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Journal of Child Language

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https://www.readbyqxmd.com/read/28637528/maternal-verbal-responsiveness-and-directiveness-consistency-stability-and-relations-to-child-early-linguistic-development
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
#10
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
https://www.readbyqxmd.com/read/28462765/acquisition-of-prosodic-focus-marking-by-english-french-and-german-three-four-five-and-six-year-olds
#11
Kriszta Szendrői, Carline Bernard, Frauke Berger, Judit Gervain, Barbara Höhle
Previous research on young children's knowledge of prosodic focus marking has revealed an apparent paradox, with comprehension appearing to lag behind production. Comprehension of prosodic focus is difficult to study experimentally due to its subtle and ambiguous contribution to pragmatic meaning. We designed a novel comprehension task, which revealed that three- to six-year-old children show adult-like comprehension of the prosodic marking of subject and object focus. Our findings thus support the view that production does not precede comprehension in the acquisition of focus...
May 2, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28462762/-that-s-really-clever-ironic-hyperbole-understanding-in-children
#12
Marc Aguert, Coralie LE Vallois, Karine Martel, Virginie Laval
Hyperbole supports irony comprehension in adults by heightening the contrast between what is said and the actual situation. Because young children do not perceive the communication situation as a whole, but rather give precedence to either the utterance or the context, we predicted that hyperbole would reduce irony comprehension in six-year-olds (n = 40) by overemphasizing what was said. By contrast, ten-year-olds (n = 40) would benefit from hyperbole in the way that adults do, as they would perceive the utterance and context as a whole, highlighted by the speaker's ironic intent...
May 2, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28424104/assessing-the-impact-of-conversational-overlap-in-content-on-child-language-growth
#13
Elizabeth S Che, Patricia J Brooks, Maria F Alarcon, Francis D Yannaco, Seamus Donnelly
When engaged in conversation, both parents and children tend to re-use words that their partner has just said. This study explored whether proportions of maternal and/or child utterances that overlapped in content with what their partner had just said contributed to growth in mean length of utterance (MLU), developmental sentence score, and vocabulary diversity over time. We analyzed the New England longitudinal corpus from the CHILDES database, comprising transcripts of mother-child conversations at 14, 20, and 32 months, using the CHIP command to compute proportions of utterances with overlapping content...
April 20, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28393740/precursors-to-language-development-in-typically-and-atypically-developing-infants-and-toddlers-the-importance-of-embracing-complexity
#14
Dean D'Souza, Hana D'Souza, Annette Karmiloff-Smith
In order to understand how language abilities emerge in typically and atypically developing infants and toddlers, it is important to embrace complexity in development. In this paper, we describe evidence that early language development is an experience-dependent process, shaped by diverse, interconnected, interdependent developmental mechanisms, processes, and abilities (e.g. statistical learning, sampling, functional specialization, visual attention, social interaction, motor ability). We also present evidence from our studies on neurodevelopmental disorders (e...
April 10, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28376934/language-procedures-and-the-non-perceptual-origin-of-number-word-meanings
#15
David Barner
Perceptual representations of objects and approximate magnitudes are often invoked as building blocks that children combine to acquire the positive integers. Systems of numerical perception are either assumed to contain the logical foundations of arithmetic innately, or to supply the basis for their induction. I propose an alternative to this framework, and argue that the integers are not learned from perceptual systems, but arise to explain perception. Using cross-linguistic and developmental data, I show that small (~1-4) and large (~5+) numbers arise both historically and in individual children via distinct mechanisms, constituting independent learning problems, neither of which begins with perceptual building blocks...
April 5, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28556770/case-assignment-in-english-speaking-children-a-paired-priming-paradigm
#16
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/27830633/linking-language-and-categorization-in-infancy
#17
Brock Ferguson, Sandra Waxman
Language exerts a powerful influence on our concepts. We review evidence documenting the developmental origins of a precocious link between language and object categories in very young infants. This collection of studies documents a cascading process in which early links between language and cognition provide the foundation for later, more precise ones. We propose that, early in life, language promotes categorization at least in part through its status as a social, communicative signal. But over the first year, infants home in on the referential power of language and, by their second year, begin teasing apart distinct kinds of names (e...
May 2017: Journal of Child Language
https://www.readbyqxmd.com/read/26932727/prosodic-disambiguation-of-noun-verb-homophones-in-child-directed-speech
#18
Erin Conwell
One strategy that children might use to sort words into grammatical categories such as noun and verb is distributional bootstrapping, in which local co-occurrence information is used to distinguish between categories. Words that can be used in more than one grammatical category could be problematic for this approach. Using naturalistic corpus data, this study asks whether noun and verb uses of ambiguous words might differ prosodically as a function of their grammatical category in child-directed speech. The results show that noun and verb uses of ambiguous words in sentence-medial positions do differ from one another in terms of duration, vowel duration, pitch change, and vowel quality measures...
May 2017: Journal of Child Language
https://www.readbyqxmd.com/read/28330515/not-committing-has-its-advantages-facilitating-children-s-comprehension-of-object-filler-gap-dependencies-is-one-of-them
#19
Anamaria Bentea, Stephanie Durrleman
Two studies assess French-speaking children's comprehension of object filler-gap dependencies, with the goal of investigating whether the degree of specificity/set-restriction of the fronted object or the intervening subject modulates comprehension. We tease apart the predictions of various accounts attributing children's difficulties to (i) similarities between the object and the intervening subject (Gordon et al., 2001, 2004), particularly when both constituents share a structural +NP feature (Friedmann et al...
March 23, 2017: Journal of Child Language
https://www.readbyqxmd.com/read/27018718/early-vocabulary-parental-education-and-the-frequency-of-shared-reading-as-predictors-of-toddler-s-vocabulary-and-grammar-at-age-2-7-a-slovenian-longitudinal-cdi-study
#20
Ljubica Marjanovič-Umek, Urška Fekonja-Peklaj, Gregor Sočan
The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI...
March 2017: Journal of Child Language
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