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A History of the Irish Language: From the Norman Invasion to Independence

By Aidan Doyle

This book "sets the history of the Irish language in its political and cultural context" and "makes available for the first time material that has previously been inaccessible to non-Irish speakers."


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The Cambridge Handbook of Pragmatics

Edited By Keith Allan and Kasia M. Jaszczolt

This book "fills the unquestionable need for a comprehensive and up-to-date handbook on the fast-developing field of pragmatics" and "includes contributions from many of the principal figures in a wide variety of fields of pragmatic research as well as some up-and-coming pragmatists."


Academic Paper


Title: Dative prepositions in children with specific language impairment
Author: Bernard Grela
Institution: University of Connecticut
Author: Lula Rashiti
Institution: University of Connecticut
Author: Monica Soares
Institution: University of Connecticut
Linguistic Field: Cognitive Science; Neurolinguistics; Psycholinguistics
Abstract: The purpose of this study was to evaluate children with specific language impairment (SLI) and their proficiency with the use of prepositions. Ten children with SLI were compared to 10 younger, normally developing children matched for mean length of utterance and 10 children matched for age. Each child was asked to produce 24 sentences containing locative (in, on) and dative (to) prepositions. Responses were coded for omission or word selection errors for the target prepositions. It was hypothesized that children with SLI would make more errors than the typically developing children. Omission errors would support a difficulty with syntax because of the role prepositions play in case marking. Word selection errors would support a deficit in the area of semantics. The results confirmed that children with SLI made more errors than the control group. The children with SLI made more errors in the selection of dative prepositions, indicating a difficulty linking the semantics of prepositions and verbs.

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 25, Issue 4, which you can READ on Cambridge's site or on LINGUIST .



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