Read more
This book frames the development of the capability to reflect upon language in children as a way of reasoning on language, which changes their mind into a metalinguistic one. This capability, in turn, is highly involved in learning and communication processes.
The book also offers pictures of typical and atypical profiles of metalinguistic developmental trajectories. These pictures are drawn from research conducted with a wide range of metalinguistic tests, from preschool to young adulthood, used also in studies on bilingualism in several linguistic versions. Additionally, it provides examples of treatment implemented to face specific weaknesses in the metalinguistic abilities of atypically-developing children with a special focus on figurative language, by exploiting strengths in production and comprehension.
These populations include children with neurodevelopmental disorders, such as Autism Spectrum Disorders (ASD) without intellectual disability, twice-exceptional children, such as ASD with giftedness, and also rarer conditions such as Klinefelter syndrome, Agenesis of the Corpus Callosum, and bimodal bilingualism in deaf individuals.
The variety of these cases, analyzed in differences and convergences, is a further factor that makes this book relevant to developmental, educational and clinical psychologists addressing subjects from early childhood to adulthood.
List of contents
Part I. WHAT IS A METALINGUISTIC MIND?.- 1. Some terminological issues.- 2.One metalinguistic mind or several metalinguistic skills?.- 3.Explaining the emergence of the metalinguistic mind in typically-developing children.- 4. Conceptual issues related to the assessment of the metalinguistic mind.- Part II. TYPICAL AND ATYPICAL DEVELOPMENT: WHAT DIFFERS ?.- 5.What differs in the emergence of the metalinguistic mind in atypically-developing children.- 6.Short review of a typical cases.- 7.Assessment and treatment: cases from clinical experience.- 8.The metalinguistic mind: what differs in its social implications in typical and a typical development.- Part III. SOME TOOLS TO ASSESS THE DEVELOPMENT OF THE METALINGUISTIC MIND.- 9.The literature on the existing metalinguistic tools.- 10.Tools for the transition from preschool to primary school.- 11.Tools for the transition from the end of primary to Junior High school.- 12.Tools for the transition to the High school stage.- BM.
About the author
Sergio MELOGNO
Prof. Sergio Melogno graduated in Psychology from the Faculty of Psychology - Sapienza, University of Rome, Italy, and in Neuropsychological rehabilitation from the Faculty of Medicine - Sapienza University of Rome, Italy. He holds a PhD in Neuroscience from the Faculty of Medicine - Sapienza University of Rome, Italy, and he currently teaches cognitive developmental neuroscience, developmental neuropsychology, psychology of neurodevelopmental disorders, psychology of cognitive development and social cognition. He is also responsible for the laboratory of developmental neuropsychology in the “Unicusano” Telematic University of Rome.
Maria Antonietta PINTO
Ass. Prof. Maria Antonietta Pinto graduated in Philosphy from the Faculty of Letters and Philosophy - Sapienza University of Rome, Italy, and in Psychology from the Faculty of Psychology and Education Sciences – University of Geneva, Switzerland. She has taught psycholinguistics, developmental psychology, and educational psychology at the Faculty of Medicine and Psychology - “Sapienza” University of Rome, and has published extensively on cognitive and language development, with a special focus on metalinguistic development, from preschool to adult age, for which she has created three tests that have been translated into various languages and widely used in international research on bilingualism and language learning.
Summary
This book frames the development of the capability to reflect upon language in children as a way of reasoning on language, which changes their mind into a metalinguistic one. This capability, in turn, is highly involved in learning and communication processes.
The book also offers pictures of typical and atypical profiles of metalinguistic developmental trajectories. These pictures are drawn from research conducted with a wide range of metalinguistic tests, from preschool to young adulthood, used also in studies on bilingualism in several linguistic versions. Additionally, it provides examples of treatment implemented to face specific weaknesses in the metalinguistic abilities of atypically-developing children with a special focus on figurative language, by exploiting strengths in production and comprehension.
These populations include children with neurodevelopmental disorders, such as Autism Spectrum Disorders (ASD) without intellectual disability, twice-exceptional children, such as ASD with giftedness, and also rarer conditions such as Klinefelter syndrome, Agenesis of the Corpus Callosum, and bimodal bilingualism in deaf individuals.
The variety of these cases, analyzed in differences and convergences, is a further factor that makes this book relevant to developmental, educational and clinical psychologists addressing subjects from early childhood to adulthood.
