Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a…

Three experiments explored how well children recognize events from different types of visual experience: either by directly seeing an event or by indirectly experiencing it from post-event visual evidence. In Experiment 1, 4- and 5- to 6-year-old Turkish-speaking children (n = 32) successfully recognized events through either direct or indirect…

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…