Understanding Actions, States, and Events
Description
This book explores an understudied area of language development in autism - namely, how children with autism learn the meaning of verbs. The key feature is a profile of verb acquisition in autism derived from qualitative analysis of the conversational language of ten children with autism. Douglas examines whether this profile is typical or atypical compared with verb learning in neurotypical children. Verb use is central to linguistic development, and the ability of children with autism to develop and use verb categories is of interest, because verbs also encode information about the number and type of participants and the temporal location of the activity/event. Moreover, the acquisition of verb meanings is often dependent on other cognitive skills, such as the recognition that human beings have beliefs and desires which motivate their actions. All these are areas which are widely considered problematic for children with autism and continue to generate much discussion among researchers and clinicians. This investigation is among the first studies of its type, offering new insights into the process of language acquisition in autism.
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Content
2 - Chapter 1. Introduction [Seite 13]
2.1 - 1. Motivation for the study [Seite 13]
2.1.1 - 1.1. Theories of word learning [Seite 14]
2.2 - 2. The study [Seite 21]
2.2.1 - 2.1. The children [Seite 21]
2.2.2 - 2.2. Communicative abilities of the children [Seite 22]
2.3 - 3. Outline of monograph [Seite 23]
3 - Chapter 2. What is autism? [Seite 25]
3.1 - 1. The emergence of autism as a syndrome [Seite 25]
3.2 - 2. Autism: The current perspective [Seite 30]
3.2.1 - 2.1. Autism and behaviour [Seite 31]
3.2.2 - 2.2. Autism and aetiology [Seite 35]
3.2.3 - 2.3. Autism and cognitive abilities [Seite 37]
3.2.4 - 2.4. Autism and language [Seite 46]
3.3 - 3. Diagnosis and assessment [Seite 51]
3.4 - 4. Conclusion [Seite 54]
4 - Chapter 3. Understanding actions, states and events: Verb learning in children in children with autism [Seite 56]
4.1 - 1. Introduction [Seite 56]
4.2 - 2. Preliminaries [Seite 57]
4.2.1 - 2.1. The study [Seite 57]
4.2.2 - 2.2. Semantic categories [Seite 58]
4.3 - 3. Semantic profiles by category [Seite 59]
4.3.1 - 3.1. Activity [Seite 59]
4.3.2 - 3.2. Change of state [Seite 63]
4.3.3 - 3.3. Stative [Seite 65]
4.3.4 - 3.4. Deictic [Seite 68]
4.3.5 - 3.5. Desire [Seite 70]
4.3.6 - 3.6. Emotion [Seite 73]
4.3.7 - 3.7. Perception [Seite 76]
4.3.8 - 3.8. Communication [Seite 79]
4.3.9 - 3.9. Mental state [Seite 81]
4.3.10 - 3.10. Causative [Seite 84]
4.3.11 - 3.11. Abstract [Seite 87]
4.3.12 - 3.12. Modal auxiliaries [Seite 90]
4.3.13 - 3.13. Misuses [Seite 93]
4.3.14 - 3.14. Lexical innovations [Seite 95]
4.4 - 4. Overview [Seite 96]
4.4.1 - 4.1. Semantic profile of verb use [Seite 96]
4.4.2 - 4.2. The developmental path of verb acquisition [Seite 97]
4.4.3 - 4.3. Lexical diversity [Seite 100]
4.5 - 5. Conclusion [Seite 103]
5 - Chapter 4. Understanding space and time: Preposition learning in children with autism [Seite 105]
5.1 - 1. Introduction [Seite 105]
5.2 - 2. Theoretical background [Seite 106]
5.3 - 3. Semantic profiles by category [Seite 107]
5.3.1 - 3.1. Spatial [Seite 107]
5.3.2 - 3.2. Temporal [Seite 112]
5.3.3 - 3.3. Abstract [Seite 114]
5.3.4 - 3.4. Grammatical [Seite 117]
5.3.5 - 3.5. Misuses [Seite 119]
5.4 - 4. Detailed examination of the prepositions in, on, up, and at [Seite 121]
5.4.1 - 4.1. In [Seite 121]
5.4.2 - 4.2. On [Seite 126]
5.4.3 - 4.3. Up [Seite 130]
5.4.4 - 4.4. At [Seite 133]
5.5 - 5. Overview: Developmental flowchart [Seite 138]
5.6 - 6. Conclusion [Seite 141]
6 - Chapter 5. Verbs of thought, desire, and speech in grammatical development [Seite 142]
6.1 - 1. Introduction [Seite 142]
6.2 - 2. Verbs of desire [Seite 143]
6.3 - 3. Verbs of cognition [Seite 147]
6.4 - 4. Verbs of communication [Seite 150]
6.5 - 5. Summary [Seite 154]
6.6 - 6. Theory of mind and complex clauses [Seite 155]
6.6.1 - 6.1. Theory of mind development [Seite 155]
6.6.2 - 6.2. Syntactic complements and theory of mind development [Seite 159]
6.6.3 - 6.3. Verbs of communication and theory of mind development [Seite 162]
6.6.4 - 6.4. Complex sentences and theories of language acquisition [Seite 164]
6.7 - 7. Conclusion [Seite 172]
7 - Chapter 6. Issues and implications [Seite 173]
7.1 - 1. Overview of study [Seite 173]
7.2 - 2. Semantic development [Seite 175]
7.3 - 3. The effect of autism on the interrelatedness of verbs and prepositions [Seite 184]
7.4 - 4. Theory of mind and complementation [Seite 187]
7.5 - 5. The origin of grammar: A perspective from autism [Seite 189]
7.6 - 6. Final comments [Seite 194]
8 - Notes [Seite 197]
9 - References [Seite 198]
10 - Index [Seite 234]
