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The past decade has brought important new advances in the fields of genetics, behavioral genetics, linguistics, language acquisition, studies of language impairment, and brain imaging. Although these advances are each highly relevant to the determination of what a child is innately prepared to bring to language acquisition, the contributing fields of endeavor have traditionally been relatively self-contained, with little cross communication. This volume was developed with the belief that there is considerable value to be gained in the creation of a shared platform for a dialogue across the disciplines.
Leading experts in genetics, linguistics, language acquisition, language impairment, and brain imaging are brought together for the purpose of exploring the current evidence, theoretical issues, and research challenges in a way that bridges disciplinary boundaries and points toward future developments in the search for the genetic and environmental bases of language acquisition and impairments. This collection provides discussions and summaries of:
*breakthrough findings of the genetic underpinnings of dyslexia;
*theoretical and empirical developments in the specification of a phenotype of language acquisition and impairment;
*evidence of familiarity and twin concordances of specific language impairment; and
*new evidence from brain imaging.
It concludes with a critical response from an advocate of rational empiricism.
Sommario
Contents: Preface. Acknowledgments. Part I: Genetics.L. Brzustowicz, Looking for Language Genes: Lessons From Complex Language Studies. J.F. Miller, Commentary on Chapter 1. S.D. Smith, B.F. Pennington, J.C. DeFries, Linkage Analysis With Complex Behavioral Traits. J.B. Tomblin, Commentary on Chapter 2. D.L. Lefly, B.F. Pennington, Longitudinal Study of Children at High Family Risk for Dyslexia: The First Two Years. J.W. Gilger, How Can Behavioral Genetic Research Help Us Understand Language Development and Disorders? Part II: Linguistics and Language Acquisition.K. Wexler, Development of Inflection in a Biologically Based Theory of Language Acquisition. J. de Villiers, Defining the Open and Closed Program for Acquisition: The Case of Wh-Questions. C.E. Snow, Commentary on Chapter 6. Part III: Language Impairments. J.B. Tomblin, Genetic and Environmental Contributions to the Risk for Specific Language Impairment. S.D. Smith, Commentary on Chapter 7. M.L. Rice, K. Wexler, A Phenotype of Specific Language Impairment: Extended Optional Infinitives. J.W. Gilger, Commentary on Chapter 8. L.B. Leonard, Characterizing Specific Language Impairment: A Crosslinguistic Perspective. E. Plante, Commentary on Chapter 9. M.B. Crago, S.E.M. Allen, Building the Case for Impairment in Linguistic Representation. D. Poeppel, Commentary on Chapter 10. J.F. Miller, The Search for the Phenotype of Disordered Language Performance. Part IV: Brain Science. E. Plante, Phenotypic Variability in Brain-Behavior Studies of Specific Language Impairment. L.B. Leonard, Commentary on Chapter 12. D. Poeppel, What Genetics Can and Cannot Learn from PET Studies of Phonology. M. Crago, Commentary on Chapter 13. Part V: Interactionist Account of Language Acquisition. C.E. Snow, Toward a Rational Empiricism: Why Interactionism Is Not Behaviorism Any More Than Biology Is Genetics. J. de Villiers, Commentary on Chapter 14.
Info autore
Mabel L. Rice
