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Direct linkJudith Kalinowski; Laura Hansel; Michaela Vystrcilová; Alexander Ecker; Nivedita Mani – Cognitive Science, 2025
While much work has emphasized the role of the environment in language learning, research equally reports consistent effects of the child's knowledge, in particular, the words known to individual children, in steering further lexical development. Much of this work is based on cross-sectional data, assuming that the words typically known to…
Descriptors: Child Development, Child Language, Lexicology, Vocabulary Development
Christopher Cox; Riccardo Fusaroli; Yngwie A. Nielsen; Sunghye Cho; Roberta Rocca; Arndis Simonsen; Azia Knox; Meg Lyons; Mark Liberman; Christopher Cieri; Sarah Schillinger; Amanda L. Lee; Aili Hauptmann; Kimberly Tena; Christopher Chatham; Judith S. Miller; Juhi Pandey; Alison S. Russell; Robert T. Schultz; Julia Parish-Morris – Cognitive Science, 2025
Engaging in fluent conversation is a surprisingly complex task that requires interlocutors to promptly respond to each other in a way that is appropriate to the social context. In this study, we disentangled different dimensions of turn-taking by investigating how the dynamics of child-adult interactions changed according to the activity…
Descriptors: Autism Spectrum Disorders, Children, Preadolescents, Interpersonal Communication
Violette Bigot; John Trueswell; Alex de Carvalho – Cognitive Science, 2025
Five-to-six-year-olds' abilities to detect and solve ambiguities in spoken language have been found to be a predictor of their later reading abilities in first-to-third grade. However, the origins of this relationship remain unclear. Success in ambiguity detection may be reflective of overall language attainment, which varies with socioeconomic…
Descriptors: Ambiguity (Semantics), French, Cognitive Ability, Preschool Children
Yuki Shimizu; Motohiro Kozawa; Keiichi Watanuki; James S. Uleman; Honami Arihara – Cognitive Science, 2025
This study investigated cross-cultural differences in visual attention patterns during comic reading, focusing on participants with Japanese and American cultural backgrounds. Using an eye-tracking paradigm, we examined attention processes as participants viewed pages from American comics and Japanese manga featuring objective or subjective…
Descriptors: Foreign Countries, Cultural Differences, Attention, Cartoons
David W. Braithwaite; Anna N. Rafferty – Cognitive Science, 2025
Math problem solving frequently involves choices among alternative strategies. Strategy choices, and effects of problem features on strategy choices, both vary among individuals. We propose that individual differences in strategy choices can be well characterized in terms of parametric variation in three types of influence: global bias, relevant…
Descriptors: Individual Differences, Fractions, Arithmetic, Problem Solving
Riccardo Fusaroli; Christopher Cox; Ethan Weed; Balázs István Szabó; Deborah Fein; Letitia Naigles – Cognitive Science, 2025
Social interaction depends on turn-taking and adapting to one's conversational partner, yet little is known about the typical and atypical development of these abilities. We investigated this in a longitudinal corpus of spontaneous speech in 64 parent-child dyads: 32 typically developing children (20.27 months at start, six girls, 24 White) and 32…
Descriptors: Interaction, Parent Child Relationship, Autism Spectrum Disorders, Reaction Time
