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Understanding Actions, States, and Events Verb Learning in Children with Autism

:	Susan Douglas
:	Understanding Actions, States, and Events Verb Learning in Children with Autism
:	De Gruyter Mouton
:	9781614510864
:	Studies on Language Acquisition [SOLA]ISSN
:	1
:	CHF 159.80
:

:	Allgemeine und Vergleichende Sprachwissenschaft
:	English

:	235
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

< PAN lang=EN>

Debate regarding the ability of children with autism to acquire verbs is both limited and inconclusive.This book explores this understudied area of language development in autism to answer the question: How do children with autism learn the meaning of verbs? The approach presents a critical survey of qualitative and quantitative research on verb acquisition in autism, assessing the theories of language acquisition in typical development, including available empirical research.< SPAN>This investigation is among the first studies of its type, offering new insights into the process of language acquisition in autism.

< >Susan Douglas, University of Melbourne, Melbourne, Australia.

	Acknowledgements	7
	Chapter 1. Introduction	13
	1. Motivation for the study	13
	1.1. Theories of word learning	14
	2. The study	21
	2.1. The children	21
	2.2. Communicative abilities of the children	22
	3. Outline of monograph	23
	Chapter 2. What is autism?	25
	1. The emergence of autism as a syndrome	25
	2. Autism: The current perspective	30
	2.1. Autism and behaviour	31
	2.2. Autism and aetiology	35
	2.3. Autism and cognitive abilities	37
	2.4. Autism and language	46
	3. Diagnosis and assessment	51
	4. Conclusion	54
	Chapter 3. Understanding actions, states and events: Verb learning in children in children with autism	56
	1. Introduction	56
	2. Preliminaries	57
	2.1. The study	57
	2.2. Semantic categories	58
	3. Semantic profiles by category	59
	3.1. Activity	59
	3.2. Change of state	63
	3.3. Stative	65
	3.4. Deictic	68
	3.5. Desire	70
	3.6. Emotion	73
	3.7. Perception	76
	3.8. Communication	79
	3.9. Mental state	81
	3.10. Causative	84
	3.11. Abstract	87
	3.12. Modal auxiliaries	90
	3.13. Misuses	93
	3.14. Lexical innovations	95
	4. Overview	96
	4.1. Semantic profile of verb use	96
	4.2. The developmental path of verb acquisition	97
	4.3. Lexical diversity	100
	5. Conclusion	103
	Chapter 4. Understanding space and time: Preposition learning in children with autism	105
	1. Introduction	105
	2. Theoretical background	106
	3. Semantic profiles by category	107
	3.1. Spatial	107
	3.2. Temporal	112
	3.3. Abstract	114
	3.4. Grammatical	117
	3.5. Misuses	119
	4. Detailed examination of the prepositions in, on, up, and at	121
	4.1. In	121
	4.2. On	126
	4.3. Up	130
	4.4. At	133
	5. Overview: Developmental flowchart	138
	6. Conclusion	141
	Chapter 5. Verbs of thought, desire, and speech in grammatical development	142
	1. Introduction	142
	2. Verbs of desire	143
	3. Verbs of cognition	147
	4. Verbs of communication	150
	5. Summary	154
	6. Theory of mind and complex clauses	155
	6.1. Theory of mind development	155
	6.2. Syntactic complements and theory of mind development	159
	6.3. Verbs of communication and theory of mind development	162
	6.4. Complex sentences and theories of language acquisition	164
	7. Conclusion	172
	Chapter 6. Issues and implications	173
	1. Overview of study	173
	2. Semantic development	175
	3. The effect of autism on the interrelatedness of verbs and prepositions	184
	4. Theory of mind and complementation	187
	5. The origin of grammar: A perspective from autism	189
	6. Final comments	194
	Notes	197
	References	198
	Index	234