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Laurel Teller; C. Melanie Schuele – Child Language Teaching and Therapy, 2024
This study investigated the feasibility of a vocabulary-based teacher intervention to increase preschool teachers' production of complement clauses (e.g. "I wonder if we can put the monkey in the tree") in teacher-children play interactions. Using a multiple baseline across participants design we measured the impact of an intervention…
Descriptors: Play, Preschool Education, Phrase Structure, Teacher Student Relationship
Kaveri K. Sheth; Naja Ferjan Ramírez – Language Learning and Development, 2025
Research on "parentese," the acoustically exaggerated, slower, and higher-pitched speech directed toward infants, has mostly focused on maternal contributions, although it has long been known that fathers also produce parentese. Given recent societal changes in family dynamics, it is necessary to revise these mother-centered models of…
Descriptors: Computational Linguistics, Parent Child Relationship, Child Language, Syntax
An Online Survey of Picture Book Reading Practices with Children between the Ages of 0 and 30 Months
Trisha N. Patel; Zeynep B. Marasli; Alyssa Choi; Jessica L. Montag – Language Learning and Development, 2025
There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to understand what occurs in the home. The goal of this work is to better understand the frequency and nature of picture book reading at home with children…
Descriptors: Picture Books, Infants, Parent Child Relationship, Reading Aloud to Others
Southby, Lucy; Harding, Sam; Phillips, Veronica; Wren, Yvonne; Joinson, Carol – International Journal of Language & Communication Disorders, 2021
Background: Speech development requires intact and adequately functioning oral anatomy and cognitive 'speech processing' skills. There is evidence that speech input processing skills are associated with speech output problems in children not born with a cleft. Children born with cleft palate ± lip (CP±L) are at high risk of developing disordered…
Descriptors: Congenital Impairments, Language Processing, Speech Impairments, Children
Casillas, Marisa; Brown, Penelope; Levinson, Stephen C. – Journal of Child Language, 2021
The rate at which young children are directly spoken to varies due to many factors, including (a) caregiver ideas about children as conversational partners and (b) the organization of everyday life. Prior work suggests cross-cultural variation in rates of child-directed speech is due to the former factor, but has been fraught with confounds in…
Descriptors: Child Language, Foreign Countries, Interpersonal Communication, Verbal Communication
Singh, Leher; Tan, Agnes; Quinn, Paul C. – Developmental Science, 2021
COVID-19 has modified numerous aspects of children's social environments. Many children are now spoken to through a mask. There is little empirical evidence attesting to the effects of masked language input on language processing. In addition, not much is known about the effects of clear masks (i.e., transparent face shields) versus opaque masks…
Descriptors: Infants, Word Recognition, Speech, Hygiene
Li, Shaofeng; DeKeyser, Robert – Studies in Second Language Acquisition, 2021
This article discusses the conceptualization, measurement, and validity of a recently emerged construct in the field of second language acquisition (SLA)--implicit language aptitude (alternatively "implicit aptitude"). Implicit aptitude is a set of cognitive abilities that enable learners to make unconscious computations of the…
Descriptors: Language Aptitude, Second Language Learning, Cognitive Ability, Linguistic Input
Kalashnikova, Marina; Pejovic, Jovana; Carreiras, Manuel – Developmental Science, 2021
Bilingualism is a powerful experiential factor, and its effects have been proposed to extend beyond the linguistic domain by boosting the development of executive functioning skills. Crucially, recent findings suggest that this effect can be detected in bilingual infants before their first birthday indicating that it emerges as a result of early…
Descriptors: Bilingualism, Attention, Executive Function, Infants
Nencheva, Mira L.; Tamir, Diana I.; Lew-Williams, Casey – Child Development, 2023
Learning about emotions is an important part of children's social and communicative development. How does children's emotion-related vocabulary emerge over development? How may emotion-related information in caregiver input support learning of emotion labels and other emotion-related words? This investigation examined language production and input…
Descriptors: Child Caregivers, Toddlers, Language Usage, Speech Communication
Smith, Jodie; Sulek, Rhylee; Van Der Wert, Kailia; Cincotta-Lee, Olivia; Green, Cherie C.; Bent, Catherine A.; Chetcuti, Lacey; Hudry, Kristelle – Journal of Autism and Developmental Disorders, 2023
Both the amount "and" responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours ("imitations, expansions,…
Descriptors: Parent Child Relationship, Imitation, Interpersonal Communication, Child Language
Haiquan Huang; Hui Cheng; Lina Qian; Yixiong Chen; Peng Zhou – Journal of Psycholinguistic Research, 2024
"Wh"-words have been analysed as existential quantifiers (Chierchia in Logic in grammar: polarity, free choice, and intervention. Oxford University Press, Oxford, 2013; Fox, in Sauerland U, Stateva P (eds) Presupposition and implicature in compositional semantics (Palgrave studies in pragmatics, language and cognition). Palgrave…
Descriptors: Mandarin Chinese, Child Language, Language Acquisition, Prediction
Paulina Lehmkuhl; Benedikt Wagner; Stefanie Frisch; Dominik Rumlich; Judith Visser – TESOL Journal, 2025
The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high-quality lexical input, as available checklists and frameworks for digital media tend to neglect…
Descriptors: Check Lists, Second Language Learning, Second Language Instruction, Pilot Projects
Pearl, Lisa; Sprouse, Jon – Language Acquisition: A Journal of Developmental Linguistics, 2021
We investigate concrete acquisition theories for a derived approach to linking theory development and explore to what extent two prominent linking theories in the syntactic literature--UTAH and rUTAH--can be derived from the data that English-learning children encounter. We leverage a conceptual acquisition framework that specifies key aspects of…
Descriptors: Language Acquisition, Linguistic Theory, Syntax, Linguistic Input
Monteiro, Kátia; Crossley, Scott; Botarleanu, Robert-Mihai; Dascalu, Mihai – Language Testing, 2023
Lexical frequency benchmarks have been extensively used to investigate second language (L2) lexical sophistication, especially in language assessment studies. However, indices based on semantic co-occurrence, which may be a better representation of the experience language users have with lexical items, have not been sufficiently tested as…
Descriptors: Second Language Learning, Second Languages, Native Language, Semantics
Unger, Layla; Yim, Hyungwook; Savic, Olivera; Dennis, Simon; Sloutsky, Vladimir M. – Developmental Science, 2023
Recent years have seen a flourishing of Natural Language Processing models that can mimic many aspects of human language fluency. These models harness a simple, decades-old idea: It is possible to learn a lot about word meanings just from exposure to language, because words similar in meaning are used in language in similar ways. The successes of…
Descriptors: Natural Language Processing, Language Usage, Vocabulary Development, Linguistic Input