According to prediction-based learning theories, erroneous predictions support learning. However, empirical evidence for a relation between prediction error and children's language learning is currently lacking. Here we investigated whether and how prediction errors influence children's learning of novel words. We hypothesized that word learning…

The development of the ability to categorize speech sounds is often viewed as occurring primarily during infancy via perceptual learning mechanisms. However, a number of studies suggest that even after infancy, children's categories become more categorical and well defined through about age 12. We investigated the cognitive changes that may be…

This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II…

Ninety-six participants, who were younger (20 years) or older (68 years) adults and either monolingual or bilingual, completed tasks assessing working memory, lexical retrieval, and executive control. Younger participants performed most of the tasks better than older participants, confirming the effect of aging on these processes. The effect of…