Mapping theories of developmental language impairment: Premises, predictions and evidence

By S. Chiat. 2001

206 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/af16c6bc7f7018b9d4ecd99904ab2d28a1b77975

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Helen Tager-Flusberg
2. Susan E. Gathercole *
3. Stéphanie Durrleman
4. H. Delage
5. E. Geva
6. Fataneh Farnia
7. L. Ehri
8. J. Paradis

In Developmental and Educational Psychology

1. Helen Tager-Flusberg
2. Jenny A. Roberts
3. Susan E. Gathercole *
4. Tracy Packiam Alloway
5. J. Paradis
6. E. Geva
7. Fataneh Farnia
8. Stéphanie Durrleman

Citations in the corpus

• Tense marking in children with autism (2004, background): “…relationships between the phonological and morphosyntactic processes that are measured on these tasks is beyond the scope of this investigation (see Chiat, 2001, for one interpretation), it is significant that similar patterns of deficit on both clinical markers were found for children with SLI…”
• Nonword repetition and word learning: The nature of the relationship (2006, background): “A contrasting view is that it is the adequacy of these phonological processes rather than phonological storage that underlies both the strong developmental associations found between nonword repetition and vocabulary knowledge in typically developing children (Bowey, 1996), and also the nonword repe”