Developmental Theory and Language Disorders -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Preface -- Developmental theory and language disorders -- 1. Introduction -- 2. Specific language impairment -- 2.1. Inclusion criteria -- 2.2. Selectivity and sensitivity of language tests -- 2.3. The gold standard -- 2.4. SLI sub-types -- 3. Language in children with developmental disabilities -- 4. Conclusion -- Constraints on language development -- 1. Introduction -- 2. Development produces the disorder -- 3. Characterizing the developmental process -- 3.1. Interactivity -- 3.2. Compensation -- 4. The example of Williams syndrome -- 5. Computational investigations into constrained development -- 5.1. The contribution of the developmental process to producing behavioral impairments -- 5.2. Case study: English past tense formation in Williams syndrome -- 5.3. Domain-specific versus domain-general deficits: A possible approach to explaining behavioral impairments in SLI -- 5.4. Inferences from the comparison of developmental profiles height8pt depth3pt width0pt across disorders -- 6. Conclusions -- Constructions and language development -- 1. Introduction -- 2. The historical background -- 3. The lexicon in grammar -- 3.1. The developing role of the lexicon in grammar -- 3.2. Construction grammar -- 4. Specific language impairment in Cantonese -- 4.1. The characteristics of Cantonese -- 4.2. Specific language impairment in Cantonese -- 4.3. Faultlines in the language of Cantonese-speaking children with language impairment (CSLI) -- 5. Assessment and intervention from a constructional perspective -- 5.1. Assessment -- 5.2. Intervention -- 6. Conclusion -- Language development in Down syndrome and fragile X syndrome -- 1. Language development and the behavioral phenotype of Down syndrome.

2. The emerging behavioral phenotype in Down syndrome -- 3. Predictors of individual difference -- 4. Implications for modular vs. interactive theories of language acquisition -- 5. The critical period hypothesis -- 6. Implications for clinical practice -- 7. Language development and the behavioral phenotype of fragile X syndrome -- 8. The emerging behavioral phenotype in fragile X syndrome -- 9. Predictors of individual difference -- 10. Implications for modular vs. interactive theories of language acquisition -- 11. Implications for clinical practice -- 12. Integrating research on Down syndrome and fragile X syndrome -- Notes -- The role of language and communication impairments within autism -- 1. History of language/communication impairments in autism: Kanner's 11 patients -- 2. History of the role of language/communication impairments in autism: 1970-1990 -- 3. Emerging view of the role of language/communication impairments within autism -- 4. The overlap between autism and Specific Language Impairment (SLI) -- 5. The overlap between autism and pragmatic language impairment -- 6. The overlap between autism and Asperger's disorder -- 7. The overlap between autism and Landau-Kleffner syndrome -- 8. The overlap between autism and specific language delay -- 9. Future directions and recommendations -- Language acquisition in children with a cochlear implant -- 1. Introduction -- 2. Comments on methodology in CI studies -- 3. Effectiveness of CI: General measures -- 3.1. Results on the Reynell Developmental Language Scales (RDLS) -- 3.2. Results on other general language tests -- 3.3. Conclusion -- 4. Language in CI children: Development in specific sub-domains -- 4.1. Prelexical babbling -- 4.2. Phonological development -- 4.3. Intelligibility -- 4.4. Lexical development -- 4.5. Morphosyntactic development -- 4.6. Pragmatic development.

5. Factors affecting language outcomes in CI children -- 5.1. Age at implantation -- 5.2. Educational approaches -- 5.3. Implant characteristics -- 5.4. Child characteristics -- 5.5. Level of pre-operative hearing -- 5.6. Length of CI experience -- 5.7. Speech perception -- 5.8. Higher-level cognitive factors -- 6. Conclusion -- Critical periods in the acquisition of lexical skills -- 1. Introduction -- 2. Critical periods and semantic abilities -- 2.1. Evidence from sign language -- 2.2. Evidence from timing of intervention during early childhood -- 2.3. Evidence from children with cochlear implants -- 3. Critical periods and word learning processes -- 4. Conclusions -- Developmental theory and language disorders -- 1. Introduction -- 2. A framework for language disorders and developmental theory -- 3. Issues -- 3.1. Similarities and differences, in normal and atypical language development -- 3.2. Partitions and relations in the language system: Lexicon vs. syntax -- 3.3. Partitions and relations in the language system: Phonology vs. lexicon and syntax -- 3.4. Modular vs. interactive accounts -- 3.5. Critical periods and implications for intervention -- 4. Conclusions and directions for further research -- References -- Author index -- Subject index -- The series Trends in Language Acquisition Research.