28019057 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 223 Hb 15 9789027203212 06 10.1075/z.223 13 2019005526 00 BB 08 620 gr 01 01 Atypical Language Development in Romance Languages Atypical Language Development in Romance Languages 1 B01 01 JB code 512344043 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 07 https://benjamins.com/catalog/persons/512344043 2 B01 01 JB code 503344044 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 07 https://benjamins.com/catalog/persons/503344044 3 B01 01 JB code 726344046 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 07 https://benjamins.com/catalog/persons/726344046 4 B01 01 JB code 871344047 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 07 https://benjamins.com/catalog/persons/871344047 5 B01 01 JB code 163344048 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 07 https://benjamins.com/catalog/persons/163344048 01 eng 11 263 03 03 vi 03 00 257 03 01 23 616.85/5 03 2019 RC423 04 Language disorders. 04 Speech disorders. 04 Language acquisition. 04 Romance languages--Acquisition. 04 Developmental disabilities. 10 LAN009000 12 CFDC 24 JB code LIN.LA Language acquisition 24 JB code LIN.LADIS Language disorders & speech pathology 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.ROM Romance linguistics 01 06 02 00 This book presents a range of ongoing studies on atypical language development in Romance languages. 03 00 This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.223.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203212.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203212.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.223.hb.png 01 01 D503 https://benjamins.com/covers/125/z.223.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.223.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.223.hb.png 01 01 JB code z.223.01agu 06 10.1075/z.223.01agu 1 20 20 Chapter 1 01 04 Introduction to atypical language development in romance languages Introduction to atypical language development in romance languages 1 A01 01 JB code 305367107 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 07 https://benjamins.com/catalog/persons/305367107 2 A01 01 JB code 723367108 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 07 https://benjamins.com/catalog/persons/723367108 3 A01 01 JB code 86367109 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 07 https://benjamins.com/catalog/persons/86367109 4 A01 01 JB code 452367110 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 07 https://benjamins.com/catalog/persons/452367110 5 A01 01 JB code 665367111 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 07 https://benjamins.com/catalog/persons/665367111 03 00

This chapter presents a state of the art in atypical language development in Romance languages and introduces, as well, the chapters in this book. The first part describes the aim of the book. The second part describes typical language acquisition in Romance language and their main differences with English. Finally, the third section focuses on four clinical conditions that show atypical language development: prematurity, Specific Language Impairment, hearing loss, and genetic syndromes.

01 01 JB code z.223.p1 06 10.1075/z.223.p1 Section header 2 01 04 Part I. Preterm children Part I. Preterm children 01 01 JB code z.223.02gua 06 10.1075/z.223.02gua 23 36 14 Chapter 3 01 04 Neuroconstructivism to understand the effect of very preterm birth on language and literacy Neuroconstructivism to understand the effect of very preterm birth on language and literacy 1 A01 01 JB code 59367112 AnnaLisa Guarini Guarini, AnnaLisa AnnaLisa Guarini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/59367112 2 A01 01 JB code 870367113 Mariagrazia Zuccarini Zuccarini, Mariagrazia Mariagrazia Zuccarini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/870367113 3 A01 01 JB code 13367114 Alessandra Sansavini Sansavini, Alessandra Alessandra Sansavini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/13367114 03 00

The preterm population is not characterised by an initial delay that recovers during development, but by atypical developmental trajectories, that can be understood through the neuroconstructivist approach. The neuropsychological profiles of very preterm infants show a great heterogeneity, depending on neonatal immaturity, medical complications, environmental, relational and social factors. The developmental trajectory of very preterm children is described in relation to the acquisition and consolidation of language and literacy from early infancy to adolescence. Indexes for early individuation of language and literacy delays, as well as for planning focused interventions, are discussed.

01 01 JB code z.223.03per 06 10.1075/z.223.03per 37 56 20 Chapter 4 01 04 Prematurity, executive functions and language Prematurity, executive functions and language 01 04 A study with low risk preterm children A study with low risk preterm children 1 A01 01 JB code 179367115 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira University of Santiago de Compostela 07 https://benjamins.com/catalog/persons/179367115 2 A01 01 JB code 551367116 Manuel Peralbo Peralbo, Manuel Manuel Peralbo University of A Coruña 07 https://benjamins.com/catalog/persons/551367116 3 A01 01 JB code 16367117 Alberto Veleiro Vidal Veleiro Vidal, Alberto Alberto Veleiro Vidal University of A Coruña 07 https://benjamins.com/catalog/persons/16367117 03 00

This chapter aims to compare language development and executive functions (EFs) in healthy preterm (PT) and full-term (FT) children, and to explore the influence of EFs and other factors on language abilities. One group of 111 low-risk PT children and another group of 34 FT children were followed from 4 to 5 years of age, and predictors of language abilities were analysed. The PT children in our study did not obtain significantly lower results than the FT children in any EF task. Cognitive score was the main predictor of linguistic results. EFs, verbal memory and non-verbal working memory in particular, had a moderately significant effect on morphosyntactic production and on grammar understanding. The results seem to reinforce the declarative/procedural model.

01 01 JB code z.223.04res 06 10.1075/z.223.04res 57 74 18 Chapter 5 01 04 Risk for language delay in healthy preterm and full-term children Risk for language delay in healthy preterm and full-term children 01 04 A longitudinal study from 22 to 60 months A longitudinal study from 22 to 60 months 1 A01 01 JB code 365367118 Mariela Resches Resches, Mariela Mariela Resches National Scientific and Technical Research Council (CONICET), Argentina 07 https://benjamins.com/catalog/persons/365367118 2 A01 01 JB code 573367119 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/573367119 3 A01 01 JB code 954367120 Raquel Cruz Guerrero Cruz Guerrero, Raquel Raquel Cruz Guerrero Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/954367120 4 A01 01 JB code 639367121 Montse Fernández Prieto Fernández Prieto, Montse Montse Fernández Prieto Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/639367121 03 00

This study analysed the Risk for Language Delay (RLD) in a sample of healthy preterm children and a full-term control group. We collected direct and indirect measures of language development from 10 to 60 months, and we examined the influence of biomedical, cognitive and environmental variables over the RLD at 22, 30, and 60 months. While at the early ages there were not significant differences in the prevalence of RLD between preterm and full-term children, at 60 months receptive grammar delay was more frequent in the preterm group. Also, preterm children showed a higher instability in the prevalence of RLD over time. Lastly, cognitive development, maternal education and early expressive vocabulary were the most important factors to predict RLD.

01 01 JB code z.223.05bos 06 10.1075/z.223.05bos 75 90 16 Chapter 6 01 04 Word segmentation and mapping in early word learning Word segmentation and mapping in early word learning 01 04 Differences between full term and moderately preterm infants Differences between full term and moderately preterm infants 1 A01 01 JB code 966367122 Laura Bosch Bosch, Laura Laura Bosch Universitat de Barcelona/Institut de Recerca Sant Joan de Déu 07 https://benjamins.com/catalog/persons/966367122 2 A01 01 JB code 332367123 Maria Teixidó Teixidó, Maria Maria Teixidó Universitat de Barcelona 07 https://benjamins.com/catalog/persons/332367123 3 A01 01 JB code 750367124 Thais Agut Quijano Agut Quijano, Thais Thais Agut Quijano Institut de Recerca Sant Joan de Déu/Neonatology Unit Hospital Sant Joan de Déu 07 https://benjamins.com/catalog/persons/750367124 03 00

Comparative study with infants differing in gestational age at birth, tested on a dual word segmentation and mapping task with natural language passages and visual cues to facilitate word extraction and word-referent association, two abilities linked to vocabulary building. Infants were tested at 9 months corrected age for gestation, with preterm infants having longer language experience than full-terms, but similar maturational age. Only full terms succeeded on the word mapping test. While visual cues were expected to facilitate word extraction, unsuccessful mapping is possibly related to the cognitive demands of the task, requiring simultaneous processes for the young learner. Differences in language development levels were also identified, suggesting a complex interplay of factors behind preterm infants’ early language learning skills.

01 01 JB code z.223.p2 06 10.1075/z.223.p2 Section header 7 01 04 Part II. Specific Language Impairment Part II. Specific Language Impairment 01 01 JB code z.223.06ale 06 10.1075/z.223.06ale 93 112 20 Chapter 8 01 04 The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment 1 A01 01 JB code 948367125 Alejandra Auza-Benavides Auza-Benavides, Alejandra Alejandra Auza-Benavides Hospital General Dr. Manuel Gea González /Instituto Mexicano para la Atención del Desarrollo del Niño (IMAD, A.C.) 07 https://benjamins.com/catalog/persons/948367125 2 A01 01 JB code 302367126 Christian Peñaloza Peñaloza, Christian Christian Peñaloza Universidad Nacional Autónoma de México 07 https://benjamins.com/catalog/persons/302367126 3 A01 01 JB code 359367127 Chiharu Murata Murata, Chiharu Chiharu Murata Instituto Nacional de Pediatría 07 https://benjamins.com/catalog/persons/359367127 03 00

Many Spanish-speaking children from low socioeconomic status grow in families with low maternal education (ME), which may reflect differences in quality and quantity of children’s input. Lexical and grammatical abilities from these children are frequently confused with those of children with Specific Language Impairment (SLI). The aim of this research was to compare lexical and grammatical abilities in 400 monolingual children with and without SLI (aged 4;0 to 6;11) classified in ME groups. Analyses of variance revealed differences between ME groups. Regression analyses revealed that ME and age contributed to the greatest amount of variance in lexical but not grammatical abilities. The discussion is centered on the importance of considering ME as a distal factor that affects linguistic abilities.

01 01 JB code z.223.07and 06 10.1075/z.223.07and 113 126 14 Chapter 9 01 04 Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment 1 A01 01 JB code 473367128 Clara Andrés-Roqueta Andrés-Roqueta, Clara Clara Andrés-Roqueta Universitat Jaume I 07 https://benjamins.com/catalog/persons/473367128 2 A01 01 JB code 846367129 Rosa Ana Clemente Clemente, Rosa Ana Rosa Ana Clemente Universitat Jaume I 07 https://benjamins.com/catalog/persons/846367129 03 00

Children with pragmatic language impairment (PLI) have problems understanding idioms. However, whether similar difficulties are present in children with Specific Language Impairment (SLI), and which cognitive and linguistic factors are implied, is still not fully addressed. In this chapter the competence to understand idioms in Spanish children with SLI and PLI is compared to a typically developing group, using a verbal and a visual condition. Visual idioms challenged both children with SLI and PLI, but verbal indioms only challenged children with PLI. Also, their performance was related to their grammar and pragmatics skills, but not to the vocabulary ones. However, only children with PLI improved their competence on the visual condition. Practical implications for diagnosing and designing interventions are discussed.

01 01 JB code z.223.08bal 06 10.1075/z.223.08bal 127 141 15 Chapter 10 01 04 Evaluation of narrative skills in language-impaired children Evaluation of narrative skills in language-impaired children 01 04 Advantages of a dynamic approach Advantages of a dynamic approach 1 A01 01 JB code 945367130 Ingrida Balčiūnienė Balčiūnienė, Ingrida Ingrida Balčiūnienė Saint-Petersburg State Pediatric Medical University /Vytautas Magnus University 07 https://benjamins.com/catalog/persons/945367130 2 A01 01 JB code 305367131 Aleksandr N. Kornev Kornev, Aleksandr N. Aleksandr N. Kornev Saint-Petersburg State Pediatric Medical University 07 https://benjamins.com/catalog/persons/305367131 03 00

The chapter presents our findings on a complex experimental comparative study of the narrative analysis of language-impaired and typically-developing monolingual Russian children. The data of storytelling and retelling according to wordless picture sequences were collected from specifically language-impaired preschoolers, dyslexic school-age children, and typically-developing peers. Then, following the methodology of the dynamic approach to narrative assessment, an impact of such factors as session, story complexity, and story mode on the measures of narrative macrostructure, microstructure, linguistic dysfluency, and language errors was estimated. The study provides evidence that the given extralinguistic factors significantly influence the narrative measures; namely, the language-impaired children, contrary to the typically-developing peers, tended to be significantly sensitive to the experiment session and the story mode.

01 01 JB code z.223.09and 06 10.1075/z.223.09and 143 166 24 Chapter 11 01 04 Real-time comprehension of sentences in children with SLI Real-time comprehension of sentences in children with SLI 01 04 Evidence from eye movements Evidence from eye movements 1 A01 01 JB code 591367132 Llorenç Andreu Andreu, Llorenç Llorenç Andreu Universitat Oberta de Catalunya 07 https://benjamins.com/catalog/persons/591367132 2 A01 01 JB code 773367133 Nadia Ahufinger Ahufinger, Nadia Nadia Ahufinger Universitat Oberta de Catalunya /Universitat de Barcelona 07 https://benjamins.com/catalog/persons/773367133 3 A01 01 JB code 221367134 Laura Ferinu Ferinu, Laura Laura Ferinu Universitat Oberta de Catalunya /Universitat de Barcelona 07 https://benjamins.com/catalog/persons/221367134 4 A01 01 JB code 630367135 Fernanda Pacheco Pacheco, Fernanda Fernanda Pacheco Universitat de Barcelona 07 https://benjamins.com/catalog/persons/630367135 5 A01 01 JB code 783367136 Roser Colomé Colomé, Roser Roser Colomé Universitat de Barcelona 07 https://benjamins.com/catalog/persons/783367136 6 A01 01 JB code 179367137 Mònica Sanz-Torrent Sanz-Torrent, Mònica Mònica Sanz-Torrent Universitat de Barcelona 07 https://benjamins.com/catalog/persons/179367137 03 00

Verbs play an essential role in enabling sentences to be interpreted rapidly in real time. The objective of this work is to investigate how verb information is used during real-time comprehension of sentences in Spanish. Twenty-five children (aged 5.3–8.2 years) with specific language impairment (SLI), fifty typically developing children (aged 3.3–8.2 years), and thirty-one normal adults participated in three eye-tracking experiments involving spoken language comprehension. Participants listened to simple sentences in the presence of four depicted objects, only one of which satisfied the semantic restrictions of the verb. Eye movements revealed that children with SLI were able to recognize and retrieve the meaning of the verb rapidly enough to anticipate the upcoming semantically appropriate referent.

01 01 JB code z.223.p3 06 10.1075/z.223.p3 Section header 12 01 04 Part III. Deafness Part III. Deafness 01 01 JB code z.223.10sid 06 10.1075/z.223.10sid 169 184 16 Chapter 13 01 04 Emotion recognition skills in children with hearing loss Emotion recognition skills in children with hearing loss 01 04 What is the role of language? What is the role of language? 1 A01 01 JB code 617367138 Francesc Sidera Sidera, Francesc Francesc Sidera Universitat de Girona 07 https://benjamins.com/catalog/persons/617367138 2 A01 01 JB code 822367139 Elisabet Serrat Serrat, Elisabet Elisabet Serrat Universitat de Girona 07 https://benjamins.com/catalog/persons/822367139 3 A01 01 JB code 212367140 Anna Amadó Amadó, Anna Anna Amadó Universitat de Girona 07 https://benjamins.com/catalog/persons/212367140 4 A01 01 JB code 624367141 Gary Morgan Morgan, Gary Gary Morgan City, University of London 07 https://benjamins.com/catalog/persons/624367141 03 00

Previous studies have found a deficit in emotion recognition skills in children with hearing loss linked to their linguistic development. Our aim is to explore how different linguistic-communicative skills influence the capacity to recognise emotions from faces, at different developmental points, in children with and without hearing loss. We administered language measures and a task of emotion recognition (ER) to 166 children (75 with hearing loss). Results show that ER was linked to various linguistic-communicative skills in children with hearing loss, whereas fewer connections existed in hearing children. As these relations varied with age, we discuss how the importance of the different linguistic and communicative skills for ER varies throughout development and as a function of hearing status.

01 01 JB code z.223.11dia 06 10.1075/z.223.11dia 185 198 14 Chapter 14 01 04 Executive functions and eye fixations in children with Cochlear Implant Executive functions and eye fixations in children with Cochlear Implant 1 A01 01 JB code 713367142 María Fernanda Lara Díaz Díaz, María Fernanda Lara María Fernanda Lara Díaz Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/713367142 2 A01 01 JB code 119367143 Carolina Rivera Rivera, Carolina Carolina Rivera Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/119367143 3 A01 01 JB code 272367144 Silvia Raquel Rodriguez Rodriguez, Silvia Raquel Silvia Raquel Rodriguez Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/272367144 03 00

This study is meant to describe the executive functions (EFs) and eye fixation in a group of 13 children with Cochlear Implants (CI) and their controls with the purpose to establish the relationship between the mentioned skills and language. Children with CI showed a significantly lower performance and need more time in tasks of inhibition, mental flexibility, and working memory. Children with CI have different visual fixation patterns in which they tend to stare longer in peripheral areas, which might explain a less effective executive functioning. These findings coincide with the general domain of hearing theory, which states that hearing loss can affect other cognitive domains that are not related with auditory input and has implications for different sensorial systems.

01 01 JB code z.223.p4 06 10.1075/z.223.p4 Section header 15 01 04 Part IV. Genetic syndromes with intellectual disabilities Part IV. Genetic syndromes with intellectual disabilities 01 01 JB code z.223.12jac 06 10.1075/z.223.12jac 201 217 17 Chapter 16 01 04 The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome 1 A01 01 JB code 3367145 Donna Jackson-Maldonado Jackson-Maldonado, Donna Donna Jackson-Maldonado Universidad Autónoma de Querétaro , México 07 https://benjamins.com/catalog/persons/3367145 2 A01 01 JB code 356367146 Miguel Galeote Galeote, Miguel Miguel Galeote Universidad de Málaga , España 07 https://benjamins.com/catalog/persons/356367146 3 A01 01 JB code 527367147 María Fernanda Flores Guerrero Guerrero, María Fernanda Flores María Fernanda Flores Guerrero Universidad de Málaga , España 07 https://benjamins.com/catalog/persons/527367147 03 00

A strong association between early vocabulary comprehension and production has been shown in typically developing children (TD), and there is robust evidence for a lexicon-grammar association. These relations have been inconsistent in children with Down Syndrome (DS). In this study, ten Spanish-speaking children with DS were observed for vocabulary comprehension, production and initial morphosyntax using a parental report, the Down-CDI. Results showed high individual differences and developmental patterns were not similar to the literature of children with TD. The relation between vocabulary size, composition, sentence length and complexity was inconsistent. Thus, some developmental patterns of TD children are similar in children with DS. There is an association between grammar and vocabulary at the general level, but not within specific components.

01 01 JB code z.223.13die 06 10.1075/z.223.13die 219 234 16 Chapter 17 01 04 Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome 1 A01 01 JB code 809367148 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo 07 https://benjamins.com/catalog/persons/809367148 2 A01 01 JB code 215367149 Manuela Miranda Miranda, Manuela Manuela Miranda Universidad de Oviedo 07 https://benjamins.com/catalog/persons/215367149 3 A01 01 JB code 597367150 Vanesa Pérez Pérez, Vanesa Vanesa Pérez Escuelas Universitarias Gimbernat-Cantabria 07 https://benjamins.com/catalog/persons/597367150 4 A01 01 JB code 969367151 Verónica Martínez Martínez, Verónica Verónica Martínez Universidad de Oviedo 07 https://benjamins.com/catalog/persons/969367151 03 00

This chapter presents a comparative perspective on the morphological profiles of Williams Syndrome (WS) and Down Syndrome (DS). The initial research described these neurodevelopmental disorders as cases of specific preservation and delay of grammar, respectively, whereas later approaches have challenged such assumptions. The present study aimed to contribute to this discussion with data from 18 Spanish-speaking adolescents in three groups (WS, DS and typical development). Spontaneous speech was analysed with the tools of the CHILDES Project, transcribing and coding the parts of speech and morphological errors. While errors are less frequent in WS than in DS, their type and distribution remain atypical in both syndromes which points towards differential trajectories of language development.

01 01 JB code z.223.14shi 06 10.1075/z.223.14shi 235 252 18 Chapter 18 01 04 Evaluative language and component structure of oral narratives in Williams Syndrome Evaluative language and component structure of oral narratives in Williams Syndrome 1 A01 01 JB code 13367152 Marta Shiro Shiro, Marta Marta Shiro Universidad Central de Venezuela 07 https://benjamins.com/catalog/persons/13367152 2 A01 01 JB code 385367153 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo, España 07 https://benjamins.com/catalog/persons/385367153 3 A01 01 JB code 770367154 Maite Fernández-Urquiza Fernández-Urquiza, Maite Maite Fernández-Urquiza Universidad de Oviedo, España 07 https://benjamins.com/catalog/persons/770367154 03 00

Williams Syndrome narratives tend to display atypically frequent uses of evaluative language. The aim of the present study is to determine the narrative language profiles of a group of 12 WS participants. We video-recorded their oral recounts of a wordless animated video and compared them to those of typically developing children matched for verbal abilities (matched by MLU). We analyzed narrative structure and evaluative devices referring to internal states and to evidentiality. Our findings suggest that the narrative length and structure of WS and TD groups were similar, but the WS narratives lacked overall coherence and clarity. The use of evaluative language in WS was at the level expected for verbal age, and thus, not significantly excessive.

01 01 JB code z.223.ind 06 10.1075/z.223.ind Miscellaneous 19 01 04 Index Index
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/z.223 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20190611 C 2019 John Benjamins D 2019 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 59 22 01 00 Unqualified price 02 JB 1 02 95.00 EUR 02 00 Unqualified price 02 80.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 59 22 01 00 Unqualified price 02 JB 1 02 143.00 USD
766019058 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 223 Eb 15 9789027262493 06 10.1075/z.223 13 2019015426 00 EA E107 Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 01 http://creativecommons.org/licenses/by-nc-nd/4.0/ 11 01 JB code jbe-openaccess 01 02 Open Access Books (ca. 70 titles) 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-eba-2023 01 02 Compact EBA Collection 2023 (ca. 700 titles, starting 2018) 11 01 JB code jbe-2019 01 02 2019 collection (119 titles) 05 02 2019 collection 01 01 Atypical Language Development in Romance Languages Atypical Language Development in Romance Languages 1 B01 01 JB code 512344043 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 07 https://benjamins.com/catalog/persons/512344043 2 B01 01 JB code 503344044 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 07 https://benjamins.com/catalog/persons/503344044 3 B01 01 JB code 726344046 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 07 https://benjamins.com/catalog/persons/726344046 4 B01 01 JB code 871344047 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 07 https://benjamins.com/catalog/persons/871344047 5 B01 01 JB code 163344048 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 07 https://benjamins.com/catalog/persons/163344048 01 eng 11 263 03 03 vi 03 00 257 03 01 23 616.85/5 03 2019 RC423 04 Language disorders. 04 Speech disorders. 04 Language acquisition. 04 Romance languages--Acquisition. 04 Developmental disabilities. 10 LAN009000 12 CFDC 24 JB code LIN.LA Language acquisition 24 JB code LIN.LADIS Language disorders & speech pathology 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.ROM Romance linguistics 01 06 02 00 This book presents a range of ongoing studies on atypical language development in Romance languages. 03 00 This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.223.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203212.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203212.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.223.hb.png 01 01 D503 https://benjamins.com/covers/125/z.223.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.223.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.223.hb.png 01 01 JB code z.223.01agu 06 10.1075/z.223.01agu 1 20 20 Chapter 1 01 04 Introduction to atypical language development in romance languages Introduction to atypical language development in romance languages 1 A01 01 JB code 305367107 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 07 https://benjamins.com/catalog/persons/305367107 2 A01 01 JB code 723367108 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 07 https://benjamins.com/catalog/persons/723367108 3 A01 01 JB code 86367109 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 07 https://benjamins.com/catalog/persons/86367109 4 A01 01 JB code 452367110 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 07 https://benjamins.com/catalog/persons/452367110 5 A01 01 JB code 665367111 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 07 https://benjamins.com/catalog/persons/665367111 03 00

This chapter presents a state of the art in atypical language development in Romance languages and introduces, as well, the chapters in this book. The first part describes the aim of the book. The second part describes typical language acquisition in Romance language and their main differences with English. Finally, the third section focuses on four clinical conditions that show atypical language development: prematurity, Specific Language Impairment, hearing loss, and genetic syndromes.

01 01 JB code z.223.p1 06 10.1075/z.223.p1 Section header 2 01 04 Part I. Preterm children Part I. Preterm children 01 01 JB code z.223.02gua 06 10.1075/z.223.02gua 23 36 14 Chapter 3 01 04 Neuroconstructivism to understand the effect of very preterm birth on language and literacy Neuroconstructivism to understand the effect of very preterm birth on language and literacy 1 A01 01 JB code 59367112 AnnaLisa Guarini Guarini, AnnaLisa AnnaLisa Guarini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/59367112 2 A01 01 JB code 870367113 Mariagrazia Zuccarini Zuccarini, Mariagrazia Mariagrazia Zuccarini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/870367113 3 A01 01 JB code 13367114 Alessandra Sansavini Sansavini, Alessandra Alessandra Sansavini Department of Psychology, University of Bologna, Italy 07 https://benjamins.com/catalog/persons/13367114 03 00

The preterm population is not characterised by an initial delay that recovers during development, but by atypical developmental trajectories, that can be understood through the neuroconstructivist approach. The neuropsychological profiles of very preterm infants show a great heterogeneity, depending on neonatal immaturity, medical complications, environmental, relational and social factors. The developmental trajectory of very preterm children is described in relation to the acquisition and consolidation of language and literacy from early infancy to adolescence. Indexes for early individuation of language and literacy delays, as well as for planning focused interventions, are discussed.

01 01 JB code z.223.03per 06 10.1075/z.223.03per 37 56 20 Chapter 4 01 04 Prematurity, executive functions and language Prematurity, executive functions and language 01 04 A study with low risk preterm children A study with low risk preterm children 1 A01 01 JB code 179367115 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira University of Santiago de Compostela 07 https://benjamins.com/catalog/persons/179367115 2 A01 01 JB code 551367116 Manuel Peralbo Peralbo, Manuel Manuel Peralbo University of A Coruña 07 https://benjamins.com/catalog/persons/551367116 3 A01 01 JB code 16367117 Alberto Veleiro Vidal Veleiro Vidal, Alberto Alberto Veleiro Vidal University of A Coruña 07 https://benjamins.com/catalog/persons/16367117 03 00

This chapter aims to compare language development and executive functions (EFs) in healthy preterm (PT) and full-term (FT) children, and to explore the influence of EFs and other factors on language abilities. One group of 111 low-risk PT children and another group of 34 FT children were followed from 4 to 5 years of age, and predictors of language abilities were analysed. The PT children in our study did not obtain significantly lower results than the FT children in any EF task. Cognitive score was the main predictor of linguistic results. EFs, verbal memory and non-verbal working memory in particular, had a moderately significant effect on morphosyntactic production and on grammar understanding. The results seem to reinforce the declarative/procedural model.

01 01 JB code z.223.04res 06 10.1075/z.223.04res 57 74 18 Chapter 5 01 04 Risk for language delay in healthy preterm and full-term children Risk for language delay in healthy preterm and full-term children 01 04 A longitudinal study from 22 to 60 months A longitudinal study from 22 to 60 months 1 A01 01 JB code 365367118 Mariela Resches Resches, Mariela Mariela Resches National Scientific and Technical Research Council (CONICET), Argentina 07 https://benjamins.com/catalog/persons/365367118 2 A01 01 JB code 573367119 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/573367119 3 A01 01 JB code 954367120 Raquel Cruz Guerrero Cruz Guerrero, Raquel Raquel Cruz Guerrero Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/954367120 4 A01 01 JB code 639367121 Montse Fernández Prieto Fernández Prieto, Montse Montse Fernández Prieto Universidad de Santiago de Compostela 07 https://benjamins.com/catalog/persons/639367121 03 00

This study analysed the Risk for Language Delay (RLD) in a sample of healthy preterm children and a full-term control group. We collected direct and indirect measures of language development from 10 to 60 months, and we examined the influence of biomedical, cognitive and environmental variables over the RLD at 22, 30, and 60 months. While at the early ages there were not significant differences in the prevalence of RLD between preterm and full-term children, at 60 months receptive grammar delay was more frequent in the preterm group. Also, preterm children showed a higher instability in the prevalence of RLD over time. Lastly, cognitive development, maternal education and early expressive vocabulary were the most important factors to predict RLD.

01 01 JB code z.223.05bos 06 10.1075/z.223.05bos 75 90 16 Chapter 6 01 04 Word segmentation and mapping in early word learning Word segmentation and mapping in early word learning 01 04 Differences between full term and moderately preterm infants Differences between full term and moderately preterm infants 1 A01 01 JB code 966367122 Laura Bosch Bosch, Laura Laura Bosch Universitat de Barcelona/Institut de Recerca Sant Joan de Déu 07 https://benjamins.com/catalog/persons/966367122 2 A01 01 JB code 332367123 Maria Teixidó Teixidó, Maria Maria Teixidó Universitat de Barcelona 07 https://benjamins.com/catalog/persons/332367123 3 A01 01 JB code 750367124 Thais Agut Quijano Agut Quijano, Thais Thais Agut Quijano Institut de Recerca Sant Joan de Déu/Neonatology Unit Hospital Sant Joan de Déu 07 https://benjamins.com/catalog/persons/750367124 03 00

Comparative study with infants differing in gestational age at birth, tested on a dual word segmentation and mapping task with natural language passages and visual cues to facilitate word extraction and word-referent association, two abilities linked to vocabulary building. Infants were tested at 9 months corrected age for gestation, with preterm infants having longer language experience than full-terms, but similar maturational age. Only full terms succeeded on the word mapping test. While visual cues were expected to facilitate word extraction, unsuccessful mapping is possibly related to the cognitive demands of the task, requiring simultaneous processes for the young learner. Differences in language development levels were also identified, suggesting a complex interplay of factors behind preterm infants’ early language learning skills.

01 01 JB code z.223.p2 06 10.1075/z.223.p2 Section header 7 01 04 Part II. Specific Language Impairment Part II. Specific Language Impairment 01 01 JB code z.223.06ale 06 10.1075/z.223.06ale 93 112 20 Chapter 8 01 04 The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment 1 A01 01 JB code 948367125 Alejandra Auza-Benavides Auza-Benavides, Alejandra Alejandra Auza-Benavides Hospital General Dr. Manuel Gea González /Instituto Mexicano para la Atención del Desarrollo del Niño (IMAD, A.C.) 07 https://benjamins.com/catalog/persons/948367125 2 A01 01 JB code 302367126 Christian Peñaloza Peñaloza, Christian Christian Peñaloza Universidad Nacional Autónoma de México 07 https://benjamins.com/catalog/persons/302367126 3 A01 01 JB code 359367127 Chiharu Murata Murata, Chiharu Chiharu Murata Instituto Nacional de Pediatría 07 https://benjamins.com/catalog/persons/359367127 03 00

Many Spanish-speaking children from low socioeconomic status grow in families with low maternal education (ME), which may reflect differences in quality and quantity of children’s input. Lexical and grammatical abilities from these children are frequently confused with those of children with Specific Language Impairment (SLI). The aim of this research was to compare lexical and grammatical abilities in 400 monolingual children with and without SLI (aged 4;0 to 6;11) classified in ME groups. Analyses of variance revealed differences between ME groups. Regression analyses revealed that ME and age contributed to the greatest amount of variance in lexical but not grammatical abilities. The discussion is centered on the importance of considering ME as a distal factor that affects linguistic abilities.

01 01 JB code z.223.07and 06 10.1075/z.223.07and 113 126 14 Chapter 9 01 04 Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment 1 A01 01 JB code 473367128 Clara Andrés-Roqueta Andrés-Roqueta, Clara Clara Andrés-Roqueta Universitat Jaume I 07 https://benjamins.com/catalog/persons/473367128 2 A01 01 JB code 846367129 Rosa Ana Clemente Clemente, Rosa Ana Rosa Ana Clemente Universitat Jaume I 07 https://benjamins.com/catalog/persons/846367129 03 00

Children with pragmatic language impairment (PLI) have problems understanding idioms. However, whether similar difficulties are present in children with Specific Language Impairment (SLI), and which cognitive and linguistic factors are implied, is still not fully addressed. In this chapter the competence to understand idioms in Spanish children with SLI and PLI is compared to a typically developing group, using a verbal and a visual condition. Visual idioms challenged both children with SLI and PLI, but verbal indioms only challenged children with PLI. Also, their performance was related to their grammar and pragmatics skills, but not to the vocabulary ones. However, only children with PLI improved their competence on the visual condition. Practical implications for diagnosing and designing interventions are discussed.

01 01 JB code z.223.08bal 06 10.1075/z.223.08bal 127 141 15 Chapter 10 01 04 Evaluation of narrative skills in language-impaired children Evaluation of narrative skills in language-impaired children 01 04 Advantages of a dynamic approach Advantages of a dynamic approach 1 A01 01 JB code 945367130 Ingrida Balčiūnienė Balčiūnienė, Ingrida Ingrida Balčiūnienė Saint-Petersburg State Pediatric Medical University /Vytautas Magnus University 07 https://benjamins.com/catalog/persons/945367130 2 A01 01 JB code 305367131 Aleksandr N. Kornev Kornev, Aleksandr N. Aleksandr N. Kornev Saint-Petersburg State Pediatric Medical University 07 https://benjamins.com/catalog/persons/305367131 03 00

The chapter presents our findings on a complex experimental comparative study of the narrative analysis of language-impaired and typically-developing monolingual Russian children. The data of storytelling and retelling according to wordless picture sequences were collected from specifically language-impaired preschoolers, dyslexic school-age children, and typically-developing peers. Then, following the methodology of the dynamic approach to narrative assessment, an impact of such factors as session, story complexity, and story mode on the measures of narrative macrostructure, microstructure, linguistic dysfluency, and language errors was estimated. The study provides evidence that the given extralinguistic factors significantly influence the narrative measures; namely, the language-impaired children, contrary to the typically-developing peers, tended to be significantly sensitive to the experiment session and the story mode.

01 01 JB code z.223.09and 06 10.1075/z.223.09and 143 166 24 Chapter 11 01 04 Real-time comprehension of sentences in children with SLI Real-time comprehension of sentences in children with SLI 01 04 Evidence from eye movements Evidence from eye movements 1 A01 01 JB code 591367132 Llorenç Andreu Andreu, Llorenç Llorenç Andreu Universitat Oberta de Catalunya 07 https://benjamins.com/catalog/persons/591367132 2 A01 01 JB code 773367133 Nadia Ahufinger Ahufinger, Nadia Nadia Ahufinger Universitat Oberta de Catalunya /Universitat de Barcelona 07 https://benjamins.com/catalog/persons/773367133 3 A01 01 JB code 221367134 Laura Ferinu Ferinu, Laura Laura Ferinu Universitat Oberta de Catalunya /Universitat de Barcelona 07 https://benjamins.com/catalog/persons/221367134 4 A01 01 JB code 630367135 Fernanda Pacheco Pacheco, Fernanda Fernanda Pacheco Universitat de Barcelona 07 https://benjamins.com/catalog/persons/630367135 5 A01 01 JB code 783367136 Roser Colomé Colomé, Roser Roser Colomé Universitat de Barcelona 07 https://benjamins.com/catalog/persons/783367136 6 A01 01 JB code 179367137 Mònica Sanz-Torrent Sanz-Torrent, Mònica Mònica Sanz-Torrent Universitat de Barcelona 07 https://benjamins.com/catalog/persons/179367137 03 00

Verbs play an essential role in enabling sentences to be interpreted rapidly in real time. The objective of this work is to investigate how verb information is used during real-time comprehension of sentences in Spanish. Twenty-five children (aged 5.3–8.2 years) with specific language impairment (SLI), fifty typically developing children (aged 3.3–8.2 years), and thirty-one normal adults participated in three eye-tracking experiments involving spoken language comprehension. Participants listened to simple sentences in the presence of four depicted objects, only one of which satisfied the semantic restrictions of the verb. Eye movements revealed that children with SLI were able to recognize and retrieve the meaning of the verb rapidly enough to anticipate the upcoming semantically appropriate referent.

01 01 JB code z.223.p3 06 10.1075/z.223.p3 Section header 12 01 04 Part III. Deafness Part III. Deafness 01 01 JB code z.223.10sid 06 10.1075/z.223.10sid 169 184 16 Chapter 13 01 04 Emotion recognition skills in children with hearing loss Emotion recognition skills in children with hearing loss 01 04 What is the role of language? What is the role of language? 1 A01 01 JB code 617367138 Francesc Sidera Sidera, Francesc Francesc Sidera Universitat de Girona 07 https://benjamins.com/catalog/persons/617367138 2 A01 01 JB code 822367139 Elisabet Serrat Serrat, Elisabet Elisabet Serrat Universitat de Girona 07 https://benjamins.com/catalog/persons/822367139 3 A01 01 JB code 212367140 Anna Amadó Amadó, Anna Anna Amadó Universitat de Girona 07 https://benjamins.com/catalog/persons/212367140 4 A01 01 JB code 624367141 Gary Morgan Morgan, Gary Gary Morgan City, University of London 07 https://benjamins.com/catalog/persons/624367141 03 00

Previous studies have found a deficit in emotion recognition skills in children with hearing loss linked to their linguistic development. Our aim is to explore how different linguistic-communicative skills influence the capacity to recognise emotions from faces, at different developmental points, in children with and without hearing loss. We administered language measures and a task of emotion recognition (ER) to 166 children (75 with hearing loss). Results show that ER was linked to various linguistic-communicative skills in children with hearing loss, whereas fewer connections existed in hearing children. As these relations varied with age, we discuss how the importance of the different linguistic and communicative skills for ER varies throughout development and as a function of hearing status.

01 01 JB code z.223.11dia 06 10.1075/z.223.11dia 185 198 14 Chapter 14 01 04 Executive functions and eye fixations in children with Cochlear Implant Executive functions and eye fixations in children with Cochlear Implant 1 A01 01 JB code 713367142 María Fernanda Lara Díaz Díaz, María Fernanda Lara María Fernanda Lara Díaz Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/713367142 2 A01 01 JB code 119367143 Carolina Rivera Rivera, Carolina Carolina Rivera Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/119367143 3 A01 01 JB code 272367144 Silvia Raquel Rodriguez Rodriguez, Silvia Raquel Silvia Raquel Rodriguez Universidad Nacional de Colombia 07 https://benjamins.com/catalog/persons/272367144 03 00

This study is meant to describe the executive functions (EFs) and eye fixation in a group of 13 children with Cochlear Implants (CI) and their controls with the purpose to establish the relationship between the mentioned skills and language. Children with CI showed a significantly lower performance and need more time in tasks of inhibition, mental flexibility, and working memory. Children with CI have different visual fixation patterns in which they tend to stare longer in peripheral areas, which might explain a less effective executive functioning. These findings coincide with the general domain of hearing theory, which states that hearing loss can affect other cognitive domains that are not related with auditory input and has implications for different sensorial systems.

01 01 JB code z.223.p4 06 10.1075/z.223.p4 Section header 15 01 04 Part IV. Genetic syndromes with intellectual disabilities Part IV. Genetic syndromes with intellectual disabilities 01 01 JB code z.223.12jac 06 10.1075/z.223.12jac 201 217 17 Chapter 16 01 04 The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome 1 A01 01 JB code 3367145 Donna Jackson-Maldonado Jackson-Maldonado, Donna Donna Jackson-Maldonado Universidad Autónoma de Querétaro , México 07 https://benjamins.com/catalog/persons/3367145 2 A01 01 JB code 356367146 Miguel Galeote Galeote, Miguel Miguel Galeote Universidad de Málaga , España 07 https://benjamins.com/catalog/persons/356367146 3 A01 01 JB code 527367147 María Fernanda Flores Guerrero Guerrero, María Fernanda Flores María Fernanda Flores Guerrero Universidad de Málaga , España 07 https://benjamins.com/catalog/persons/527367147 03 00

A strong association between early vocabulary comprehension and production has been shown in typically developing children (TD), and there is robust evidence for a lexicon-grammar association. These relations have been inconsistent in children with Down Syndrome (DS). In this study, ten Spanish-speaking children with DS were observed for vocabulary comprehension, production and initial morphosyntax using a parental report, the Down-CDI. Results showed high individual differences and developmental patterns were not similar to the literature of children with TD. The relation between vocabulary size, composition, sentence length and complexity was inconsistent. Thus, some developmental patterns of TD children are similar in children with DS. There is an association between grammar and vocabulary at the general level, but not within specific components.

01 01 JB code z.223.13die 06 10.1075/z.223.13die 219 234 16 Chapter 17 01 04 Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome 1 A01 01 JB code 809367148 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo 07 https://benjamins.com/catalog/persons/809367148 2 A01 01 JB code 215367149 Manuela Miranda Miranda, Manuela Manuela Miranda Universidad de Oviedo 07 https://benjamins.com/catalog/persons/215367149 3 A01 01 JB code 597367150 Vanesa Pérez Pérez, Vanesa Vanesa Pérez Escuelas Universitarias Gimbernat-Cantabria 07 https://benjamins.com/catalog/persons/597367150 4 A01 01 JB code 969367151 Verónica Martínez Martínez, Verónica Verónica Martínez Universidad de Oviedo 07 https://benjamins.com/catalog/persons/969367151 03 00

This chapter presents a comparative perspective on the morphological profiles of Williams Syndrome (WS) and Down Syndrome (DS). The initial research described these neurodevelopmental disorders as cases of specific preservation and delay of grammar, respectively, whereas later approaches have challenged such assumptions. The present study aimed to contribute to this discussion with data from 18 Spanish-speaking adolescents in three groups (WS, DS and typical development). Spontaneous speech was analysed with the tools of the CHILDES Project, transcribing and coding the parts of speech and morphological errors. While errors are less frequent in WS than in DS, their type and distribution remain atypical in both syndromes which points towards differential trajectories of language development.

01 01 JB code z.223.14shi 06 10.1075/z.223.14shi 235 252 18 Chapter 18 01 04 Evaluative language and component structure of oral narratives in Williams Syndrome Evaluative language and component structure of oral narratives in Williams Syndrome 1 A01 01 JB code 13367152 Marta Shiro Shiro, Marta Marta Shiro Universidad Central de Venezuela 07 https://benjamins.com/catalog/persons/13367152 2 A01 01 JB code 385367153 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo, España 07 https://benjamins.com/catalog/persons/385367153 3 A01 01 JB code 770367154 Maite Fernández-Urquiza Fernández-Urquiza, Maite Maite Fernández-Urquiza Universidad de Oviedo, España 07 https://benjamins.com/catalog/persons/770367154 03 00

Williams Syndrome narratives tend to display atypically frequent uses of evaluative language. The aim of the present study is to determine the narrative language profiles of a group of 12 WS participants. We video-recorded their oral recounts of a wordless animated video and compared them to those of typically developing children matched for verbal abilities (matched by MLU). We analyzed narrative structure and evaluative devices referring to internal states and to evidentiality. Our findings suggest that the narrative length and structure of WS and TD groups were similar, but the WS narratives lacked overall coherence and clarity. The use of evaluative language in WS was at the level expected for verbal age, and thus, not significantly excessive.

01 01 JB code z.223.ind 06 10.1075/z.223.ind Miscellaneous 19 01 04 Index Index
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/z.223 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20190611 C 2019 John Benjamins D 2019 John Benjamins 02 WORLD 13 15 9789027203212 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027262493 21 01
952025811 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code Z 223 GE 15 9789027262493 06 10.1075/z.223 13 2019015426 00 EA E133 10 01 JB code Z 02 223.00 01 02 Not in series Not in series 01 01 Atypical Language Development in Romance Languages Atypical Language Development in Romance Languages 1 B01 01 JB code 512344043 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 2 B01 01 JB code 503344044 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 3 B01 01 JB code 726344046 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 4 B01 01 JB code 871344047 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 5 B01 01 JB code 163344048 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 01 eng 11 263 03 03 vi 03 00 257 03 24 JB code LIN.LA Language acquisition 24 JB code LIN.LADIS Language disorders & speech pathology 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.ROM Romance linguistics 10 LAN009000 12 CFDC 01 06 02 00 This book presents a range of ongoing studies on atypical language development in Romance languages. 03 00 This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages. 01 00 03 01 01 D503 https://benjamins.com/covers/475/z.223.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203212.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203212.tif 01 01 D503 https://benjamins.com/covers/1200_front/z.223.hb.png 01 01 D503 https://benjamins.com/covers/125/z.223.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/z.223.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/z.223.hb.png 01 01 JB code z.223.01agu 06 10.1075/z.223.01agu 1 19 19 Chapter 1 01 04 Introduction to atypical language development in romance languages Introduction to atypical language development in romance languages 1 A01 01 JB code 305367107 Eva Aguilar-Mediavilla Aguilar-Mediavilla, Eva Eva Aguilar-Mediavilla University of Balearic Islands 2 A01 01 JB code 723367108 Lucía Buil-Legaz Buil-Legaz, Lucía Lucía Buil-Legaz University of Balearic Islands 3 A01 01 JB code 86367109 Raúl López-Penadés López-Penadés, Raúl Raúl López-Penadés University of Balearic Islands 4 A01 01 JB code 452367110 Victor A. Sanchez-Azanza Sanchez-Azanza, Victor A. Victor A. Sanchez-Azanza University of Balearic Islands 5 A01 01 JB code 665367111 Daniel Adrover-Roig Adrover-Roig, Daniel Daniel Adrover-Roig University of Balearic Islands 01 01 JB code z.223.p1 06 10.1075/z.223.p1 Section header 2 01 04 Part I. Preterm children Part I. Preterm children 01 01 JB code z.223.02gua 06 10.1075/z.223.02gua 23 35 13 Chapter 3 01 04 Neuroconstructivism to understand the effect of very preterm birth on language and literacy Neuroconstructivism to understand the effect of very preterm birth on language and literacy 1 A01 01 JB code 59367112 AnnaLisa Guarini Guarini, AnnaLisa AnnaLisa Guarini Department of Psychology, University of Bologna, Italy 2 A01 01 JB code 870367113 Mariagrazia Zuccarini Zuccarini, Mariagrazia Mariagrazia Zuccarini Department of Psychology, University of Bologna, Italy 3 A01 01 JB code 13367114 Alessandra Sansavini Sansavini, Alessandra Alessandra Sansavini Department of Psychology, University of Bologna, Italy 01 01 JB code z.223.03per 06 10.1075/z.223.03per 37 56 20 Chapter 4 01 04 Prematurity, executive functions and language Prematurity, executive functions and language 01 04 A study with low risk preterm children A study with low risk preterm children 1 A01 01 JB code 179367115 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira University of Santiago de Compostela 2 A01 01 JB code 551367116 Manuel Peralbo Peralbo, Manuel Manuel Peralbo University of A Coruña 3 A01 01 JB code 16367117 Alberto Veleiro Vidal Veleiro Vidal, Alberto Alberto Veleiro Vidal University of A Coruña 01 01 JB code z.223.04res 06 10.1075/z.223.04res 57 74 18 Chapter 5 01 04 Risk for language delay in healthy preterm and full-term children Risk for language delay in healthy preterm and full-term children 01 04 A longitudinal study from 22 to 60 months A longitudinal study from 22 to 60 months 1 A01 01 JB code 365367118 Mariela Resches Resches, Mariela Mariela Resches National Scientific and Technical Research Council (CONICET), Argentina 2 A01 01 JB code 573367119 Miguel Pérez-Pereira Pérez-Pereira, Miguel Miguel Pérez-Pereira Universidad de Santiago de Compostela 3 A01 01 JB code 954367120 Raquel Cruz Guerrero Cruz Guerrero, Raquel Raquel Cruz Guerrero Universidad de Santiago de Compostela 4 A01 01 JB code 639367121 Montse Fernández Prieto Fernández Prieto, Montse Montse Fernández Prieto Universidad de Santiago de Compostela 01 01 JB code z.223.05bos 06 10.1075/z.223.05bos 75 90 16 Chapter 6 01 04 Word segmentation and mapping in early word learning Word segmentation and mapping in early word learning 01 04 Differences between full term and moderately preterm infants Differences between full term and moderately preterm infants 1 A01 01 JB code 966367122 Laura Bosch Bosch, Laura Laura Bosch Universitat de Barcelona/Institut de Recerca Sant Joan de Déu 2 A01 01 JB code 332367123 Maria Teixidó Teixidó, Maria Maria Teixidó Universitat de Barcelona 3 A01 01 JB code 750367124 Thais Agut Quijano Agut Quijano, Thais Thais Agut Quijano Institut de Recerca Sant Joan de Déu/Neonatology Unit Hospital Sant Joan de Déu 01 01 JB code z.223.p2 06 10.1075/z.223.p2 Section header 7 01 04 Part II. Specific Language Impairment Part II. Specific Language Impairment 01 01 JB code z.223.06ale 06 10.1075/z.223.06ale 93 112 20 Chapter 8 01 04 The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment 1 A01 01 JB code 948367125 Alejandra Auza-Benavides Auza-Benavides, Alejandra Alejandra Auza-Benavides Hospital General Dr. Manuel Gea González /Instituto Mexicano para la Atención del Desarrollo del Niño (IMAD, A.C.) 2 A01 01 JB code 302367126 Christian Peñaloza Peñaloza, Christian Christian Peñaloza Universidad Nacional Autónoma de México 3 A01 01 JB code 359367127 Chiharu Murata Murata, Chiharu Chiharu Murata Instituto Nacional de Pediatría 01 01 JB code z.223.07and 06 10.1075/z.223.07and 113 125 13 Chapter 9 01 04 Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment 1 A01 01 JB code 473367128 Clara Andrés-Roqueta Andrés-Roqueta, Clara Clara Andrés-Roqueta Universitat Jaume I 2 A01 01 JB code 846367129 Rosa Ana Clemente Clemente, Rosa Ana Rosa Ana Clemente Universitat Jaume I 01 01 JB code z.223.08bal 06 10.1075/z.223.08bal 127 141 15 Chapter 10 01 04 Evaluation of narrative skills in language-impaired children Evaluation of narrative skills in language-impaired children 01 04 Advantages of a dynamic approach Advantages of a dynamic approach 1 A01 01 JB code 945367130 Ingrida Balčiūnienė Balčiūnienė, Ingrida Ingrida Balčiūnienė Saint-Petersburg State Pediatric Medical University /Vytautas Magnus University 2 A01 01 JB code 305367131 Aleksandr N. Kornev Kornev, Aleksandr N. Aleksandr N. Kornev Saint-Petersburg State Pediatric Medical University 01 01 JB code z.223.09and 06 10.1075/z.223.09and 143 166 24 Chapter 11 01 04 Real-time comprehension of sentences in children with SLI Real-time comprehension of sentences in children with SLI 01 04 Evidence from eye movements Evidence from eye movements 1 A01 01 JB code 591367132 Llorenç Andreu Andreu, Llorenç Llorenç Andreu Universitat Oberta de Catalunya 2 A01 01 JB code 773367133 Nadia Ahufinger Ahufinger, Nadia Nadia Ahufinger Universitat Oberta de Catalunya /Universitat de Barcelona 3 A01 01 JB code 221367134 Laura Ferinu Ferinu, Laura Laura Ferinu Universitat Oberta de Catalunya /Universitat de Barcelona 4 A01 01 JB code 630367135 Fernanda Pacheco Pacheco, Fernanda Fernanda Pacheco Universitat de Barcelona 5 A01 01 JB code 783367136 Roser Colomé Colomé, Roser Roser Colomé Universitat de Barcelona 6 A01 01 JB code 179367137 Mònica Sanz-Torrent Sanz-Torrent, Mònica Mònica Sanz-Torrent Universitat de Barcelona 01 01 JB code z.223.p3 06 10.1075/z.223.p3 Section header 12 01 04 Part III. Deafness Part III. Deafness 01 01 JB code z.223.10sid 06 10.1075/z.223.10sid 169 184 16 Chapter 13 01 04 Emotion recognition skills in children with hearing loss Emotion recognition skills in children with hearing loss 01 04 What is the role of language? What is the role of language? 1 A01 01 JB code 617367138 Francesc Sidera Sidera, Francesc Francesc Sidera Universitat de Girona 2 A01 01 JB code 822367139 Elisabet Serrat Serrat, Elisabet Elisabet Serrat Universitat de Girona 3 A01 01 JB code 212367140 Anna Amadó Amadó, Anna Anna Amadó Universitat de Girona 4 A01 01 JB code 624367141 Gary Morgan Morgan, Gary Gary Morgan City, University of London 01 01 JB code z.223.11dia 06 10.1075/z.223.11dia 185 198 14 Chapter 14 01 04 Executive functions and eye fixations in children with Cochlear Implant Executive functions and eye fixations in children with Cochlear Implant 1 A01 01 JB code 713367142 María Fernanda Lara Díaz Díaz, María Fernanda Lara María Fernanda Lara Díaz Universidad Nacional de Colombia 2 A01 01 JB code 119367143 Carolina Rivera Rivera, Carolina Carolina Rivera Universidad Nacional de Colombia 3 A01 01 JB code 272367144 Silvia Raquel Rodriguez Rodriguez, Silvia Raquel Silvia Raquel Rodriguez Universidad Nacional de Colombia 01 01 JB code z.223.p4 06 10.1075/z.223.p4 Section header 15 01 04 Part IV. Genetic syndromes with intellectual disabilities Part IV. Genetic syndromes with intellectual disabilities 01 01 JB code z.223.12jac 06 10.1075/z.223.12jac 201 217 17 Chapter 16 01 04 The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome 1 A01 01 JB code 3367145 Donna Jackson-Maldonado Jackson-Maldonado, Donna Donna Jackson-Maldonado Universidad Autónoma de Querétaro , México 2 A01 01 JB code 356367146 Miguel Galeote Galeote, Miguel Miguel Galeote Universidad de Málaga , España 3 A01 01 JB code 527367147 María Fernanda Flores Guerrero Guerrero, María Fernanda Flores María Fernanda Flores Guerrero Universidad de Málaga , España 01 01 JB code z.223.13die 06 10.1075/z.223.13die 219 234 16 Chapter 17 01 04 Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome 1 A01 01 JB code 809367148 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo 2 A01 01 JB code 215367149 Manuela Miranda Miranda, Manuela Manuela Miranda Universidad de Oviedo 3 A01 01 JB code 597367150 Vanesa Pérez Pérez, Vanesa Vanesa Pérez Escuelas Universitarias Gimbernat-Cantabria 4 A01 01 JB code 969367151 Verónica Martínez Martínez, Verónica Verónica Martínez Universidad de Oviedo 01 01 JB code z.223.14shi 06 10.1075/z.223.14shi 235 252 18 Chapter 18 01 04 Evaluative language and component structure of oral narratives in Williams Syndrome Evaluative language and component structure of oral narratives in Williams Syndrome 1 A01 01 JB code 13367152 Marta Shiro Shiro, Marta Marta Shiro Universidad Central de Venezuela 2 A01 01 JB code 385367153 Eliseo Diez-Itza Diez-Itza, Eliseo Eliseo Diez-Itza Universidad de Oviedo, España 3 A01 01 JB code 770367154 Maite Fernández-Urquiza Fernández-Urquiza, Maite Maite Fernández-Urquiza Universidad de Oviedo, España 01 01 JB code z.223.ind 06 10.1075/z.223.ind Miscellaneous 19 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20190611 C 2019 John Benjamins D 2019 John Benjamins 02 WORLD 13 15 9789027203212 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01