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Zhang, Yi; Harris, Paul L. – First Language, 2022
Research on the development of children's decontextualized language has focused primarily on their references to events displaced in time. Here, we examine children's early emerging ability to talk about individuals who are elsewhere and therefore not participating in the conversation. We analyzed the references made by three Mandarin-speaking…
Descriptors: Mandarin Chinese, Caregivers, Young Children, Language Acquisition
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Ganea, Patricia A. – Child Development, 2005
How do infants come to understand references to absent objects? 14-month-old infants first learned a name for a novel toy, which was then placed out of view. The infants who listened to a story mentioning the nonvisible object, looked, pointed, and searched for it more often than did infants who heard a story using a different name. Their behavior…
Descriptors: Toys, Infants, Context Effect, Comprehension
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Saylor, Megan M.; Baldwin, Dare A. – Journal of Child Language, 2004
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that…
Descriptors: Comprehension, Caregivers, Infants, Language Acquisition
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Herrmann, Esther; Tomasello, Michael – Developmental Science, 2006
Chimpanzees ("Pan troglodytes") and bonobos ("Pan paniscus") (Study 1) and 18- and 24-month-old human children (Study 2) participated in a novel communicative task. A human experimenter (E) hid food or a toy in one of two opaque containers before gesturing towards the reward's location in one of two ways. In the Informing condition, she attempted…
Descriptors: Comprehension, Inferences, Object Permanence, Infants
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Camarata, Stephen; Lennard, Laurence B. – Journal of Child Language, 1986
Describes a study of young children's production of novel words serving as names of objects and actions, which were matched according to consonant and syllable structure. On each measure, accuarate production of new consonants was greater for the object words, possibly because action words have greater semantic complexity than object words. (SED)
Descriptors: Articulation (Speech), Child Language, Comprehension, Consonants
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Tomasello, Michael; Farrar, Michael Jeffrey – Journal of Child Language, 1986
Describes a lexical training program developed to teach object, visible movement, and invisible movement words to children at stage 5 (N=7) and stage 6 (N=16) object permanence development. Stage 6 children learned all three types of words equally well, while stage 5 children learned object and visible movement but not invisible movement words.…
Descriptors: Child Language, Cognitive Processes, Cognitive Structures, Comprehension