发布求助
文献互助 智能选刊 最新文献

人文科学最新文献

筛选
英文 中文
Examining Dutch children's vocabularies across infancy and toddlerhood: Demographic effects are age-specific and task-specific. 研究荷兰儿童在婴儿期和学步期的词汇量：人口统计学效应具有年龄特异性和任务特异性。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-10 DOI: 10.1017/S0305000924000199
Anika van der Klis, Caroline Junge, Frans Adriaans, René Kager
{"title":"Examining Dutch children's vocabularies across infancy and toddlerhood: Demographic effects are age-specific and task-specific.","authors":"Anika van der Klis, Caroline Junge, Frans Adriaans, René Kager","doi":"10.1017/S0305000924000199","DOIUrl":"10.1017/S0305000924000199","url":null,"abstract":"<p><p>Limited studies have examined demographic differences in children's vocabulary in longitudinal samples, while there are questions regarding the duration, direction, and magnitude of these effects across development. In this longitudinal study, we included over 400 Dutch children. Caregivers filled out N-CDIs when children were 9-11 months (measuring word comprehension, word production, and gestures) and around 2-5 years of age (measuring word production). At 2-5 years, we also administered a receptive vocabulary task in the lab. We examined demographic effects on vocabulary size across infancy and toddlerhood. We found a disadvantage for males in infants' gestures and toddlers' vocabulary production. We found a negative effect of maternal education on infants' caregiver-reported vocabulary, but a positive effect on toddlers' lab-administered receptive vocabulary. Lastly, we found a negative effect of multilingualism - but only for the lab-administered task. Examining predictors in large, longitudinal samples ensures their robustness and generalisability across development.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"709-728"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140899447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing two methods of webcam-based eye-tracking for child language research. 评估用于儿童语言研究的两种网络摄像头眼动跟踪方法。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-07 DOI: 10.1017/S0305000924000175
Margaret Kandel, Jesse Snedeker
{"title":"Assessing two methods of webcam-based eye-tracking for child language research.","authors":"Margaret Kandel, Jesse Snedeker","doi":"10.1017/S0305000924000175","DOIUrl":"10.1017/S0305000924000175","url":null,"abstract":"<p><p>We assess the feasibility of conducting web-based eye-tracking experiments with children using two methods of webcam-based eye-tracking: automatic gaze estimation with the WebGazer.js algorithm and hand annotation of gaze direction from recorded webcam videos. Experiment 1 directly compares the two methods in a visual-world language task with five to six year-old children. Experiment 2 more precisely investigates WebGazer.js' spatiotemporal resolution with four to twelve year-old children in a visual-fixation task. We find that it is possible to conduct web-based eye-tracking experiments with children in both supervised (Experiment 1) and unsupervised (Experiment 2) settings - however, the webcam eye-tracking methods differ in their sensitivity and accuracy. Webcam video annotation is well-suited to detecting fine-grained looking effects relevant to child language researchers. In contrast, WebGazer.js gaze estimates appear noisier and less temporally precise. We discuss the advantages and disadvantages of each method and provide recommendations for researchers conducting child eye-tracking studies online.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"675-708"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining the dimensionality of vocabulary in English as a second language in Chinese children. 研究中国儿童英语作为第二语言的词汇维度。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-03-15 DOI: 10.1017/S0305000924000096
Qiuzhi Xie, Susanna Siu-Sze Yeung
{"title":"Examining the dimensionality of vocabulary in English as a second language in Chinese children.","authors":"Qiuzhi Xie, Susanna Siu-Sze Yeung","doi":"10.1017/S0305000924000096","DOIUrl":"10.1017/S0305000924000096","url":null,"abstract":"<p><p>This study compared a unidimensional model of vocabulary and a two-factor model comprising vocabulary breadth and depth in a second language (L2). A total of 167 Chinese Grade 4 and 5 primary school children (Mean<sub>age</sub> = 9.96 years old) learning English as an L2 participated in this study, and they were tested on four English vocabulary tests. Our results of confirmatory factor analyses indicate that vocabulary breadth and depth were not two distinct dimensions, and the unidimensional model was supported. Theoretical and practical implications were discussed.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"729-738"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140132870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path. 理解包含时间连接词的复杂句子：儿童如何被引入事件-语义幼儿园之路。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-16 DOI: 10.1017/S0305000924000205
Christos Makrodimitris, Petra Schulz
{"title":"Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path.","authors":"Christos Makrodimitris, Petra Schulz","doi":"10.1017/S0305000924000205","DOIUrl":"10.1017/S0305000924000205","url":null,"abstract":"<p><p>Children up to school age are known to have difficulty comprehending complex sentences with temporal connectives, but the reasons remain controversial. We tested six- to twelve-year-old children to assess how the iconicity of event-language mapping, type of connective, and clause order mediate the comprehension of temporal sentences. Sixty monolingual Greek-speaking children and 15 adult controls completed a picture-sequence selection task in which they judged <i>after</i>- and <i>before</i>-sentences in iconic and non-iconic order. Up to age twelve, children did not reach full adult-like comprehension of the connectives; performance in non-iconic <i>after</i>-sentences was significantly lower than in the other three conditions across all ages. We conclude that neither iconicity, connective, nor clause order can fully explain these findings and propose an account based on the interaction of iconicity and clause order: non-iconic, sentence-medial <i>after</i> requires revision of the initial event representation, resulting in an event-semantic kindergarten-path that children find difficult to overcome.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"615-647"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adapting language development research paradigms to online testing: Data from preferential looking, word learning and vocabulary assessment in toddlers. 使语言发展研究范式适应在线测试：来自幼儿偏好观察、单词学习和词汇评估的数据。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-03-04 DOI: 10.1017/S0305000924000035
Delphine K-L Nguyen, Nadine Fitzpatrick, Caroline Floccia
{"title":"Adapting language development research paradigms to online testing: Data from preferential looking, word learning and vocabulary assessment in toddlers.","authors":"Delphine K-L Nguyen, Nadine Fitzpatrick, Caroline Floccia","doi":"10.1017/S0305000924000035","DOIUrl":"10.1017/S0305000924000035","url":null,"abstract":"<p><p>During the recent pandemic, it became necessary to adapt lab-based studies to online experiments. To investigate the impact of online testing on the quality of data, we focus on three paradigms widely used in infant research: a word recognition task using the Intermodal Preferential Looking Paradigm, a word learning task using the Switch task, and a language assessment tool (WinG) where children identify a target word amongst a set of picture cards. Our results for synchronous and asynchronous studies provide support for the robustness of online testing. In Experiment 1, robust word recognition was found in 24-month-old toddlers. In Experiment 2, 17-month-old infants consistently learned a new word. Finally, Experiment 3 demonstrated that 19- to 26-month-old children performed well on a language assessment test administered online. Overall, effect sizes or language scores were found to be higher than in lab-based studies. These experiments point to promising possibilities for reaching out to families around the world.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"465-497"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Children's reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure. 儿童在单词-参照物映射中对指向性和互斥性的依赖：词汇量和语言接触的作用。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-11-15 DOI: 10.1017/S0305000924000461
Myrna Falkeisen, Josje Verhagen
{"title":"Children's reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure.","authors":"Myrna Falkeisen, Josje Verhagen","doi":"10.1017/S0305000924000461","DOIUrl":"10.1017/S0305000924000461","url":null,"abstract":"<p><p>This study explored monolingual and multilingual two- to five-year-olds' reliance on a non-verbal and a verbal cue during word-referent mapping, in relation to vocabulary knowledge and, for the multilinguals, Dutch language exposure. Ninety monolingual and sixty-seven multilingual children performed a referential conflict experiment that pitted a non-verbal (pointing) cue and a verbal (mutual exclusivity) cue. Mixed-effect regressions showed no main effects of vocabulary and language exposure. An interaction between vocabulary and group showed that lower vocabulary scores were associated with a stronger reliance on pointing over mutual exclusivity for multilinguals (but not monolinguals). Furthermore, an interaction between vocabulary, language exposure, and cue word (novel vs. familiar label) indicated that multilinguals with lower exposure and lower vocabulary showed a stronger reliance on pointing over mutual exclusivity when a novel rather than familiar word was used. These findings suggest that multilingual and monolingual children go through different trajectories when learning to map words to referents.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"648-674"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality. 单语和双语儿童派生形态知识的发展：模态和词性的影响。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-07 DOI: 10.1017/S0305000924000126
Tamar Michaly, Anat Prior
{"title":"Development of derivational morphological knowledge in monolingual and bilingual children: Effects of modality and lexicality.","authors":"Tamar Michaly, Anat Prior","doi":"10.1017/S0305000924000126","DOIUrl":"10.1017/S0305000924000126","url":null,"abstract":"<p><p>This study mapped the trajectory of developing derivational morphological knowledge in Hebrew monolingual and Russian-Hebrew bilingual children. We investigated 2<sup>nd</sup> and 4<sup>th</sup> graders, using a two-by-two structure along the dimensions of modality (comprehension, production) and type of word (real-word, pseudo-word). Performance in the morphological analogies comprehension tasks improved with grade, and monolingual and bilingual children performed equally well. A different pattern was evident in production tasks. In real-word production, monolingual children were more accurate than bilingual children, but this group difference narrowed with age. In pseudo-word production, monolingual children used more morphological elements than bilingual children, and there was also a tendency towards group differences narrowing with age. Detailed error analyses across all tasks revealed that monolingual children recruited more morphological elements than bilingual children. We present implications for assessment of morphological knowledge, and suggest that morphological intervention is a promising avenue for promoting bilingual children's success.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"532-557"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140852393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Emergent bilingual children during the silent period: A scoping review of their communication strategies and classroom environments. 沉默期的新兴双语儿童：对他们的交流策略和课堂环境进行的范围审查。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-27 DOI: 10.1017/S0305000924000151
Pui Fong Kan, Morgan Jones, Christina Meyers-Denman, Natalya Sparks
{"title":"Emergent bilingual children during the silent period: A scoping review of their communication strategies and classroom environments.","authors":"Pui Fong Kan, Morgan Jones, Christina Meyers-Denman, Natalya Sparks","doi":"10.1017/S0305000924000151","DOIUrl":"10.1017/S0305000924000151","url":null,"abstract":"<p><p>This scoping review aimed to investigate the communication strategies utilized by children who acquire a minority language (L1) and subsequently learn a community language (L2) during what is commonly referred to as the \"silent period.\" Electronic database searches were conducted using keywords such as \"silent period\" and \"bilingual children,\" resulting in the inclusion of 40 studies in the review. The findings revealed that emergent bilingual children utilize various communication strategies, including nonverbal communication, private speech, and their L1, to communicate within classroom environments. The findings shed light on the adaptability of emergent bilingual children during early stage of L2 acquisition. Furthermore, our review provides information about the classroom contexts such as teacher support and peer interactions where children develop their L2 skills. From a clinical perspective, recognizing these strategies and classroom contexts could significantly enhance the screening process for emergent bilingual children.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"558-591"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141155787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scientific constitutive abduction
IF 1.5 1区 哲学
European Journal for Philosophy of Science Pub Date : 2025-04-26 DOI: 10.1007/s13194-025-00655-3
Ken Aizawa, Drew B. Headley
{"title":"Scientific constitutive abduction","authors":"Ken Aizawa, Drew B. Headley","doi":"10.1007/s13194-025-00655-3","DOIUrl":"https://doi.org/10.1007/s13194-025-00655-3","url":null,"abstract":"<p>Alan Hodgkin and Andrew Huxley used abductive reasoning to draw conclusions about the ionic basis of the action potential. Here we build on that initial proposal. First, we propose that Hodgkin and Huxley’s constitutive abductive reasoning has four features. Second, we argue that Hodgkin and Huxley are not alone in giving such arguments. Tolman, 1948, and Baumgartner, 1960, also gave such arguments. The implication is that such arguments are common enough in science that philosophers of science should pay more attention to them. Third, we propose that constitutive abduction describes a method that scientists use to confirm constitutive hypotheses that is an alternative to the mutual manipulability approach that is familiar in the New Mechanist literature.</p>","PeriodicalId":48832,"journal":{"name":"European Journal for Philosophy of Science","volume":"8 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143875888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2025-04-26 DOI: 10.1016/j.linged.2025.101429
Kate Shea , Kade Downs , Angel Steadman , Hayriye Kayi-Aydar
{"title":"Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay","authors":"Kate Shea ,&nbsp;Kade Downs ,&nbsp;Angel Steadman ,&nbsp;Hayriye Kayi-Aydar","doi":"10.1016/j.linged.2025.101429","DOIUrl":"10.1016/j.linged.2025.101429","url":null,"abstract":"<div><div>This article details the discursive positions adopted during a mother and child’s bilingual (Turkish and English) interactions drafting five-paragraph essays over the course of a semester. Using positioning theory (Davies and Harré, 1990), the researchers analyze the multiplicity of positions adopted as the mother-scholar navigates her dual roles as parent and educator and her bilingual child develops agency as an emerging writer. Data sources included video recordings of four homework sessions, the teacher’s assignment prompts, and the child’s drafts and final essays. The research questions included: What positions become central as a mother and child co-construct writing through dialogue? How do these positions limit or facilitate the child’s agency in the writing process? This analysis provides valuable insight for parents and teachers for how to better support multilingual and multicultural students and their agentic development as writers.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"87 ","pages":"Article 101429"},"PeriodicalIF":1.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信