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Journal of Child Language

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https://www.readbyqxmd.com/read/28931450/preschoolers-vocabulary-acquisition-in-chile-the-roles-of-socioeconomic-status-and-quality-of-home-environment
#1
Regina T Lohndorf, Harriet J Vermeer, Rodrigo A Cárcamo, Judi Mesman
Preschoolers' vocabulary acquisition sets the stage for later reading ability and school achievement. This study examined the role of socioeconomic status (SES) and the quality of the home environment of seventy-seven Chilean majority and Mapuche minority families from low and lower-middle-class backgrounds in explaining individual differences in vocabulary acquisition of their three-and-a-half-year-old children. Additionally, we investigated whether the relation between SES and receptive and expressive vocabulary was mediated by the quality of the home environment as the Family Investment Model suggests...
September 21, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28818118/effects-of-age-and-stimulus-material-on-character-introductions-of-swedish-speaking-four-to-six-year-olds
#2
Josefin Lindgren
This study investigates effects of age on character introductions in the oral narratives of seventy-two monolingual Swedish-speaking four- to six-year-olds, comparing results from the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al., 2012, 2015), and the Edmonton Narrative Norms Instrument (ENNI; Schneider et al., 2005). The proportion of appropriate referring expressions for introducing story characters clearly increases from age four to six. However, the children's performance is strongly stimulus-dependent...
August 18, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28791944/who-is-the-agent-the-influence-of-pragmatic-leads-on-children-s-reference-assignment-in-non-obligatory-control
#3
Vikki Janke
Non-obligatory control constructions (NOC) are sentences which contain a non-finite clause with a null subject whose reference is determined pragmatically. Little is known about how children assign reference to these subjects, yet this is important as our current understanding of reference-resolution development is limited to less complex sentences with overt elements, such as pronouns. This study explores how seventy-six children (aged six to eleven) consult pragmatic leads when assigning reference in two examples of NOC...
August 9, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28758611/parent-child-conversations-about-literacy-a-longitudinal-observational-study
#4
Rebecca Treiman, Kristina Decker, Sarah Robins, Dina Ghosh, Nicole Rosales
Conversations about literacy-related matters with parents can help prepare children for formal literacy instruction. We studied these conversations using data gathered from fifty-six US families as they engaged in daily activities at home. Analyzing conversations when children were aged 1;10, 2;6, 3;6, and 4;2, we found that explicit talk about the elements and processes of reading and writing occurred even when children were less than two years old and became more common as children grew older. The majority of literacy-related conversations included talk about alphabet letters...
July 31, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28738910/on-line-processing-of-english-which-questions-by-children-and-adults-a-visual-world-paradigm-study
#5
Carla Contemori, Matthew Carlson, Theodoros Marinis
Previous research has shown that children demonstrate similar sentence processing reflexes to those observed in adults, but they have difficulties revising an erroneous initial interpretation when they process garden-path sentences, passives, and wh-questions. We used the visual-world paradigm to examine children's use of syntactic and non-syntactic information to resolve syntactic ambiguity by extending our understanding of number features as a cue for interpretation to which-subject and which-object questions...
July 25, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28724465/visual-speech-fills-in-both-discrimination-and-identification-of-non-intact-auditory-speech-in-children
#6
Susan Jerger, Markus F Damian, Rachel P McAlpine, Hervé Abdi
To communicate, children must discriminate and identify speech sounds. Because visual speech plays an important role in this process, we explored how visual speech influences phoneme discrimination and identification by children. Critical items had intact visual speech (e.g. bæz) coupled to non-intact (excised onsets) auditory speech (signified by /-b/æz). Children discriminated syllable pairs that differed in intactness (i.e. bæz:/-b/æz) and identified non-intact nonwords (/-b/æz). We predicted that visual speech would cause children to perceive the non-intact onsets as intact, resulting in more same responses for discrimination and more intact (i...
July 20, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28720168/infant-statistical-learning-ability-is-related-to-real-time-language-processing
#7
Jill Lany, Amber Shoaib, Abbie Thompson, Katharine Graf Estes
Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests that one way statistical learning ability affects language proficiency is by facilitating real-time language processing. Here we tested whether 15-month-olds' ability to learn sequential statistical structure in artificial language materials is related to their ability to encode and interpret native-language speech...
July 19, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28679455/te-reo-m%C3%A4-ori-indigenous-language-acquisition-in-the-context-of-new-zealand-english
#8
Elaine Reese, Peter Keegan, Stuart McNaughton, Te Kani Kingi, Polly Atatoa Carr, Johanna Schmidt, Jatender Mohal, Cameron Grant, Susan Morton
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds (Growing Up in New Zealand), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Māori and NZ English...
July 6, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28556770/case-assignment-in-english-speaking-children-a-paired-priming-paradigm
#9
Lisa Wisman Weil, Laurence B Leonard
This study employed a paired priming paradigm to ask whether input features influence a child's propensity to use non-nominative versus nominative case in subject position, and to use non-nominative forms even when verbs are marked for agreement. Thirty English-speaking children (ages 2;6 to 3;7) heard sentences with pronouns that had non-contrasting case forms (e.g. Dad hugs it and it hugs Tigger) and it was hypothesized that these forms would lead to more errors (e.g. Him hugs Barney) in an elicited phrase more often than if the children heard contrasting case forms (e...
July 2017: Journal of Child Language
https://www.readbyqxmd.com/read/27377761/dog-or-chien-translation-equivalents-in-the-receptive-and-expressive-vocabularies-of-young-french-english-bilinguals
#10
Jacqueline Legacy, Jessica Reider, Cristina Crivello, Olivia Kuzyk, Margaret Friend, Pascal Zesiger, Diane Poulin-Dubois
In order to address gaps in the literature surrounding the acquisition of translation equivalents (TEs) in young bilinguals, two experiments were conducted. In Experiment 1, TEs were measured in the expressive vocabularies of thirty-four French-English bilinguals at 1;4, 1;10, and 2;6 using the MacArthur Bates CDI. Children's acquisition of TEs occurred gradually, with more balanced ratios of exposure and vocabulary associated with larger proportions of TEs at each wave. Experiment 2 compared a direct measure of TE comprehension with parent report of the same set of words...
July 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28637528/maternal-verbal-responsiveness-and-directiveness-consistency-stability-and-relations-to-child-early-linguistic-development
#11
Leila Paavola-Ruotsalainen, Jaana Lehtosaari, Josefina Palomäki, Immi Tervo
Maternal responsive and directive speech to children at ages 0;10 and 2;0 was investigated by applying a procedure first introduced by Flynn and Masur (2007) to a new language community (Finnish). The issues examined were consistency and stability over time, and also the role of responsiveness and directiveness in child linguistic development at 1;0 and 2;6. The measures of maternal speech from each age were used to predict the results of the subsequent linguistic assessment. Negative correlations between responsive and directive utterances were found at both ages...
June 22, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28615089/no-perceptual-reorganization-for-limburgian-tones-a-cross-linguistic-investigation-with-6-to-12-month-old-infants
#12
Stefanie Ramachers, Susanne Brouwer, Paula Fikkert
Despite the fact that many of the world's languages use lexical tone, the majority of language acquisition studies has focused on non-tone languages. Research on tone languages has typically investigated well-known tone languages such as Mandarin and Cantonese Chinese. The current study looked at a Limburgian dialect of Dutch that uses lexical pitch differences, albeit in a rather restricted way. Using a visual habituation paradigm, 6- to 12-month-old Limburgian and Dutch infants were tested for their ability to discriminate Limburgian tones...
June 15, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28606194/four-year-old-cantonese-speaking-children-s-online-processing-of-relative-clauses-a-permutation-analysis
#13
Angel Chan, Wenchun Yang, Franklin Chang, Evan Kidd
We report on an eye-tracking study that investigated four-year-old Cantonese-speaking children's online processing of subject and object relative clauses (RCs). Children's eye-movements were recorded as they listened to RC structures identifying a unique referent (e.g. "Can you pick up the horse that pushed the pig?"). Two RC types, classifier (CL) and ge3 RCs, were tested in a between-participants design. The two RC types differ in their syntactic analyses and frequency of occurrence, providing an important point of comparison for theories of RC acquisition and processing...
June 13, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28606193/referential-interactions-of-turkish-learning-children-with-their-caregivers-about-non-absent-objects-integration-of-non-verbal-devices-and-prior-discourse
#14
Beyza Ş Ateş, Aylin C Küntay
This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language...
June 13, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28585512/auditory-visual-speech-perception-in-three-and-four-year-olds-and-its-relationship-to-perceptual-attunement-and-receptive-vocabulary
#15
Doğu Erdener, Denis Burnham
Despite the body of research on auditory-visual speech perception in infants and schoolchildren, development in the early childhood period remains relatively uncharted. In this study, English-speaking children between three and four years of age were investigated for: (i) the development of visual speech perception - lip-reading and visual influence in auditory-visual integration; (ii) the development of auditory speech perception and native language perceptual attunement; and (iii) the relationship between these and a language skill relevant at this age, receptive vocabulary...
June 6, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28554334/he-said-she-said-effects-of-bilingualism-on-cross-talker-word-recognition-in-infancy
#16
Leher Singh
The purpose of the current study was to examine effects of bilingual language input on infant word segmentation and on talker generalization. In the present study, monolingually and bilingually exposed infants were compared on their abilities to recognize familiarized words in speech and to maintain generalizable representations of familiarized words. Words were first presented in the context of sentences to infants and then presented to infants in isolation during a test phase. During test, words were produced by a talker of the same gender and by a talker of the opposite gender...
May 30, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28516819/temporal-features-of-word-initial-s-stop-clusters-in-bilingual-mandarin-english-children-and-monolingual-english-children-and-adults
#17
Jing Yang
This study investigated the durational features of English word-initial /s/+stop clusters produced by bilingual Mandarin (L1)-English (L2) children and monolingual English children and adults. The participants included two groups of five- to six-year-old bilingual children: low proficiency in the L2 (Bi-low) and high proficiency in the L2 (Bi-high), one group of age-matched English children, and one group of English adults. Each participant produced a list of English words containing /sp, st, sk/ at the word-initial position followed by /a, i, u/, respectively...
May 18, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28506324/preposition-accuracy-on-a-sentence-repetition-task-in-school-age-spanish-english-bilinguals
#18
Casey L Taliancich-Klinger, Lisa M Bedore, Elizabeth D Peña
Preposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children's preposition knowledge in English. 148 Spanish-English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development)...
May 16, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28478786/in-few-words-linguistic-gap-but-adequate-narrative-structure-in-preschool-bilingual-children
#19
Paola Bonifacci, Margherita Barbieri, Marta Tomassini, Maja Roch
The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequencing tasks. The narratives produced in the Story Sequencing task were coded...
May 8, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28478785/children-s-comprehension-of-plural-predicate-conjunction
#20
Lyn Tieu, Jacopo Romoli, Eva Poortman, Yoad Winter, Stephen Crain
Previous developmental studies of conjunction have focused on the syntax of phrasal and sentential coordination (Lust, 1977; de Villiers, Tager-Flusberg & Hakuta, 1977; Bloom, Lahey, Hood, Lifter & Fiess, 1980, among others). The present study examined the flexibility of children's interpretation of conjunction. Specifically, when two predicates that can apply simultaneously to a single individual are conjoined in the scope of a plural definite (The bears are big and white), conjunction receives a Boolean, intersective interpretation...
May 8, 2017: Journal of Child Language
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