Language, cognitive deficits, and retardation. Study group 7. Held at Friends House, London ... 1972 under the auspices of the Institute for Research into Mental and Multiple Handicap. Edited by Neil O'Connor

Language, Cognitive Deficits, and Retardation presents the fundamental issue of the relationship between semantics and syntax. It discusses the acquisition of the rules governing them and their interaction. It addresses the progress made in relation to the problem of how sub-diagnoses affect the model of language learning. Some of the topics covered in the book are the concept of language differentiation; continuities as proper psychological and physiological correlates; linguistic categories are relationships; semantic and syntactic properties have a common origin in ontogeny; differentiation in the growth of vocabulary; and articulatory interpretation of the acoustic-phonetic transformation. The necessary implications of the motor theory are fully covered. The acoustic pattern processing is discussed in detail. The text describes in depth the practical application of speech pattern work. A study of the universal tendencies in the child's acquisition of phonology is presented completely. A chapter is devoted to the vocal communication in pre-verbal normal and autistic children. Another section focuses on the study of language impairments in severely retarded children. The book can provide useful information to teachers, linguists, students, and researchers. Content: STUDY GROUP SERIES titles published to date, Page ii Front Matter, Page iii Copyright, Page iv Contributors and Participants, Pages ix-xi Acknowledgements, Page xii Introduction, Pages 1-7, Neil O'Connor 1 - The Concept of Language Differentiation, Pages 9-26, Eric H. Lenneberg Commentary, Pages 27-31, J. Morton 2 - Speech Perception in the Absence of Speech Productive Ability, Pages 33-43, A.J. Fourcin Commentary, Pages 44-46, D.C. Bennett 3 - Universal Tendencies in the Child's Acquisition of Phonology, Pages 47-65, N.V. Smith Commentary, Pages 66-73, R. Beresford 4 - Vocal Communication in Pre-verbal Normal and Autistic Children, Pages 75-80, D.M. Ricks Commentary, Pages 81-85, D. Crystal 5 - A Study of Language Impairments in Severely Retarded Children, Pages 87-112, Lorna Wing Commentary, Pages 113-116, Joanna Ryan 6 - Brain Injury in Childhood and Language Development, Pages 117-126, J. McFie Commentary, Pages 127-128, Elizabeth K. Warrington 7 - Seeing, Speaking and Ordering, Pages 129-138, Beate M. Hermelin, N. O'Connor Commentary, Pages 139-142, R. Conrad 8 - Language and Memory in the Severely Retarded, Pages 143-150, G.P. Morris Commentary, Pages 151-154, N.C. Graham 9 - Language and Cognition in Subnormals: a Piagetian View, Pages 155-166, Hermina Sinclair Commentary, Pages 167-168, A.R. Jonckheere 10 - Are Subnormals Linguistic Adults?, Pages 169-187, R.F. Cromer Commentary, Pages 188-192, P.N. Johnson-Laird 11 - Language and Cognition in Autistic and ‘Dysphasic’ Children, Pages 193-202, L. Bartak, M. Rutter Commentary, Pages 203-208, Uta Frith 12 - Language Deficit and Behaviour Modification, Pages 209-223, W. Yule, M. Berger, Patricia Howlin Commentary, Pages 224-226, P. Herriot Index, Pages 227-233