Research Methods in Child Language: A Practical Guide / Edition 1

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The underlying knowledge and mechanisms that enable language acquisition are hidden inside the mind of the child, and researchers depend on an array of tools to better understand children’s language skills and knowledge at different levels of development.

Research Methods in Child Language: A Practical Guide presents the diverse methods researchers utilize to study child language, providing clear explanations of the procedures used and the information that these methods yield. Each chapter is written by researchers who have contributed to the development of the methods explored, and describes the obstacles encountered in refining these methods. Presenting new research methods, such as the use of functional Near Infrared Spectroscopy (fNIRS) to study the activity of the brain, and expanding on more traditional research methods such as collection, transcription, and coding of speech samples that have been transformed by new hardware and software, Research Methods in Child Language is an essential tool for all in the field of child language.

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Editorial Reviews

From the Publisher
“Furthermore, the information presented throughout the book will be of immense benefits to an institution‘s library or to a lecturer or supervisor to provide for their students and researchers.  Hence, Research Methods in Child Language is an essential tool for all in the field of child language.”  (Infant & Child Development, 1 January 2014)

“This book, though perhaps of limited use to individuals interested to learn more about a single method of research, since much of the book would therefore be irrelevant, will undoubtedly prove to be an invaluable resource for an institution’s library or for a lecturer or supervisor to provide for their students and researchers.”  (Linguist, 2 July 2012)

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Product Details

Meet the Author

Erika Hoff is Professor of Psychology at Florida Atlantic University. She is the author of Language Development, 4th Edition (2009), and co-editor of The Blackwell Handbook of Language Development (Wiley-Blackwell, 2007), and Childhood Bilingualism: Research on Infancy Through School Age (2006).
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Table of Contents

List of Figures.

List of Plates.

Notes on Contributors.



Part I Studying Infants and Others Using Nonverbal Methods.

1 Habituation Procedures (Christopher T. Fennell).

2 Intermodal Preferential Looking (Janina Piotroski and Letitia R. Naigles).

3 The Looking-While-Listening Procedure (Daniel Swingley).

4 Neuroimaging Methods (Ioulia Kovelman).

5 Methods for Studying Language in Infants: Back to the Future (Roberta Michnick Golinkoff and Kathryn Hirsh-Pasek).

Part II Assessing Language Knowledge and Processes in Children Who Talk.

6 Assessing Phonological Knowledge (Cynthia Core).

7 Assessing Vocabulary Skills (Barbara Alexander Pan).

8 Assessing Grammatical Knowledge (with Special Reference to the Graded Grammaticality Judgment Paradigm) (Ben Ambridge).

9 Assessing Children's Narratives (Elaine Reese, Alison Sparks, and Sebastian Suggate).

10 Using Judgment Tasks to Study Language Knowledge (David A. McKercher and Vikram K. Jaswal).

11 Using Priming Procedures with Children (Marina Vasilyeva, Heidi Waterfall, and Ligia Gómez).

12 Studying Language Processing Using Eye Movements (John C. Trueswell).

Part III Capturing Children's Language Experience and Language Production.

13 Recording, Transcribing, and Coding Interaction (Meredith L. Rowe).

14 Studying Gesture (Erica A. Cartmill, Özlem Ece Demir, and Susan Goldin-Meadow).

15 Dense Sampling (Elena Lieven and Heike Behrens).

16 Not Sampling, Getting It All (Letitia R. Naigles).

17 Approaches to Studying Language in Preschool Classrooms (David K. Dickinson).

18 Using the CHILDES Database (Roberta Corrigan).

Part IV Studying Multiple Languages and Special Populations.

19 Crosslinguistic Research (Aylin C. Küntay).

20 Studying Children in Bilingual Environments (Erika Hoff and Rosario Luz Rumiche).

21 Studying Children with Language Impairment (Karla K. McGregor).

22 Studying the Language Development of Children with Intellectual Disabilities (Leonard Abbeduto, Sara T. Kover, and Andrea McDuffie).


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