BIBLIO is the largest independent book marketplace in the world, with over 100 million books.

Skip to content

Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics)

Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics)

Exceptional Language Development in Down Syndrome: Implications for the
Stock photo: cover may vary

Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics) Hardback - 1995 - 1st Edition

by Rondal, Jean A

Add to wish list
  • Used
  • Good
  • Hardback
Used - Good

Description

hardcover. Good. Access codes and supplements are not guaranteed with used items. May be an ex-library book.
Ask the seller a question Add to wish list
A$87.60
Free Delivery within USA
Standard delivery: 7 to 14 days
More delivery options
Dropship order
Ships from Bonita (California, United States)

Details

About Bonita California, United States

Biblio member since 2020

Terms of Sale: 30 day return guarantee, with full refund including original shipping costs for up to 30 days after delivery if an item arrives misdescribed or damaged.

Browse books from Bonita

Reader reviews for Exceptional Language Development in Down Syndrome: Implications for the Cognition-Language Relationship (Cambridge Monographs and Texts in Applied Psycholinguistics)

From the publisher

Advanced language acquisition is possible in spite of serious mental handicap. This is the conclusion reached at the end of a thorough study of the language of a Down syndrome adult woman, exhibiting virtually normal expressive and receptive grammar. This case, presented in this book, is compared to a small number of other exceptional cases of language development in mental retardation. The findings are powerful arguments against the claim that the acquisition of grammar is determined by prior nonlinguistic cognitive achievements. Moreover, data analysis and comparison with other observations in language pathology (specific language impaired children, aphasic syndromes, degenerative syndromes, dementias) suggest that linguistic knowledge consists of independent but interacting modules. These data also supply interesting arguments in favor of a conception of grammatical development as the gradual unfolding of innate species-specific dispositions, and undoubtedly this book will appeal to researchers and advanced students in language development, developmental psychopathology and special education.
tracking-