A large body of knowledge has accumulated on the cognitive processes and brain mechanisms underlying language. Much of this knowledge has come from studies of Indo-European languages, in particular English. Chinese, spoken by one-fifth of the world's population, differs significantly from most Indo-European languages in its grammar, its lexicon, and its written and spoken forms - features which have profound implications for the learning, representation and processing of language. This handbook, first published in 2006 as the first in a three-volume set on East Asian psycholinguistics, presents a discussion of the psycholinguistic study of Chinese. With contributions by over fifty leading scholars, it covers topics in first- and second-language acquisition, language processing and reading, language disorders in children and adults, and the relationships between language, brain, culture, and cognition. It will be invaluable to all scholars and students interested in the Chinese language, as well as cognitive psychologists, linguists, and neuroscientists.

Used in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation. Words and Gestures form (ages 8 to 18 months). With this comprehensive instrument, parents document the child’s understanding of hundreds of early vocabulary items, and the form yields separate indexes of words understood and words produced. Then, parents record communicative and symbolic gestures the child has tried or completed. It is available in a pack of 25. WHAT’S NEW The third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here’s a look at what’s new: Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI New picture-based instructions with easy-to-understand illustrations and examples More extensive administration and scoring guidelines More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI A helpful list of frequently asked questions

Used in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation. Words and Sentences form (ages 16 to 30 months). Parents use this comprehensive instrument to document the child’s production of hundreds of words, record the child’s use of early forms of grammar, and provide written examples of the child’s three longest utterances. It is available in a pack of 25. WHAT’S NEW The third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here’s a look at what’s new: Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI New picture-based instructions with easy-to-understand illustrations and examples More extensive administration and scoring guidelines More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI A helpful list of frequently asked questions

A large body of knowledge has accumulated on the cognitive processes and brain mechanisms underlying language. Much of this knowledge has come from studies of Indo-European languages, in particular English. Chinese, spoken by one-fifth of the world's population, differs significantly from most Indo-European languages in its grammar, its lexicon, and its written and spoken forms - features which have profound implications for the learning, representation and processing of language. This handbook, first published in 2006 as the first in a three-volume set on East Asian psycholinguistics, presents a discussion of the psycholinguistic study of Chinese. With contributions by over fifty leading scholars, it covers topics in first- and second-language acquisition, language processing and reading, language disorders in children and adults, and the relationships between language, brain, culture, and cognition. It will be invaluable to all scholars and students interested in the Chinese language, as well as cognitive psychologists, linguists, and neuroscientists.

This is a comprehensive study of the passage from first words to grammar in a sample of children large enough to permit systematic analysis of individual differences in style and rate of development. The authors provide a large body of information about first words and early grammatical development in qualitative and quantitative patterns that are useful not only for researchers in the field, but for speech/language pathologists and early childhood educators interested in the assessment of early language. They also address one of the most controversial theoretical issues in modern linguistics and psycholinguistics: the problem of modularity, with individual differences suggesting that components of language can come apart in early stages, developing at different rates in different children. But these differences appear to cut across the supposed boundaries between grammatical and lexical development, suggesting that the same mechanisms are responsible for both. The results support a unified functionalist approach to language development, and have implications for the way we think about the structure and breakdown of language under normal and abnormal conditions.

Used in both research and clinical settings, these parent report instruments help SLPs and other professionals screen children, develop a prognosis for children with language delays, plan effective intervention, monitor progress, and meet mandates for including parent input in child evaluation. The CDIs include measures for three age ranges: Words and Gestures form (ages 8 to 18 months). With this comprehensive instrument, parents document the child’s understanding of hundreds of early vocabulary items, and the form yields separate indexes of words understood and words produced. Then, parents record communicative and symbolic gestures the child has tried or completed Words and Sentences form (ages 16 to 30 months). Parents use this comprehensive instrument to document the child’s production of hundreds of words, record the child’s use of early forms of grammar, and provide written examples of the child’s three longest utterances. CDI-III (ages 30 to 37 months). This shorter, single-sheet tool measures expressive vocabulary and grammar. WHAT’S NEW The third edition of the CDIs includes updated norms, additional tools, and more administration formats and helpful resources. Here’s a look at what’s new: Expanded and more representative norms—more than 4,000 new children have been added to the norming dataset for the CDI: Words and Gestures and CDI: Words and Sentences. Norming tables have been statistically adjusted to reflect key U.S. demographic indicators. More options for electronic administration of the CDIs, including fillable PDFs and a new web-based administration platform, Web-CDI New picture-based instructions with easy-to-understand illustrations and examples More extensive administration and scoring guidelines More on using the CDIs with bilingual and multilingual children An expanded chapter on the CDI-III Detailed guidelines about choosing the most appropriate CDI forms when several are potentially useful Expanded guidelines on the use of CDI short forms, including new statistically-adjusted norms and information on reliability and validity More CDI resources available online, including Wordbank, an open repository of CDI data in 38 languages representing more than 84,000 children A rapid, valid Computerized Adaptive scale for expressive vocabulary, now available through Web-CDI A helpful list of frequently asked questions The CDI Third Edition Set includes: Paperback User’s Guide 25 paper Words & Gestures forms 25 paper Words and Sentences forms 25 paper CDI-III forms

SAVE when you order this item as part of a set. Inventario I: Primeras Palabras y Gestos, sold in packages of 25 for easy re-ordering, is one of the two standardized, parent-completed report forms that make up the the Spanish adaptation of the MacArthur Communicative Development Inventories (CDIs), which was designed by top language researchers to assess language and communication skills in young children ages 8-30 months. With the Inventarios, professionals can tap into parents' invaluable day-to-day knowledge about their children's language and communication skills--and respond to legislation that requires parental input in child evaluations. The forms focus on current behaviors and salient emergent behaviors that parents can recognize and track. Numerous studies document the reliability and validity, clinical utility, and research potential of the CDIs and Inventarios. The CDIs were normed on approximately 1,800 children in three locations, and the Inventarios were normed on more than 2,000 children. The CDI and Inventario forms were developed separately to reflect the vocabulary and grammatical structure of each language. Inventario I: Primeras Palabras y Gestos is a "words and gestures" form for use with children ages 8-18 months. The first part of the form prompts parents to document the child's understanding of hundreds of early vocabulary items separated into semantic categories such as animal names, sound effects, and question words. Parents mark the words understood or used, and the form yields separate indexes of words understood and words produced. The second part of the form asks parents to record the communicative and symbolic gestures the child has tried or completed. This form generally takes 20-40 minutes to complete and 20-30 minutes to score by hand. Also available are the Inventario II: Palabras y Enunciados and the User's Guide and Technical Manual. These forms are part of the MacArthur-Bates Inventarios del Desarrollo de Habilidades Comunicativas (Inventarios). The Inventarios and their English version, the CDIs, are standardized, parent-completed report forms that track young children's language and communication skills. Top language researchers developed the report forms, designing them to focus on current behaviors and salient emergent behaviors that parents can recognize and track. This product is sold in a package of 25. Learn more about the MacArthur-Bates CDIs.