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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Terminological debate over language impairment in children: forward movement and sticking points Reilly, Sheena; Bishop, Dorothy V. M.; Tomblin, Bruce In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 49 (2014) 4, 452-462 OLC Linguistik Show details 2 Sequence-specific Procedural Learning Deficits in Children with Specific Language Impairment Hsu, Hsinjen Julie; Bishop, Dorothy V. M.. - 2014 BASE Show details 3 What Chomksy doesn't get about child language ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 4 Parent talk and child language ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 5 What Chomksy doesn't get about child language ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 6 What Chomksy doesn't get about child language ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 7 Parent talk and child language ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 8 Phonological awareness and literacy development in children with expressive phonological impairments ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 9 Phonological awareness and literacy development in children with expressive phonological impairments ... Bishop, Dorothy V M. - : figshare, 2014 BASE Show details 10 When words fail us: insights into language processing from developmental and acquired disorders Bishop, Dorothy V. M.; Nation, Kate; Patterson, Karalyn. - : The Royal Society, 2014 Abstract: Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value. Keyword: Introduction URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3866430 https://doi.org/10.1098/rstb.2012.0403 http://www.ncbi.nlm.nih.gov/pubmed/24324244 BASE Hide details 11 Problems with tense marking in children with specific language impairment: not how but when Bishop, Dorothy V. M.. - : The Royal Society, 2014 BASE Show details 12 Genetic and Environmental Overlap Between Chinese and English Reading-Related Skills in Chinese Children Wong, Simpson W. L.; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han. - : American Psychological Association, 2014 BASE Show details

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