LEADER 03731nam 2200589 450 001 9910466154503321 005 20180307100715.0 035 $a(CKB)3710000001386324 035 $a(MiAaPQ)EBC4875189 035 $a(DLC) 2017020896 035 $a(EXLCZ)993710000001386324 100 $a20170707h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aNegation and contact $ewith special focus on Singapore English /$fedited by Debra Ziegeler, Bao Zhiming 210 1$aAmsterdam, [Netherlands] ;$aPhiladelphia, [Pennsylvania] :$cJohn Benjamins Publishing Company,$d2017. 210 4$d©2017 215 $a1 online resource (vi, 208 pages) $cillustrations 225 1 $aStudies in Language Companion Series,$x0165-7763 ;$vVolume 183 311 $a90-272-5948-8 311 $a90-272-6594-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $gPreface and acknowledgements --$gIntroduction /$rDebra Ziegeler and Zhiming Bao --$tTowards a diachronic reconstruction of Colloquial Singapore English /$rPeter Siemund and Lijun Li --$tNeg-raising and long-distance licensing of negative polarity items /$rJack Hoeksema --$tA positive polarity focus particle under negation : not also and the impact of pragmatic activation /$rPierre Larrive?e --$tWhat is strict negative concord? Lessons from French based Creoles /$rViviane Deprez --$tEnglishes, English Creoles and their negative indefinites /$rJohan van der Auwera --$tNegative raising in Singapore English /$rZhiming Bao and Luwen Cao --$tQuantification under negative scope in Singapore English /$rDebra Ziegeler --$gSubject index. 330 $aThe study of negation across languages has left no stone unturned with respect to a range of frequently-researched areas, such as negative raising, negative concord, and the behavior of quantifiers under negative scope. Past research has chiefly focused on the category of negation from a cross-linguistic perspective, with probably less attention devoted to the study of negation across dialects of languages, or across contact languages. The observation of universal quantification in the scope of negation in the English spoken in Singapore, for example, is an area which has been largely under-researched in the literature, as has the rarely-reported phenomenon of negative raising in Singapore English. 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Koziol, Deborah Ely Budding, Dana Chidekel 205 $a1st ed. 2013. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d2013. 215 $a1 online resource (88 p.) 225 1 $aThe Vertically Organized Brain in Theory and Practice 300 $aDescription based upon print version of record. 311 08$a1-4614-8381-6 320 $aIncludes bibliographical references and index. 327 $aNeuroscience, Neuropsychology, and Attention Deficit Hyperactivity Disorder: ADHD as a Model of Brain-Behavior Relationships -- ADHD, Attention, and DSM Diagnosis: History and Context -- ADHD and Neuropsychological Nomenclature -- Diagnostic Systems and Etiological Models -- Neuropsychological Models Of Attention and ADHD -- Broad-Based Neuropsychological Test Batteries and ADHD -- Preliminary Answers to the Question -- Dimensional Approaches for Evaluating Disorders: Research Domain Criteria -- The Neocortex, Regional Functional Specialization, and Cognitive Networks -- Large Scale Brain Networks and Functional Connectivity -- The Ontogeny of Functional Brain Networks -- Large Scale Brain Network Disturbances in ADHD -- The Selection Problem -- The Basal Ganglia.-The Basal Ganglia and Intention Programs -- The Basal Ganglia: Focused Attention and Learning Through Integrative Networks -- Reward Circuitry and the Basal Ganglia.-The Cerebellum -- The Modular Organization of the Cerebellum -- The Development of Motor Skills, Executive Functions, and a Relationship to ADHD: A Preliminary Review -- Revisiting Neuropsychological Testing and The Paradox of ADHD -- Neural Network Dynamics: How Large Scale Brain Networks Interact -- Concluding Remarks. 330 $aADHD as a Model of Brain-Behavior Relationships Leonard F. Koziol, Deborah Ely Budding, and Dana Chidekel   Series Title: Springer Briefs in Neuroscience Subseries: The Vertically Organized Brain in Theory and Practice     It's been a basic neurological given: the brain does our thinking, and has evolved to do the thinking, as controlled by the neocortex. In this schema, all dysfunction can be traced to problems in the brain?s lateral interactions. But in scientific reality, is this really true? Challenging this traditional cortico-centric view is a body of research emphasizing the role of the structures that control movement--the brain's vertical organization--in behavioral symptoms.   Using a well-known, widely studied disorder as a test case, ADHD as a Model of Brain-Behavior Relationships offers an innovative framework for integrating neuroscience and behavioral research to refine diagnostic process and advance the understanding of disorders. Identifying a profound disconnect between current neuropsychological testing and the way the brain actually works, this revision of the paradigm critiques the DSM and ICD in terms of the connectedness of brain structures regarding cognition and behavior. The authors argue for a large-scale brain network approach to pathology instead of the localizing that is so common historically, and for an alternate set of diagnostic criteria proposed by the NIMH. Included in the coverage:   The diagnosis of ADHD: history and context ADHD and neuropsychological nomenclature Research Domain Criteria: a dimensional approach to evaluating disorder The development of motor skills, executive function, and a relation to ADHD The role of the cerebellum in cognition, emotion, motivation, and dysfunction How large-scale brain networks interact   Heralding a more accurate future of assessment, diagnosis, and treatment of neurodevelopmental disorders, ADHD as a Model of Brain-Behavior Relationships represents a major step forward for neuropsychologists, child psychologists, and psychiatrists, or any related profession interested in a neuroscientific understanding of brain function.  . 410 0$aThe Vertically Organized Brain in Theory and Practice 606 $aNeuropsychology 606 $aChild psychology 606 $aSchool psychology 606 $aPediatrics 606 $aNeurosciences 606 $aNeuropsychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12030 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 606 $aPediatrics$3https://scigraph.springernature.com/ontologies/product-market-codes/H49006 606 $aNeurosciences$3https://scigraph.springernature.com/ontologies/product-market-codes/B18006 615 0$aNeuropsychology. 615 0$aChild psychology. 615 0$aSchool psychology. 615 0$aPediatrics. 615 0$aNeurosciences. 615 14$aNeuropsychology. 615 24$aChild and School Psychology. 615 24$aPediatrics. 615 24$aNeurosciences. 676 $a150 700 $aKoziol$b Leonard F.$4aut$4http://id.loc.gov/vocabulary/relators/aut$00 702 $aBudding$b Deborah Ely$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aChidekel$b Dana$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910437824403321 996 $aADHD as a Model of Brain-Behavior Relationships$92509613 997 $aUNINA