In this plenary paper, we present a review of language research in children with cochlear implants along with an outline of a 5-year project designed to examine the lexical access for production and recognition. The project will use auditory priming, picture naming with auditory or visual interfering stimuli (Picture-Word Interference and…

Purpose: To examine whether semantic access by speech requires attention in children. Method: Children ("N" = 200) named pictures and ignored distractors on a cross-modal (distractors: auditory-no face) or multimodal (distractors: auditory-static face and audiovisual- dynamic face) picture word task. The cross-modal task had a low load,…

How does the development and consolidation of perceptual, attentional, and higher cognitive abilities interact with language acquisition and processing? We explored children's (ages 5-17) and adults' (ages 18-51) comprehension of morphosyntactically varied sentences under several competing speech conditions that varied in the degree of attentional…

The ability of children to process words printed in a second language was studied over the course of a school year as the children acquired increasing familiarity with the language. The children, ranging in age from 5 to 15 years, represented four ability groups with respect to their reading skills in their first and second languages. A…

This study documents the instances of code-switching and interference in the speech of a bilingual child living in Rome, Italy, with his American mother and Italian father. (CFM)

Adult and child L2 acquisition of syntax-semantics interface phenomena must be compared with monolingual L1 acquisition of the same phenomena in order to assess the possible effects of interference and transfer. However, this "L1A touchstone" can also be misleading because non-grammatical mechanisms that interact with such interface phenomena may…

The experiment described in this report considers whether children who learn a second language will develop the same semantic system as monolingual children or whether their semantic system will be different because of linguistic or cultural interference, and also whether the bilingual child develops separate meaning systems for his two languages…

This report describes an experiment concerned with a possible relationship between the inability to learn basic educational skills, such as reading and writing, and the inability to organize incoming stimuli for communication purposes, in spite of adequate intellectual potential. The study had three main tasks. The first problem was to develop a…