There are multiple reports, in the context of the time taken to read aloud, that the joint effects of stimulus quality and word frequency (a) interact when only words appear in the list but (b) are additive when nonwords are intermixed with words (O'Malley & Besner, 2008). This triple interaction has been explained in terms of the idea that…

This study investigates children's acquisition of the distinction between direct speech (Elephant said, "I get the football") and indirect speech ("Elephant said that he gets the football"), by measuring children's interpretation of first, second, and third person pronouns. Based on evidence from various linguistic sources, we…

Recent work has shown that children have detailed phonological representations of consonants at both word-initial and word-final edges. Nonetheless, it remains unclear whether onsets and codas are equally represented by young learners since word edges are isomorphic with syllable edges in this work. The current study sought to explore toddler's…