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Showing all 11 results Save | Export
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Han, Mengru; de Jong, Nivja H.; Kager, René – Language Learning and Development, 2021
Previous research indicates that infant-directed speech (IDS) is usually slower than adult-directed speech (ADS) and mothers prefer placing a focused word in isolation or utterance-final position in (English) IDS, which may benefit word learning. This study investigated the speaking rate and word position of IDS in two typologically-distinct…
Descriptors: Infants, Language Acquisition, Speech Communication, Mothers
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Verhagen, Josje; de Bree, Elise; Unsworth, Sharon – Journal of Cognition and Development, 2020
Although a bilingual advantage has been reported for various measures of cognitive control, most previous studies have looked at a limited range of cognitive control measures. Furthermore, they typically leave unaddressed whether positive effects of bilingualism hold for all bilinguals or whether these are modulated by differences in bilingual…
Descriptors: Bilingualism, Language Usage, Language Proficiency, Cognitive Ability
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Asadi, Mozhgan; Zarifian, Talieh; Kazemi, Mehdi Dastjerdi; Ghaedamini Harouni, Gholamreza – Early Child Development and Care, 2021
This mixed two-way experimental, cross-sectional study investigated fast-mapping (FM) of novel nouns and verbs in 63 Persian-speaking toddlers aged 30 months, including 31 late-talking (LT) and 32 typically developing (TD) matched with respect to age and maternal education. Toddlers were classified as LT if they had limited expressive vocabulary…
Descriptors: Toddlers, Indo European Languages, Cognitive Mapping, Nouns
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Bergelson, Elika; Swingley, Daniel – Language Learning and Development, 2015
A handful of recent experimental reports have shown that infants of 6-9 months know the meanings of some common words. Here, we replicate and extend these findings. With a new set of items, we show that when young infants (age 6-16 months, n = 49) are presented with side-by-side video clips depicting various common early words, and one clip is…
Descriptors: Infants, Language Acquisition, Language Processing, Video Technology
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Lukyanenko, Cynthia; Conroy, Anastasia; Lidz, Jeffrey – Language Learning and Development, 2014
In this study we investigate young children's knowledge of syntactic constraints on Noun Phrase reference by testing 30-month-olds' interpretation of two types of transitive sentences. In a preferential looking task, we find that children prefer different interpretations for transitive sentences whose object NP is a name (e.g., "She's patting…
Descriptors: Language Acquisition, Form Classes (Languages), Preferences, Syntax
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Law, Franzo, II; Edwards, Jan R. – Language Learning and Development, 2015
This study was designed to investigate the relationship between vocabulary size and the speed and accuracy of lexical processing in preschoolers between the ages of 30 and 46 months using an automatic eye tracking task based on the looking-while-listening paradigm (Fernald, Zangl, Portillo, & Marchman, 2008) and mispronunciation paradigm…
Descriptors: Vocabulary Development, Preschool Children, Auditory Stimuli, Pictorial Stimuli
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Childers, Jane B.; Hirshkowitz, Amy; Benavides, Kristin – Journal of Cognition and Development, 2014
Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of…
Descriptors: Verbs, Language Acquisition, Control Groups, Cues
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Wilbourn, Makeba Parramore; Sims, Jacqueline Prince – Journal of Cognition and Development, 2013
In the early stages of word learning, children demonstrate considerable flexibility in the type of symbols they will accept as object labels. However, around the 2nd year, as children continue to gain language experience, they become focused on more conventional symbols (e.g., words) as opposed to less conventional symbols (e.g., gestures). During…
Descriptors: Generalization, Toddlers, Nonverbal Communication, Linguistic Input
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Fernald, Anne; Marchman, Virginia A.; Weisleder, Adriana – Developmental Science, 2013
This research revealed both similarities and striking differences in early language proficiency among infants from a broad range of advantaged and disadvantaged families. English-learning infants ("n" = 48) were followed longitudinally from 18 to 24 months, using real-time measures of spoken language processing. The first goal was to…
Descriptors: Socioeconomic Status, Language Acquisition, Language Processing, Infants
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Taumoepeau, Mele; Reese, Elaine – First Language, 2013
This study examined the impact of training mothers to talk elaboratively about the past on children's understanding of mind. The researchers randomly assigned 102 mothers of 19-month-old children to a training or no-training group. Mothers in the experimental group received training in an elaborative style of talking about the past when children…
Descriptors: Mothers, Parent Child Relationship, Theory of Mind, Expressive Language
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Samuelson, Larissa K.; Horst, Jessica S. – Infancy, 2007
Recent research on early word learning suggests that children's behavior when-generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment-to-moment time scale of the training children receive and the sequence of stimuli they are shown. In 1…
Descriptors: Stimuli, Nouns, Prior Learning, Vocabulary Development