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Srinivasan, Mahesh; Snedeker, Jesse – Language Learning and Development, 2014
How do children resolve the problem of indeterminacy when learning a new word? By one account, children adopt a "taxonomic assumption" and expect the word to denote only members of a particular taxonomic category. According to one version of this constraint, young children should represent polysemous words that label multiple kinds--for…
Descriptors: Classification, Language Acquisition, Vocabulary Development, Child Language
Rissman, Lilia; Goldin-Meadow, Susan – Language Learning and Development, 2017
Across a diverse range of languages, children proceed through similar stages in their production of causal language: their initial verbs lack internal causal structure, followed by a period during which they produce causative overgeneralizations, indicating knowledge of a productive causative rule. We asked in this study whether a child not…
Descriptors: Verbs, Language Acquisition, Linguistic Input, Child Language
Brandt, Silke; Nitschke, Sanjo; Kidd, Evan – Language Learning and Development, 2017
Structural priming is a useful laboratory-based technique for investigating how children respond to temporary changes in the distribution of structures in their input. In the current study we investigated whether increasing the number of object relative clauses (RCs) in German-speaking children's input changes their processing preferences for…
Descriptors: Priming, German, Phrase Structure, Linguistic Input
Taumoepeau, Mele – Language Learning and Development, 2016
Using multi-level growth modeling, we examined the effect of several measures of maternal input on growth in children's word types from 15-54 months. Mothers and children engaged in a picture description task (N = 77) at 15, 24, 33, and 54 months; the frequency of children's observed word types at each wave was coded and additional independent…
Descriptors: Child Language, Vocabulary Development, Mothers, Parent Influence
Moscati, Vincenzo; Crain, Stephen – Language Learning and Development, 2014
Negative sentences with epistemic modals (e.g., John "might" not come/John "can" not come) contain two logical operators, negation and the modal, which yields a potential semantic ambiguity depending on scope assignment. The two possible readings are in a subset/superset relation, such that the strong reading ("can…
Descriptors: Morphemes, Epistemology, Semantics, Linguistic Theory
Ameel, Eef; Malt, Barbara C.; Storms, Gert – Language Learning and Development, 2014
Usage patterns for common nouns continue to change well past the early years of language acquisition in free naming (Andersen, 1975; Ameel, Malt, & Storms, 2008). The current research evaluates whether this continued evolution is shown in receptive judgments as well, given their differing cognitive demands. We found an extended learning…
Descriptors: Foreign Countries, Young Children, Early Adolescents, Naming
Jarosz, Gaja; Johnson, J. Alex – Language Learning and Development, 2013
This study is a systematic analysis of the information content of a wide range of distributional cues to word boundaries, individually and in combination, in naturally occurring child-directed speech across three languages (English, Polish, and Turkish). The paper presents a series of statistical analyses examining the relative predictive strength…
Descriptors: Cues, Young Children, Child Language, English
Grünloh, Thomas; Lieven, Elena; Tomasello, Michael – Language Learning and Development, 2015
In the current study we investigate whether 2- and 3-year-old German children use intonation productively to mark the informational status of referents. Using a story-telling task, we compared children's and adults' intonational realization via pitch accent (H*, L* and de-accentuation) of New, Given, and Contrastive referents. Both children and…
Descriptors: Young Children, Intonation, Suprasegmentals, Language Patterns