments
o Distance Hearing/Incidental Learning and S/N Ratio
o ANSI S12.6-2002 Acoustical Guidelines
o Talker and Listener Physical Positioning
Amplification
o Hearing Aids/Hearing Instruments
o Bone Anchored Hearing Aid (Baha)
o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems
o Wireless Connectivity
o Cochlear Implants
Measuring Efficacy of Fitting and Use of Technology
o Equipment Efficacy for the School System
Conclusion
* Intervention Issues
Key Points Presented in the Chapter
Basic Premises
Differentiating Dimensions Among Intervention Programs
o Educational Options for Children with Hearing Loss, Ages 3 to 6
o Challenges to the Process of Learning Spoken Language
* Auditory “Work”
Key Points Presented in the Chapter
Introduction
The Primacy of Audition
The Acoustics-Speech Connection
o Intensity/Loudness
o Frequency/Pitch
o Duration
The Effect of Hearing Loss on the Reception of Speech
A Historical Look at the Use of Residual Hearing
o The Concept of Listening Age
Auditory “Skills” and Auditory Processing Models
o Theory of Mind and Executive Functions
How to Help a Child Learn to Listen in Ordinary, Everyday Ways
Two Examples of Auditory Teaching and Learning
o Scene I: Tony
o Scene II: Tamara
Targets for Auditory/Linguistic Learning
A Last Word
* Spoken Language Learning
Key Points Presented in the Chapter
Introduction
What’s Involved in “Talking”?
How Does a Child Learn to Talk?
Relevance for Intervention Decisions
How Should Intervention Be Organized?
* Constructing Meaningful Communication
Key Points Presented in the Chapter
Introduction
The Affective Relationship
The Child’s Development of Interactional Abilities
o Joint Reference
o Turn-Taking Conventions
o Signaling of Intention
Characteristics of Caregiver Talk
o 1. Content: What Gets Talked About?
o 2. Phonology: What Does Motherese Sound Like?
o 3. Semantics and Syntax: What about Complexity?
o 4. Repetition: Say It or Play It Again
o 5. Negotiation of Meaning: Huh?
o 6. Participation-Elicitors: Let’s (Keep) Talk(ing)
o 7. Responsiveness
Issues about Motherese
o How Long Is Motherese Used?
o Motherese: Why?
o Motherese: Immaterial or Facilitative?
* Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers
Key Points Presented in the Chapter
Introduction
The Emotional Impact of a Child’s Hearing Loss on the Family
What Parents Need to Learn
Components of Intervention for Babies and Young Children with Hearing Loss
When to Talk with Your Child and What to Talk About
A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss
o Background and Rationale
o Structure of the Framework
o Getting a Representative Sample of Interacting
o Discussing the Framework with Parents
o Ways of Addressing Parent-Chosen Targets
Teaching through Incidental and Embellished Interacting
o Teaching Through Incidental Interacting
o Teaching Through Embellished Interacting
Parent Guidance Sessions or Auditory-Verbal Therapy Sessions
o Components to Be Accomplished in a Typical Preplanned Session
o Sample Preplanned Scenario
o Substructure
o About the Benefits and Limitations of Preplanned Teaching
* Appendix 1: How to Grow Your Baby’s/Child’s Brain
* Appendix 2: Application and Instructions for the Ling 6-7 Sound Test
* Appendix 3: Targets for Auditory/Verbal Learning
* Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness
* Appendix 5: Checklist for Evaluating Preschool Group Settings
* Appendix 6: Selected Resources
* Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd.
* Appendix 8: Principles of LSLS Practice
* Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS)
* Appendix 10: Listening and Spoken Language Domains Addressed in This Book
* References
* Glossary of Terms
* IndexReserva
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Título : Language handicap in children Tipo de documento: texto impreso Autores: Crystal, David, Autor Editorial: National council for special education (NCSE) Fecha de publicación: 1982 Colección: Developing horizons in special education num. 7 Número de páginas: 51 p. Il.: il. ISBN/ISSN/DL: 978-0-901443-33-5 Idioma : Español (spa) Clasificación: Comunicacion
Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad
Etapas de desarrollo:InfanciaNota de contenido: Contents
Chapter 1. Evaluating the need
Chapter 2. Describing language hándicap
1. Language structure
2. Language use
3. Depth of detail
Chapter 3. Analysing language hándicap
1. A biological perspective
2. Adevelopmental perspective
3. The acquisition of gramar
4. Motherese
Chapter 4. Assessment and remediation
1. An integrated approach
Appendix A: Language tests and procedures
Appendix B: Some useful addresses
Further reading
Commentary
Language handicap in children [texto impreso] / Crystal, David, Autor . - National council for special education (NCSE), 1982 . - 51 p. : il.. - (Developing horizons in special education; 7) .
ISBN : 978-0-901443-33-5
Idioma : Español (spa)
Clasificación: Comunicacion
Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad
Etapas de desarrollo:InfanciaNota de contenido: Contents
Chapter 1. Evaluating the need
Chapter 2. Describing language hándicap
1. Language structure
2. Language use
3. Depth of detail
Chapter 3. Analysing language hándicap
1. A biological perspective
2. Adevelopmental perspective
3. The acquisition of gramar
4. Motherese
Chapter 4. Assessment and remediation
1. An integrated approach
Appendix A: Language tests and procedures
Appendix B: Some useful addresses
Further reading
Commentary
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Título : Talking to children : Language input & aquisition Tipo de documento: texto impreso Autores: Snow, Catherine E., Editor científico ; Ferguson, Charles A., Editor científico Editorial: Cambridge [Reino Unido] : Cambridge Press Fecha de publicación: 1977 Número de páginas: x p., 369 p. ISBN/ISSN/DL: 978-0-521-29513-0 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Etapas de desarrollo:Infancia
Familia:MadresNota de contenido: Contents
Preface / Snow, Catherine; Ferguson, Charles
Introduction / Brown, Roger
Section I. Maternal speech styles
1. Mothers’ speech research: from input to interaction / Snow, Catherine E.
2. The adaptive significance of linguistic input to preslinguistic infants / Sachs, Jaqueline
3. Some prosodic and paralinguistic features of speech to young children / Garnica, Olga K.
4. Some interactional aspects of language / Van der geest, Ton
5. Mother, I’d rather do it myself: some effects and non-effects of maternal speech style / Newport, Elissa L.; Gleitman, Henry; Gleitman, Lila R.
6. Mothers’ speech adjustments: the contribution of selected child listener variables / Cross, Toni G.
7. Beyond syntax: the influence of conversational constraints on speech modifications / Satz, Marilyn; Gelman, Rochel
8. Talking to children: some notes on feedback / Gleason, Jean Berko
Section II. Baby-talk registers and cross-cultural perspectives
1. Baby talk as a simplified register / Ferguson, Charles A.
2. Modifications of speech addressed to young children in Latvian / Ruke-dravina, Velta
3. The derivational processes relating berber nursery words to counterparts in normal inter-adult speech / Byron, Jim
4. Participant deixis in English and baby talk / Wills, Dorothy davis
5. Ethnography and caretaker – child interaction / Blount, Ben G.
6. Aspects of social environment and first language acquisition in rural Africa / Harkness, Sara
Section III.
1. A sociologist’s point of view / Grimshaw, Allen D.
2. A psychologist’s point of view / Ervin-Tripp, Susan
References
Annotated bibliography / Andersen, Elaine, S.Talking to children : Language input & aquisition [texto impreso] / Snow, Catherine E., Editor científico ; Ferguson, Charles A., Editor científico . - Cambridge (Reino Unido) : Cambridge Press, 1977 . - x p., 369 p.
ISBN : 978-0-521-29513-0
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Etapas de desarrollo:Infancia
Familia:MadresNota de contenido: Contents
Preface / Snow, Catherine; Ferguson, Charles
Introduction / Brown, Roger
Section I. Maternal speech styles
1. Mothers’ speech research: from input to interaction / Snow, Catherine E.
2. The adaptive significance of linguistic input to preslinguistic infants / Sachs, Jaqueline
3. Some prosodic and paralinguistic features of speech to young children / Garnica, Olga K.
4. Some interactional aspects of language / Van der geest, Ton
5. Mother, I’d rather do it myself: some effects and non-effects of maternal speech style / Newport, Elissa L.; Gleitman, Henry; Gleitman, Lila R.
6. Mothers’ speech adjustments: the contribution of selected child listener variables / Cross, Toni G.
7. Beyond syntax: the influence of conversational constraints on speech modifications / Satz, Marilyn; Gelman, Rochel
8. Talking to children: some notes on feedback / Gleason, Jean Berko
Section II. Baby-talk registers and cross-cultural perspectives
1. Baby talk as a simplified register / Ferguson, Charles A.
2. Modifications of speech addressed to young children in Latvian / Ruke-dravina, Velta
3. The derivational processes relating berber nursery words to counterparts in normal inter-adult speech / Byron, Jim
4. Participant deixis in English and baby talk / Wills, Dorothy davis
5. Ethnography and caretaker – child interaction / Blount, Ben G.
6. Aspects of social environment and first language acquisition in rural Africa / Harkness, Sara
Section III.
1. A sociologist’s point of view / Grimshaw, Allen D.
2. A psychologist’s point of view / Ervin-Tripp, Susan
References
Annotated bibliography / Andersen, Elaine, S.Reserva
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Título : The scientist in the crib : What early learning tells us about the mind Tipo de documento: texto impreso Autores: Gopnik, Alison, Autor ; Meltzoff, Andrew N., Autor ; Kuhl, Patricia K., Autor Editorial: New York [Estados Unidos de América] : Harper Collins Fecha de publicación: c1999 Número de páginas: xi p., 279 p. ISBN/ISSN/DL: 978-0-688-17788-1 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Etapas de desarrollo:Infancia
Medicina:Disfasia
Medicina:NeurocienciaNota de contenido: Contents
Preface and acknowledgments
Chapter one: Ancient questions and a young science
The ancient questions
Baby 0.0
The other socratic method
the great chain of knowing
piaget and Vygotski
the new view: the computational baby
Chapter two: what children learn about people
What newborns know
the really eternal triangle
peace and conflict studies
changing your point of view
the conversational attic
learning about "about"
the three-year-old opera: love and deception
Knowing you didn't know: education and memory
How do they do it?
mind-blindness
becoming a psychologist
when little brother is watching
chapter three: what children learn about things
what newborns know
the irresistible allure of stripes
the importance of movement
seeing the world through 3-D glasses
The tree in the quead and the keys in the washcoloth
making things happen
kind of things
How do they do it?
world-blindness
The explanatory drive
grown-ups as teachers
Chapter four: what children learn about language
the sound code
making meanings
the grammar we don't learn in school
what newborns know
taking care of the sounds: becoming a language-specific listener
the tower of Babble
the first words
putting it together
how do they do it?
word-blindness: dyslexia and dysphasia
laening sounds
Learning thow to mean
"Motherese"
Chapter five: what scientists have learned about children's minds
evolution's programs
the star trek archaelogists
foundations
Learning
The developmental views: Sailing in Ulysses' Boat
Big Babies
The scientist as child: the theory theory
Explanation as orgasm
Other people
Nurture as nature
The Klingons and the Vulcans
Sailing together
Chapter six: what scientist have learned about children's brains
The adult brain
how brains get built
Wiring the brain: talk to me
Synaptic pruning: when a loss is a gain
Are there critical periods
The social brain
The brain in the boat
Chapter seven: trailing clouds of glory
What is to be done?
The clouds
Notes
References
IndexThe scientist in the crib : What early learning tells us about the mind [texto impreso] / Gopnik, Alison, Autor ; Meltzoff, Andrew N., Autor ; Kuhl, Patricia K., Autor . - New York (Estados Unidos de América) : Harper Collins, c1999 . - xi p., 279 p.
ISBN : 978-0-688-17788-1
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Etapas de desarrollo:Infancia
Medicina:Disfasia
Medicina:NeurocienciaNota de contenido: Contents
Preface and acknowledgments
Chapter one: Ancient questions and a young science
The ancient questions
Baby 0.0
The other socratic method
the great chain of knowing
piaget and Vygotski
the new view: the computational baby
Chapter two: what children learn about people
What newborns know
the really eternal triangle
peace and conflict studies
changing your point of view
the conversational attic
learning about "about"
the three-year-old opera: love and deception
Knowing you didn't know: education and memory
How do they do it?
mind-blindness
becoming a psychologist
when little brother is watching
chapter three: what children learn about things
what newborns know
the irresistible allure of stripes
the importance of movement
seeing the world through 3-D glasses
The tree in the quead and the keys in the washcoloth
making things happen
kind of things
How do they do it?
world-blindness
The explanatory drive
grown-ups as teachers
Chapter four: what children learn about language
the sound code
making meanings
the grammar we don't learn in school
what newborns know
taking care of the sounds: becoming a language-specific listener
the tower of Babble
the first words
putting it together
how do they do it?
word-blindness: dyslexia and dysphasia
laening sounds
Learning thow to mean
"Motherese"
Chapter five: what scientists have learned about children's minds
evolution's programs
the star trek archaelogists
foundations
Learning
The developmental views: Sailing in Ulysses' Boat
Big Babies
The scientist as child: the theory theory
Explanation as orgasm
Other people
Nurture as nature
The Klingons and the Vulcans
Sailing together
Chapter six: what scientist have learned about children's brains
The adult brain
how brains get built
Wiring the brain: talk to me
Synaptic pruning: when a loss is a gain
Are there critical periods
The social brain
The brain in the boat
Chapter seven: trailing clouds of glory
What is to be done?
The clouds
Notes
References
IndexReserva
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