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| Preface | |
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| Introduction to the Classic Edition | |
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| From sound to meaning - A framework for analysing comprehension | |
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| Stages and representations | |
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| Modularity and interaction in language comprehension | |
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| Specific language impairment | |
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| Overview | |
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| Introduction | |
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| Definitions | |
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| Diagnostic criteria | |
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| Subtypes | |
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| Associated characteristics | |
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| Neurobiology | |
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| Etiology | |
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| Speech perception | |
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| Overview | |
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| Introduction | |
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| Speech perception in SLI | |
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| Children with expressive phonological impairments | |
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| Children with typical SLI | |
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| Children with severe comprehension difficulties | |
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| Defective auditory processing in children with SLI: Cause, consequence, or correlate? | |
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| Understanding word meaning | |
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| Overview | |
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| Introduction | |
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| Vocabulary learning | |
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| Lexical access | |
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| Conclusions | |
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| Grammatical knowledge in sentence comprehension | |
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| Overview | |
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| Introduction | |
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| What do children learn about grammar? | |
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| How do children learn grammar? The principles and parameters framework | |
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| Nonmodular accounts of grammatical development | |
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| Modular theories of grammatical deficits in SLI | |
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| A nonmodular explanation of poor grammatical competence: Perceptual deficit | |
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| Understanding sentences in real time | |
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| Overview | |
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| Introduction | |
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| On-line sentence comprehension in SLI | |
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| Understanding discourse: Integrating language and context | |
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| Overview | |
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| Introduction | |
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| Use of contextual cues to decode language: Normal development | |
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| Constructive comprehension beyond the sentence level: Building a mental model | |
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| Integration of different sources of meaning by children with SLI | |
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| Conclusions | |
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| Understanding intended meaning: Social aspects of comprehension | |
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| Overview | |
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| Introduction | |
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| Social communication in children with SLI: Research findings | |
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| Social communication in children with SLI: Theoretical accounts | |
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| Semantic-pragmatic disorder: Clinical accounts | |
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| Conclusions | |
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| Modularity and interaction in language development and disorders | |
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| The modular approach to SLI | |
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| Beyond cognitive neuropsychology: Studying interaction and change in language impairments | |
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| Appendix: Phonetic Symbols used for Phonemes | |
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| References | |
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| Index | |