Language development : (Record no. 2088)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 07510cam a2200361 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 16596573 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20220308124201.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 110103s2012 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2010053085 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0205319262 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 013258252X |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9780132668903 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 0132668904 (pbk.) |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)ocn682896734 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | YDX |
| -- | BTCTA |
| -- | YDXCP |
| -- | BWX |
| -- | CDX |
| -- | SINIE |
| -- | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P118 |
| Item number | .O93 2012 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 401.93 OWE |
| Edition number | 22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Owens, Robert E., |
| Titles and words associated with a name | Jr., |
| Dates associated with a name | 1944- |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Language development : |
| Remainder of title | an introduction / |
| Statement of responsibility, etc. | Robert E. Owens, Jr. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 5th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Boston : |
| Name of publisher, distributor, etc. | Pearson, |
| Date of publication, distribution, etc. | c2001. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xv, 542 p. : |
| Other physical details | ill. ; |
| Dimensions | 26 cm. |
| 490 1# - SERIES STATEMENT | |
| Series statement | The Allyn & Bacon communication sciences and disorders series |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 443-475) and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preface<br/><br/><br/>Chapter 1: The Territory<br/><br/>This Text and You<br/><br/>Speech Language and Communication<br/><br/>Speech<br/><br/>Language<br/><br/>Communication<br/><br/>Properties of Language<br/><br/>Language as a Social Tool<br/><br/>Language is a Rule Governed System<br/><br/>Language is Generative<br/><br/>Other Properties<br/><br/>Components of Language<br/><br/>Syntax<br/><br/>Morphology<br/><br/>Phonology<br/><br/>Semantics<br/><br/>Pragmatics<br/><br/>Relationship of Language Components<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 2: Describing Language<br/><br/>Linguistic Theory<br/><br/>Nature vs. Nurture<br/><br/>Language Research and Analysis<br/><br/>Issues in the Study of Child Language<br/><br/>Method of Data Collection<br/><br/>Sample Size and Variability<br/><br/>Naturalness and Representativeness of the Data<br/><br/>Collection Procedures<br/><br/>Analysis Procedures<br/><br/>Cross-Language Studies<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 3: Neurological Bases of Speech and Language<br/><br/>Central Nervous System<br/><br/>Hemispheric Asymmetry<br/><br/>Brain Maturation<br/><br/>Language Comprehension<br/><br/>Language Processing<br/><br/>Language Production<br/><br/>Models of Linguistic Processing<br/><br/>A Limited System and Executive Function<br/><br/>Theory of Mind<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 4: Cognitive, Perceptual, and Motor Bases of Early Language and Speech<br/><br/>Neurological Development<br/><br/>Early Cognitive Development<br/><br/>Sensation<br/><br/>Perception<br/><br/>Motor Control<br/><br/>Cognition<br/><br/>Cognition and Language Development<br/><br/>Learning<br/><br/>Role of the Caregiver<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 5: The Social and Communicative Bases of Early Language and Speech<br/><br/>Development of Communication: A Chronology<br/><br/>The Newborn<br/><br/>Socialization and Early Communication: Age Birth to 6 Months<br/><br/>Development of Intentionality: Age 7 to 12 Months<br/><br/>Maternal Communication Behaviors<br/><br/>Infant-Elicited Social Behavior<br/><br/>Cultural, Socioeconomic, and Gender Differences<br/><br/>Interactions Between Infants and Caregiver<br/><br/>Joint Reference<br/><br/>Joint Action<br/><br/>Turn-Taking<br/><br/>Situational Variations<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 6: Language-Learning and Teaching Processes and Young Children<br/><br/>Comprehension, Production, and Cognitive Growth<br/><br/>Cognition and Language<br/><br/>Less is More<br/><br/>Child Learning Strategies<br/><br/>Toddler Language-Learning Services<br/><br/>Preschool Language-Learning Services<br/><br/>Children's Processes of Language Acquisition<br/><br/>Adult Conversational Teaching Techniques<br/><br/>Adult Speech to Toddlers<br/><br/>Adult Conversations with Preschoolers<br/><br/>Importance of Play<br/><br/>Variation on a Theme<br/><br/>Individual Child Differences<br/><br/>Cultural and Social Differences<br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 7: A First Word and Word Combinations in Toddler Talk<br/><br/>Single Word Utterances<br/><br/>Pragmatics<br/><br/>Initial Lexicons<br/><br/>Meaning of Single-Word Utterances<br/><br/>Early Multiword Combinations<br/><br/>Transition: Early Word Combinations<br/><br/>Multiword Utterances<br/><br/>Phonological Learning<br/><br/>Articulatory Maps<br/><br/>Single-Word Utterance Patterns<br/><br/>Phonological Processes<br/><br/>Learning Units and Extension<br/><br/>Individual Differences<br/><br/>Bilingualism<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 8: Preschool Pragmatic and Semantic Development<br/><br/>Preschool Department<br/><br/>Pragmatic Development<br/><br/>The Conversational Context<br/><br/>Narratives<br/><br/>Theory of Mind<br/><br/>Summary<br/><br/>Semantic Development<br/><br/>Relational Terms<br/><br/>Conclusion<br/><br/>Semantic and Pragmatic Influence on Syntactic Development<br/><br/>Semantics<br/><br/>Pragmatics<br/><br/>Language Development Differences and Delays<br/><br/>Language Development Differences<br/><br/>Language Development Delays<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 9: Preschool Development of Language Form<br/><br/>Semantic Syntactic Connection<br/><br/>Syntactic and Morphologic Development<br/><br/>Patterns in Preschool Language Development<br/><br/>Bound Morphemes<br/><br/>Determinants of Acquisition Order<br/><br/>Phrase Development<br/><br/>Sentence Development<br/><br/>Phonemic and Phonological Development<br/><br/>Speech-Sound Acquisition<br/><br/>Phonological Processes<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 10: Early School-Age Language Development<br/><br/>The Early School-Age Child<br/><br/>Pragmatic Development<br/><br/>Narratives<br/><br/>Conversational Abilities<br/><br/>Summary<br/><br/>Semantic Development<br/><br/>Vocabulary Growth<br/><br/>Conceptual Change<br/><br/>Related Cognitive Processing<br/><br/>Figurative Language<br/><br/>Syntactic and Morphologic Development<br/><br/>Morphologic Development<br/><br/>Noun- and Verb- Phrase Development<br/><br/>Sentence Types<br/><br/>Summary<br/><br/>Phonologic Development<br/><br/>Morphophonemic Development<br/><br/>Speech Production<br/><br/>Summary<br/><br/>Metalinguistic Abilities<br/><br/>Language Difference<br/><br/>Code Switching Development<br/><br/>African American English Speakers and Society<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 11: School-Age Literacy Development<br/><br/>The Process of Reading<br/><br/>Phonological Awareness<br/><br/>Comprehension<br/><br/>Reading Development<br/><br/>Emerging Literacy<br/><br/>Mature Literacy<br/><br/>The Process of Writing<br/><br/>Spelling<br/><br/>Writing Development<br/><br/>Emerging Literacy<br/><br/>Mature Literacy<br/><br/>Spelling<br/><br/>Text Generation and Executive Function<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Chapter 12: Adolescent and Adult Language<br/><br/>Pragmatics<br/><br/>Speaking Styles<br/><br/>Conversational Abilities<br/><br/>Gender Differences<br/><br/>Semantics<br/><br/>Syntax and Morphology<br/><br/>Noun Phrases<br/><br/>Conjuncts and Disjuncts<br/><br/>Phonology<br/><br/>Literacy<br/><br/>Bilingualism<br/><br/>Conclusion<br/><br/>Chapter Conclusion<br/><br/>Chapter Discussion<br/><br/>Chapter Main Points<br/><br/>Chapter Reflections<br/><br/><br/><br/>Appendix A: American English Speech Sounds<br/><br/>Appendix B: major Racial and Ethnic Dialects of American English<br/><br/>Appendix C: Development Summary<br/><br/>Appendix D: Computing MLU<br/><br/>Appendix E: Background Grammar<br/><br/><br/><br/>Glossary<br/><br/>References<br/><br/>Author Index<br/><br/>Subject Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language acquisition. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Allyn & Bacon communication sciences and disorders series. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | CD-ROM |
| Uniform Resource Identifier | <a href="http://192.168.100.26/cdrom/27-12567.rar">http://192.168.100.26/cdrom/27-12567.rar</a> |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 31/4 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 16/09/2019 | 2 | 401.93 OWE | 12567 | 18/02/2026 | 30/01/2026 | 16/09/2019 | Stack text books | ||||
| Dewey Decimal Classification | R-15/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/10/2025 | 401.93 OWE | G324 | 03/10/2025 | 03/10/2025 | Reference books |