Details

<p>List of Figures vii</p> <p>List of Plates viii</p> <p>Notes on Contributors ix</p> <p>Acknowledgments xv</p> <p>Preface xvi</p> <p><b>Part I Studying Infants and Others Using Nonverbal Methods 1</b></p> <p>1 Habituation Procedures 3<br /> <i>Christopher T. Fennell</i></p> <p>2 Intermodal Preferential Looking 17<br /> <i>Janina Piotroski and Letitia R. Naigles</i></p> <p>3 The Looking-While-Listening Procedure 29<br /> <i>Daniel Swingley</i></p> <p>4 Neuroimaging Methods 43<br /> <i>Ioulia Kovelman</i></p> <p>5 Methods for Studying Language in Infants: Back to the Future 60<br /> <i>Roberta Michnick Golinkoff and Kathryn Hirsh-Pasek</i></p> <p><b>Part II Assessing Language Knowledge and Processes in Children Who Talk 77</b></p> <p>6 Assessing Phonological Knowledge 79<br /> <i>Cynthia Core</i></p> <p>7 Assessing Vocabulary Skills 100<br /> <i>Barbara Alexander Pan</i></p> <p>8 Assessing Grammatical Knowledge (with Special Reference to the Graded Grammaticality Judgment Paradigm) 113<br /> <i>Ben Ambridge</i></p> <p>9 Assessing Children's Narratives 133<br /> <i>Elaine Reese, Alison Sparks, and Sebastian Suggate</i></p> <p>10 Using Judgment Tasks to Study Language Knowledge 149<br /> <i>David A. McKercher and Vikram K. Jaswal</i></p> <p>11 Using Priming Procedures with Children 162<br /> <i>Marina Vasilyeva, Heidi Waterfall, and Ligia Gómez</i></p> <p>12 Studying Language Processing Using Eye Movements 177<br /> <i>John C. Trueswell</i></p> <p><b>Part III Capturing Children's Language Experience and Language Production 191</b></p> <p>13 Recording, Transcribing, and Coding Interaction 193<br /> <i>Meredith L. Rowe</i></p> <p>14 Studying Gesture 208<br /> <i>Erica A. Cartmill, Özlem Ece Demir, and Susan Goldin-Meadow</i></p> <p>15 Dense Sampling 226<br /> <i>Elena Lieven and Heike Behrens</i></p> <p>16 Not Sampling, Getting It All 240<br /> <i>Letitia R. Naigles</i></p> <p>17 Approaches to Studying Language in Preschool Classrooms 254<br /> <i>David K. Dickinson</i></p> <p>18 Using the CHILDES Database 271<br /> <i>Roberta Corrigan</i></p> <p><b>Part IV Studying Multiple Languages and Special Populations 285</b></p> <p>19 Crosslinguistic Research 287<br /> <i>Aylin C. Küntay</i></p> <p>20 Studying Children in Bilingual Environments 300<br /> <i>Erika Hoff and Rosario Luz Rumiche</i></p> <p>21 Studying Children with Language Impairment 317<br /> <i>Karla K. McGregor</i></p> <p>22 Studying the Language Development of Children with Intellectual Disabilities 330<br /> <i>Leonard Abbeduto, Sara T. Kover, and Andrea McDuffie</i></p> <p>Index 347</p>

<p>“Furthermore, the information presented throughout the book will be of immense benefits to an institution‘s library or to a lecturer or supervisor to provide for their students and researchers.  Hence, Research Methods in Child Language is an essential tool for all in the field of child language.”  (<i>Infant & Child Development</i>, 1 January 2014)</p> <p>“This book, though perhaps of limited use to individuals interested to learn more about a single method of research, since much of the book would therefore be irrelevant, will undoubtedly prove to be an invaluable resource for an institution’s library or for a lecturer or supervisor to provide for their<br /> students and researchers.”  (<i>Linguist</i>, 2 July 2012)</p>

<b>Erika Hoff</b> is Professor of Psychology at Florida Atlantic University. She is the author of <i>Language Development, 4^th Edition</i> (2009), and co-editor of <i>The Blackwell Handbook of Language Development</i> (Wiley-Blackwell, 2007), and <i>Childhood Bilingualism: Research on Infancy Through School Age</i> (2006).

The underlying knowledge and mechanisms that enable language acquisition are hidden inside the mind of the child, and researchers depend on an array of tools to better understand children’s language skills and knowledge at different levels of development. <p><i>Research Methods in Child Language: A Practical Guide</i> presents the diverse methods researchers utilize to study child language, providing clear explanations of the procedures used and the information that these methods yield. Each chapter is written by researchers who have contributed to the development of the methods explored, and describes the obstacles encountered in refining these methods. Presenting new research methods, such as the use of functional Near Infrared Spectroscopy (fNIRS) to study the activity of the brain, and expanding on more traditional research methods such as collection, transcription, and coding of speech samples that have been transformed by new hardware and software, <i>Research Methods in Child Language</i> is an essential tool for all in the field of child language.</p>

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