International Handbook of Language Acquisition: (Routledge International Handbooks)

How do children acquire language? How does real life language acquisition differ from results found in controlled environments? And how is modern life challenging established theories? Going far beyond laboratory experiments, the International Handbook of Language Acquisition examines a wide range of topics surrounding language development to shed light on how children acquire language in the real world. The foremost experts in the field cover a variety of issues, from the underlying cognitive processes and role of language input to development of key language dimensions as well as both typical and atypical language development. Horst and Torkildsen balance a theoretical foundation with data acquired from applied settings to offer a truly comprehensive reference book with an international outlook. The International Handbook of Language Acquisition is essential reading for graduate students and researchers in language acquisition across developmental psychology, developmental neuropsychology, linguistics, early childhood education, and communication disorders.

Table of Contents:
Preface SECTION 1: Foundations of Language Acquisition Chapter 1: Research on first language acquisition: A brief history Eve V. Clark, Stanford University, USA Chapter 2: The neural bases of language acquisition Angela Friederici, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany Jens Brauer, Max-Planck Institute for Human Cognitive and Brain Sciences, Germany Chapter 3: The genetics of language acquisition Hayley S. Mountford, Oxford Brookes University, UK Dianne F. Newbury, Oxford Brookes University, UK Chapter 4: Statistical learning approaches to studying language development Ryan A. Cannistraci, University of Tennessee, USA Rodrigo Dal Ben, Federal University of São Carlos, Brazil Ferhat Karaman, University of Tennessee, USA Sara Parvanezadeh Esfahani, University of Tennessee, USA Jessica F. Hay, University of Tennessee, USA Chapter 5: Computational and robotic models of early language development: A review Pierre-Yves Oudeyer, Inria and Ensta ParisTech, France George Kachergis, Stanford University, USA William Schueller, Inria and University of Bordeaux, France Chapter 6: Building the foundations of language: Mechanisms of curiosity-driven learning Katherine E. Twomey, University of Manchester, UK Gert Westermann, Lancaster University, UK Chapter 7: Visual objects as they are encountered by young language learners Hanako Yoshida, University of Houston, USA Caitlin Fausey, University of Oregon, USA Chapter 8: A role for sleep in understanding language acquisition Rebecca Gómez, University of Arizona, USA Katherine Esterline, University of Arizona, USA SECTION 2: Dimensions of Language Learning Chapter 9: Speech perception and discrimination: From sounds to words Caroline Junge, Utrecht University, the Netherlands Natalie Boll-Avetisyan, University of Potsdam, Germany Titia Benders, Macquarie University, Australia Chapter 10: Advances in early speech production: Interactions with maturation, perception and learning Marilyn Vihman, University of York, UK Chapter 11: Learning, recognizing and extending the meanings of words Lynn K. Perry, University of Miami, USA Jessica S. Horst, University of Sussex, UK Chapter 12: Learning language from the use of gestures Katharina J. Rohlfing, University of Paderborn, Germany Chapter 13: Pragmatic development: Learning to use language to communicate Ingrid Lossius Falkum, University of Oslo, Norway Chapter 14: The role of input on syntax and morphology acquisition: Evidence from production Amanda Owen Van Horne, University of Delaware, USA Chapter 15: Learning language is learning typology: Acquisition of argument structure and relative clauses in typologically diverse languages Deniz Özkan, Koç University, Turkey Berna A. Uzundag, Koç University, Turkey Aylin C. Küntay, Koç University, Turkey Chapter 16: Language development in simultaneous bilinguals: The early years Fred Genesee, McGill University, Canada SECTION 3: Individual Differences in Language Development Chapter 17: Individual differences in language acquisition Courtenay Norbury, University College London, UK Chapter 18: Developmental language disorder J. Bruce Tomblin, University of Iowa, USA Chapter 19: Speech sound disorders in children Sharynne McLeod, Charles Stuart University, Australia Sarah Masso, University of Sydney, Australia Chapter 20: Language abilities and language growth in children with hearing loss Teresa Y. C. Ching, National Acoustic Laboratories, Australia Linda Cupples, Macquarie University, Australia Vicky W. Zhang, National Acoustic Laboratories, Australia Chapter 21: Language acquisition in children with autism spectrum disorder Calum Hartley, Lancaster University, UK SECTION 4: Language Development in Everyday Situations Chapter 22: Young children’s word learning through overhearing: Next steps Nameera Akhtar University of California, Santa Cruz, USA Jackson Tolins University of California, Santa Cruz, USA Jean E. Fox Tree University of California, Santa Cruz, USA Chapter 23: Learning language in the context of play Catherine S. Tamis-LeMonda, New York University, USA Jacob Schatz, New York University, USA Chapter 24: Learning language from books Elaine Reese, University of Otago, New Zealand Chapter 25: Using digital media to support language learning in early childhood Gabrielle Strouse, University of South Dakota, USA Chapter 26: The co-development of vocabulary and reading comprehension Richard K. Wagner, Florida State University and Florida Center for Reading Research, USA Jamie M. Quinn. Florida State University and Florida Center for Reading Research, USA Chapter 27: The early steps in becoming a writer: Enabling participation in a literate world Rui A. Alves. University of Porto, Portugal Glossary

About the Author :
Jessica S. Horst is a Reader in Developmental Psychology at the University of Sussex. Janne von Koss Torkildsen is Professor in speech-language pathology at the University of Oslo.