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A History of the Irish Language: From the Norman Invasion to Independence

By Aidan Doyle

This book "sets the history of the Irish language in its political and cultural context" and "makes available for the first time material that has previously been inaccessible to non-Irish speakers."


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The Cambridge Handbook of Pragmatics

Edited By Keith Allan and Kasia M. Jaszczolt

This book "fills the unquestionable need for a comprehensive and up-to-date handbook on the fast-developing field of pragmatics" and "includes contributions from many of the principal figures in a wide variety of fields of pragmatic research as well as some up-and-coming pragmatists."


Academic Paper


Title: Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism
Author: Edith L. Bavin
Institution: La Trobe University
Author: Letitia R. Naigles
Institution: University of Connecticut
Author: K. Frame
Institution: Institute of Education, University of London
Author: K. Hudry
Institution: La Trobe University
Author: S. Chandler
Institution: Institute of Education, University of London
Author: M. H. Johnson
Institution: University of London
Author: T. Charman
Institution: Institute of Education, University of London
Linguistic Field: Language Acquisition
Abstract: Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, ), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child's object choice (Horst & Samuelson, ). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 40, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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