Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Latin: A Linguistic Introduction

By Renato Oniga and Norma Shifano

Applies the principles of contemporary linguistics to the study of Latin and provides clear explanations of grammatical rules alongside diagrams to illustrate complex structures.


New from Cambridge University Press!

ad

The Ancient Language, and the Dialect of Cornwall, with an Enlarged Glossary of Cornish Provincial Words

By Frederick W.P. Jago

Containing around 3,700 dialect words from both Cornish and English,, this glossary was published in 1882 by Frederick W. P. Jago (1817–92) in an effort to describe and preserve the dialect as it too declined and it is an invaluable record of a disappearing dialect and way of life.


New from Brill!

ad

Linguistic Bibliography for the Year 2013

The Linguistic Bibliography is by far the most comprehensive bibliographic reference work in the field. This volume contains up-to-date and extensive indexes of names, languages, and subjects.


Academic Paper


Title: Do you have a question for me? How children with Williams syndrome respond to ambiguous referential communication during a joint activity
Author: Edith L. Bavin
Institution: La Trobe University
Author: Letitia R. Naigles
Institution: University of Connecticut
Author: Helen Tager-Flusberg
Institution: Boston University School of Medicine
Linguistic Field: Language Acquisition
Abstract: Research on language in individuals with Williams syndrome (WS) has been fueled by persistent theoretical controversies for two decades. These shifted from initial focus on dissociations between language and cognition functions, to examining the paradox of socio-communicative impairments despite high sociability and relatively proficient expressive language. We investigated possible sources of communicative difficulties in WS in a collaborative referential communication game. Five- to thirteen-year-old children with WS were compared to verbal mental age- and to chronological age-matched typically developing children in their ability to consider different types of information to select a speaker's intended referent from an array of items. Significant group differences in attention deployment to object locations, and in the number and types of clarification requests, indicated the use of less efficient and less mature strategies for reference resolution in WS than expected based on mental age, despite learning effects similar to those of the comparison groups, shown as the game progressed.

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 .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page