MARC Record from Library of Congress

LEADER: 04489cam a22003858i 4500
001 2013003448
003 DLC
005 20150827095500.0
008 130211s2013 enk b 001 0 eng
010 $a 2013003448
020 $a9781848721494 (hardback)
020 $a9781848721500 (softcover)
020 $z9780203381472 (ebk)
040 $aDLC$beng$cDLC$erda
042 $apcc
050 00 $aRJ496.L35$bB54 2013
082 00 $a618.92/855$223
084 $aPSY020000$2bisacsh
100 1 $aBishop, D. V. M.$q(Dorothy V. M.)
245 10 $aUncommon understanding :$bdevelopment and disorders of language comprehension in children /$cDorothy Bishop.
250 $aClassic edition.
263 $a1308
264 1 $aHove, East Sussex [England] :$bPsychology Press,$c2013.
300 $apages cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
504 $aIncludes bibliographical references and index.
520 $a"This is a "classic edition" of Dorothy Bishop's award-winning text on the development of language comprehension, which has been in print since 1997 and now includes a new introduction from the author. It integrates research in language acquisition, psycholinguistics and neuropsychology to give a comprehensive picture of the process we call "comprehension". A major theme in the book is that "comprehension" is not a unitary skill; to understand spoken language, one needs the ability to classify incoming speech sounds, to relate them to a "mental lexicon", to interpret the propositions encoded by word order and grammatical inflections, and to use information from the environmental and social context to select, from a wide range of possible interpretations, the one that was intended by the speaker. Furthermore, although neuropsychological and experimental research on adult comprehension can provide useful concepts and methods for assessing comprehension, they should be applied with caution, because a sequential, bottom-up information processing model of comprehension is ill-suited to the developmental context.The emphasis of this book is on children with specific language impairments, but normal development is also given extensive coverage. The focus is on research and theory, rather than practical matters of assessment and intervention. Nevertheless, it does provide a theoretical framework that can help clinicians develop a clearer understanding of what comprehension involves, and how different types of difficulty may be pinpointed"--$cProvided by publisher.
520 $a"This is a 'classic edition' of Dorothy Bishop's award-winning textbook on the development of language comprehension, which has been in print since 1997, and now includes a new introduction from the author. The book won the British Psychological Society book award in 1999, and is now widely seen as a classic in the field of developmental language disorders. The book provides a comprehensive account of the process of comprehension, from the reception of an acoustic signal, to the interpretation of communicative intentions, and integrates a vast field of research on language acquisition, psycholinguistics and neuropsychology. A major theme in the book is that comprehension should not be viewed as a unitary skill - to understand spoken language one needs the ability to classify incoming speech sounds, to relate them to a "mental lexicon", to interpret the propositions encoded by word order and grammatical inflections, and to use information from the environmental and social context to grasp an intended meaning. Another important theme is that although neuropsychological and experimental research on adult comprehension provides useful concepts and methods for assessing comprehension, it should be applied with caution, because a sequential, bottom-up information processing model of comprehension is ill-suited to the developmental context. Although the main focus of the book is on research and theory, rather than practical matters of assessment and intervention, the theoretical framework presented in the book will continue to help clinicians develop a clearer understanding of what comprehension involves, and how different types of difficulty may be pin-pointed"--$cProvided by publisher.
650 0 $aLanguage disorders in children.
650 0 $aComprehension$xTesting.
650 0 $aLanguage acquisition.
650 0 $aChild development.
650 7 $aPSYCHOLOGY / Neuropsychology.$2bisacsh