Diferencias individuales en el desarrollo gramatical inicialaportaciones del estudio de los niños ciegos
ISSN: 0066-5126
Year of publication: 2004
Issue Title: La adquisición del lenguaje
Volume: 35
Issue: 2
Pages: 279-294
Type: Article
More publications in: Anuario de psicología
Bibliographic References
- Andersen, E. S., Dunlea, A. & Kekelis, L. (1984). Blind children's language: Resolving some differences. Journal of Child Language, 11, 645-664
- Andersen, E. S., Dunlea, A. & Kekelis, L.S (1993). The impact of input: Language acquisition in the visually impaired. First Language, 13, 23-49.
- Bates, E., Bretherton, I. & Snyder, L. (1988). From first words to grammar. Individual differences and dissociable mechanisms. Cambridge: Cambridge University Press.
- Bloom, L., Lightbown, P. & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research on Child Development, 40, Serial No. 160.
- Braine, M. D. S. (1976). Children's first words combinations. Monographs of the Society for Research in Child Development, Serial No. 164, Vol. 41 (No. 1).
- Cicchetti, D. (1993). Developmental Psychopathology: Reactions, reflections, projections. Developmental Review, 13, 471-502.
- Dunlea, A. (1989). Vision and the emergence of meaning: Blind and sighted children's early language. Cambridge, UK: Cambridge University Press.
- Horgan, D. (1981). Rate of language acquisition and noun emphasis. Journal of Psycholinguistic Research 10 (6), 629-640.
- Kitzinger, M. (1984). The role of repeated and echoed utterances in communication with a blind child. British Journal of Disorders of Communication, 19, 135-146.
- Lieven, E. (1997). Variation in a crosslinguistic context. En D. I. Slobin (Ed.), The cross-linguistic study of language acquisition. Volume 5 (pp. 199-263). Mahwah, NJ: Lawrence Erlbaum.
- Lieven, E. V. M., Pine, J. M & Barnes, H. D. (1992). Individual differences in early vocabulary development: Redefining the referential- expressive distinction. Journal of Child Language 19, 287-310.
- Lieven, E. V.M., Pine, J. M. & Baldwin, G. (1997). Lexically based learning and early grammatical development. Journal of Child Language, 24, 187-219.
- MacWhinney, B. (2000). The CHILDES project: tools for analysing talk. Hillsdale, NJ: Lawrence Erlbaum.
- Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Research on Child Development, 38, (Serial No. 143).
- Nelson, K. (1991). Individual differences in language development: Implications for development and language. Developmental Psychology, 17, 170-187.
- Pérez-Pereira, M. (1994). Imitations, repetitions, routines, and the child's analysis of language: Insights from the blind. Journal of Child Language, 21, 317-337.
- Pérez-Pereira, M. & Castro, J. (1992). Pragmatic functions of blind and sighted children's language: A twin case study. First Language, 12, 17-37.
- Pérez-Pereira, M. & Castro, J. (1997). Language acquisition and the compensation of visual deficit: New comparative data on a controversial topic. British Journal of Developmental Psychology, 15, 439-459.
- Pérez-Pereira, M. & Conti-Ramsden, G. (1999). Language development and social interaction in blind children. Hove, UK: Psychology Press.
- Peters, A. M. (1977). Language learning strategies: Does the whole equal the sum of the parts? Language, 53, 560-573.
- Peters, A. M. (1987). The role of imitation in the developing syntax of a blind child. Text, 7, 289-311.
- Peters, A. M. (1994). The interdependence of social, cognitive, and linguistic development: Evidence from a visually impaired child. En H. Tager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 195-219). Hillsdale, NJ: Erlbaum.
- Pine, J. M. & Lieven, E. V. M. (1990). Referential style at thirteen months: Why age-defined cross-sectional measures are inappropriate for the study of the strategy differences in early language development. Journal of Child Language 19, 625-631.
- Pine, J. M. & Lieven, E. V. M. (1993). Reanalysing rote-learned phrases: Individual differences in the transition to multi-word speech. Journal of Child Language, 20, 551-571.
- Pring, L. (1988). The «reverse generation» effect: A comparison of memory performance between blind and sighted children. British Journal of Psychology, 79, 387-400.
- Reynell, J. (1986). Escalas Reynell-Zinkin. Escalas de desarrollo para niños pequeños con deficits visuales. Parte 1 Desarrollo mental. Madrid: MEPSA.
- Tomasello, M. (1992). First verbs. Cambridge, UK: Cambridge University Press.
- Tomasello, M. (2003). Constructing a language. A usage-based theory of language acquisition. Cambridge: Harvard University Press.
- Valian, V. (1986). Syntactic categories in the speech of young children. Developmental Psychology, 72, 562-579.
- Wallon, H. (1941). L'évolution psychologique de l'enfant. Paris: Librairie Armand Collin. (La evolución psicológica del niño. Buenos Aires: Editorial Psique, 1972.)
- Wallon, H. (1941). L'évolution psychologique de l'enfant. Paris: Librairie Armand Collin. (La evolución psicológica del niño. Buenos Aires: Editorial Psique, 1972.)
- Wilson, B. & Peters, A.M. (1988). What are you cookin' on a hot'?: Movement constraints in the speech of a three-year-old blind child. Language, 64, 249-273.