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Omaki, Akira; Davidson White, Imogen; Goro, Takuya; Lidz, Jeffrey; Phillips, Colin – Language Learning and Development, 2014
Much work on child sentence processing has demonstrated that children are able to use various linguistic cues to incrementally resolve temporary syntactic ambiguities, but they fail to use syntactic or interpretability cues that arrive later in the sentence. The present study explores whether children incrementally resolve filler-gap dependencies,…
Descriptors: Sentences, Language Processing, Japanese, English
Hadley, Pamela A.; Rispoli, Matthew; Holt, Janet K.; Papastratakos, Theodora; Hsu, Ning; Kubalanza, Mary; McKenna, Megan M. – Language Learning and Development, 2017
Purpose: The current study used an intervention design to test the hypothesis that parent input sentences with diverse lexical noun phrase (NP) subjects would accelerate growth in children's sentence diversity. Method: Child growth in third person sentence diversity was modeled from 21-30 months (n = 38) in conversational language samples obtained…
Descriptors: Parents, Hypothesis Testing, Control Groups, Toddlers
Franklin, Beau; Warlaumont, Anne S.; Messinger, Daniel; Bene, Edina; Iyer, Suneeti Nathani; Lee, Chia-Chang; Lambert, Brittany; Oller, D. Kimbrough – Language Learning and Development, 2014
Examination of infant vocalization patterns across interactive and noninteractive contexts may facilitate better understanding of early communication development. In the current study, with 24 infant-parent dyads, infant volubility increased significantly when parent interaction ceased (presenting a "still face," or SF) after a period of…
Descriptors: Infants, Nonverbal Communication, Context Effect, Child Language
Childers, Jane B.; Heard, M. Elaine; Ring, Kolette; Pai, Anushka; Sallquist, Julie – Language Learning and Development, 2012
Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues--sentence structure and the availability of multiple instances--affect children's extensions of nouns and verbs. In each study, 2.5-year-olds heard nouns, verbs, or no new word…
Descriptors: Language Acquisition, Sentence Structure, Cues, Direct Instruction
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
Foppolo, Francesca; Guasti, Maria Teresa; Chierchia, Gennaro – Language Learning and Development, 2012
Children's pragmatic competence in deriving conversational implicatures (and scalar implicatures in particular) offers an intriguing standpoint to explore how developmental, methodological, and purely theoretical perspectives interact and feed each other. In this paper, we focus mainly on developmental and methodological issues, showing that…
Descriptors: Cognitive Ability, Value Judgment, Research Design, Child Language
Conwell, Erin; Morgan, James L. – Language Learning and Development, 2012
In many languages, significant numbers of words are used in more than one grammatical category; English, in particular, has many words that can be used as both nouns and verbs. Such "ambicategoricality" potentially poses problems for children trying to learn the grammatical properties of words and has been used to argue against the logical…
Descriptors: Grammar, Language Usage, Language Processing, English
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