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Underpinning the On-Line Processing of (Non-)Canonical Sentences in German-Speaking Four-Year-Olds: the Interplay of Cognitive Control and Memory Capacity
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Christine S. Schipke; Maja Stegenwallner-Schütz; Flavia Adani – Language Learning and Development, 2024
This study investigates the interpretation of object-initial sentences in German-speaking children. We addressed the following questions: (1) Which morphosyntactic cues do children deploy to process object-initial sentences? (2) Which executive function (EF) abilities support them during this task? This study examined the effect of case and number…
Descriptors: German, Reading Processes, Sentence Structure, Executive Function
Improvement of Communicative-Pragmatic Ability in Adolescents with Autism Spectrum Disorder: The Adapted Version of the Cognitive Pragmatic Treatment
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Gabbatore, Ilaria; Longobardi, Claudio; Bosco, Francesca M. – Language Learning and Development, 2022
Autism spectrum disorder (ASD) is a complex pathology that includes impaired social interaction abilities. Insufficient attention has been paid to programs specifically devoted to improving communicative-pragmatic skills. Moreover, the majority of studies have focused on children, while programs specifically developed for the adolescents are…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Skills, Interaction
Change Is Hard: Individual Differences in Children's Lexical Processing and Executive Functions after a Shift in Dimensions
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Pomper, Ron; Kaushanskaya, Margarita; Saffran, Jenny – Language Learning and Development, 2022
Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has…
Descriptors: Executive Function, Language Processing, Preschool Children, Pictorial Stimuli
Individual Differences in Children's Pragmatic Ability: A Review of Associations with Formal Language, Social Cognition, and Executive Functions
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Matthews, Danielle; Biney, Hannah; Abbot-Smith, Kirsten – Language Learning and Development, 2018
Children vary in their ability to use language in social contexts and this has important consequences for wellbeing. We review studies that test whether individual differences in pragmatic skill are associated with formal language ability, mentalizing, and executive functions in both typical and atypical development. The strongest and most…
Descriptors: Children, Individual Differences, Language Usage, Executive Function