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Books on the topic 'Language development; Cognitive functions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Access to language and cognitive development. Oxford University Press, 2012.

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2

Morgan, Gary, ed. Understanding Deafness, Language and Cognitive Development. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/tilar.25.

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3

1963-, Grayson Andrew, ed. Cognitive and language development in children. Open University, 2004.

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4

Rowe, Helga A. H. Language-free evaluation of cognitive development: NAT. Australian Council for Educational Research, 1986.

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5

Language and action in cognitive neuroscience. Psychology Press, 2013.

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6

Concepts, kinds, and cognitive development. MIT Press, 1989.

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7

Language in cognitive development: Emergence of the mediated mind. Cambridge University Press, 1996.

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8

Language of instruction and cognitive development: Case-studies from Malawi. Lit, 2013.

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9

Fletcher-Flinn, Claire M., and Gus M. Haberman. Cognition and language: Perspectives from New Zealand. Australian Academic Press, 2006.

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10

von Tetzchner, Stephen, Linda S. Siegel, and Lars Smith, eds. The Social and Cognitive Aspects of Normal and Atypical Language Development. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3580-4.

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11

Ninio, Anat. Language and the learning curve: A new theory of syntactic development. Oxford University Press, 2006.

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12

A study of the evolution of the Malay language: Social change and cognitive development. Singapore University Press, National University of Singapore, 1990.

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13

McQuillen, Kevin. MVS assembler language: Concepts, professional subset, advanced functions, DASD access methods, program development techniques. M. Murach, 1987.

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14

1902-1977, Luriia A. R., ed. The theory of A.R. Luria: Functions of spoken language in the development of higher mental processes. Erlbaum, 1987.

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15

A model of cognitive, cultural and linguistic variables affecting bilingual Spanish/English children's development of concepts and language. Austin & Winfield, 1994.

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16

Mallenby, Terry W. Cognitive development: The efficacy of the A Plus Child Development's Project "Head Start" Program in such development : a review of the "Head Start" Program. Institute of Applied Studies, 2002.

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17

Saperston, Bruce M. The relationship of cognitive, language, and melodic development of normal children and retarded children and adults. s.n.], 1986.

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18

Inc, NetLibrary, ed. The psychology of language: From data to theory. Erlbaum, 1995.

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19

The psychology of language: From data to theory. 3rd ed. Psychology Press, 2008.

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20

(Editor), Laura Carlson, and Emile van der Zee (Editor), eds. Functional Features in Language and Space: Insights from Perception, Categorization, and Development (Language and Space). Oxford University Press, USA, 2005.

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21

(Editor), Laura Carlson, and Emile van der Zee (Editor), eds. Functional Features in Language and Space: Insights from Perception, Categorization, and Development (Language and Space). Oxford University Press, USA, 2005.

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22

1965-, Carlson Laura Anne, and Zee Emile van der, eds. Functional features in language and space: Insights from perception, categorization, and development. Oxford University Press, 2005.

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23

Dirks, Evelien. The Development of Young Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0018.

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Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

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24

(Editor), Robert W. Rieber, Joseph Glick (Preface), and Marie J. Hall (Translator), eds. The Collected Works of L.S. Vygotsky: Volume 4: The History of the Development of Higher Mental Functions (Cognition and Language: A Series in Psycholinguistics). Springer, 1997.

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25

Butz, Martin V., and Esther F. Kutter. Cognitive Science is Interdisciplinary. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0002.

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Cognitive Science has come a long way – even the old Greeks have put forward intricate thoughts about what our minds can know and what seems inaccessible. This chapter addresses the historical development of cognitive science. The fundamental homunculus and qualia problems are introduced, and tentative answers from embodied cognitive science are sketched-out. A look at biology emphasizes that our bodies and brains are evolutionarily shaped, making us ready to develop our minds. Psychologically, minds develop and adapt given environmental feedback, striving to optimize behavior. Only by means of constructive, generative processes, however, can a behavior-oriented “understanding” of the environment develop. These “understanding”-oriented structures also make our mind language ready. Finally, in order to comprehend how the human mind actually comes into being, based on the considered principles, it is necessary to pursue functional, computational, and where possible, algorithmic and hardware perspectives in the sense of David Marr’s three levels of understanding.

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26

J, Lee V., and Das Gupta Prajna, eds. Children's cognitive and language development. Blackwell Publishers in association with the Open University, 1995.

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27

Dupoux, Emmanuel, ed. Language, Brain, and Cognitive Development. The MIT Press, 2002. http://dx.doi.org/10.7551/mitpress/4108.001.0001.

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28

Pinker, Steven. Language Learnability and Language Development (Cognitive Science Series). Harvard University Press, 1987.

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29

John, Oates, and Andrew Grayson. Cognitive and Language Development in Children. Wiley & Sons, Incorporated, John, 2008.

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30

Siegal, Michael, and Luca Surian, eds. Access to Language and Cognitive Development. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780199592722.001.0001.

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31

Kronenberger, William G., and David B. Pisoni. Neurocognitive Functioning in Deaf Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0016.

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Cochlear implantation restores some attributes of hearing and spoken language to prelingually deaf children. However, reduced access to auditory and spoken-language experiences for children with cochlear implants can alter the development of downstream neurocognitive functions such as sequential processing and self-regulatory language skills, which are critical building blocks for executive functioning. Executive functioning is the active regulation of cognitive, behavioral, and emotional processes in the service of planned, organized, controlled, goal-driven behavior. This chapter presents findings from two primary lines of research on the development of executive functioning in prelingually deaf, early implanted children with cochlear implants. The first is identification of specific executive function domains that are at risk for delay in children with cochlear implants compared to hearing children. The second is reciprocal influences of executive function and spoken-language skills throughout development in children and adolescents with cochlear implants.

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32

Kucian, Karin, Klaus F. Willmes - von Hinckeldey, Elise Klein, and Korbinian Moeller, eds. Numerical Development - From cognitive functions to neural underpinnings. Frontiers SA Media, 2015. http://dx.doi.org/10.3389/978-2-88919-424-7.

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33

Coello, Yann, and Angela Bartolo. Language and Action in Cognitive Neuroscience. Taylor & Francis Group, 2012.

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34

Coello, Yann, and Angela Bartolo. Language and Action in Cognitive Neuroscience. Taylor & Francis Group, 2012.

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35

Barrett, Martyn D., and Stan A. Ii Kuczaj. Development of Word Meaning: Progress in Cognitive Development Research. Springer, 2011.

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36

Michael, Tomasello, ed. The new psychology of language: Cognitive and functional approaches to language structure. L. Erlbaum, 1998.

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37

Hodges, John R. Localized Cognitive Functions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0003.

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This chapter discusses localized cognitive functions. The functions ascribed to the dominant, usually left, cerebral hemisphere show much more clear-cut laterality than those associated with the so-called minor hemisphere. This applies particularly to spoken language. This chapter discusses aspects of normal and abnormal language function in the framework of contemporary cognitive neuroscience with descriptions of the classic post-stroke variants of aphasia (Broca’s, Wernicke’s, conduction, etc.) although these are rarely seen in the context of neurodegenerative diseases. There is also a description of disorders of written language (the dyslexias and dysgraphias), of calculation (acalculia), and of higher-order motor control (apraxia). This is followed by descriptions of the syndromes associated with disturbed right hemisphere functions: neglect phenomena, dressing and constructional apraxia, and complex visuoperceptual disorders (agnosias). Each cognitive syndrome is placed in the context of its neural basis, disorders which affect the ability and methods of assessment at the bedside and using neuropsychological tasks.

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38

Presseisen, Barbara. Topics in Cognitive Development Language and Operational Thought. Springer, 2012.

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39

Hodges, John R. Localized Cognitive Functions. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780192629760.003.0003.

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Chapter 3 discusses aspects of normal and abnormal language function, followed by a brief description of disorders of calculation (acalculia) and of higher-order motor control (apraxia). The second half of the chapter deals with disturbed right hemisphere functions: neglect phenomena, dressing and constructional apraxia, and complex visuo-perceptual deficits (agnosias).

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40

Adele, Diamond, and National Institute of Mental Health (U.S.), eds. The Development and neural bases of higher cognitive functions. New York Academy of Sciences, 1990.

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41

A, Kuczaj Stan, and Barrett Martyn D, eds. The development of word meaning: Progress in cognitive development research. Springer-Verlag, 1986.

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42

(Editor), John Oates, and Andrew Grayson (Editor), eds. Cognitive and Language Development in Children (Child Development (Cambridge, Mass.), 3.). 2nd ed. Blackwell Publishing Limited, 2004.

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43

New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume II. Taylor & Francis Group, 2014.

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44

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume I. Taylor & Francis Group, 2014.

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45

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume II. Taylor & Francis Group, 2014.

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46

Tomasello, Michael. New Psychology of Language: Cognitive and Functional Approaches to Language Structure, Volume I. Taylor & Francis Group, 2014.

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47

von, Tetzchner Stephen, Siegel Linda S, and Smith Lars, eds. The Social and cognitive aspects of normal and atypical language development: [progress in cognitive development research]. Springer-Verlag, 1989.

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48

Michael, Tomasello, ed. The new psychology of language: Cognitive and functional approaches to language structure volume 2. Lawrence Erlbaum Associates, 2003.

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49

Byrnes, James P., and Eric Amsel. Language, Literacy, and Cognitive Development: The Development and Consequences of Symbolic Communication. Taylor & Francis Group, 2013.

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50

Eric, Amsel, Byrnes James P, Jean Piaget Society Symposium, and Jean Piaget Society, eds. Language, literacy, and cognitive development: The development and consequences of symbolic communication. Lawrence Erlbaum Associates, 2002.

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