Language Learning and Development最新文献_第5页

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-10-17 DOI: 10.1080/15475441.2022.2128483

引用次数: 0

Thanks or Tanks: Training with Tactile Cues Improves Learners’ Accuracy of English Interdental Consonants in an Oral Reading Task 感谢还是感谢:触觉提示训练提高学习者在口语阅读任务中英语齿间辅音的准确性

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-08-18 DOI: 10.1080/15475441.2022.2107522

Alev Senem Ozakin, Xiaotong Xi, Peng Li, P. Prieto

{"title":"Thanks or Tanks: Training with Tactile Cues Improves Learners’ Accuracy of English Interdental Consonants in an Oral Reading Task","authors":"Alev Senem Ozakin, Xiaotong Xi, Peng Li, P. Prieto","doi":"10.1080/15475441.2022.2107522","DOIUrl":"https://doi.org/10.1080/15475441.2022.2107522","url":null,"abstract":"ABSTRACT The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a between-subjects experiment with a pretest-training-posttest design, 50 Turkish learners of English received audiovisual training on a set of target words and sentences containing two English interdental fricatives, /θ/ and /ð/, in one of two conditions, tactile and non-tactile. The tactile condition involved self-touching the tongue as it protruded during pronunciation of the two target sounds. Participants’ pronunciation performance was assessed through a word-imitation task, a sentence-imitation task, and a discourse reading task. Results showed that while both training conditions helped learners to improve their pronunciation performance in all three tasks, the tactile condition triggered greater improvements in the discourse reading task. These results extend previous findings on the benefits of tactile input for speech perception and suggest the efficacy of multisensory training paradigms for improving second language pronunciation.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"15 1","pages":"404 - 419"},"PeriodicalIF":1.5,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90461376","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: 2

Are Generics Defaults? A Study on the Interpretation of Generics and Universals in 3 Age-Groups of Spanish-Speaking Individuals 泛型是默认的吗?三个年龄组西班牙语个体的共性与共性解读研究

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-07-28 DOI: 10.1080/15475441.2022.2071715

E. Castroviejo, José V. Hernández-Conde, Dimitra Lazaridou-Chatzigoga, Marta Ponciano, Agustín Vicente

{"title":"Are Generics Defaults? A Study on the Interpretation of Generics and Universals in 3 Age-Groups of Spanish-Speaking Individuals","authors":"E. Castroviejo, José V. Hernández-Conde, Dimitra Lazaridou-Chatzigoga, Marta Ponciano, Agustín Vicente","doi":"10.1080/15475441.2022.2071715","DOIUrl":"https://doi.org/10.1080/15475441.2022.2071715","url":null,"abstract":"ABSTRACT This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as Tigers have stripes and universally quantified statements (UQS) such as All tigers have stripes was acquired in Spanish-speaking children of two different age groups (4/5-year-olds and 8/9-year-olds), and then compare these results with those of adults. The starting point of this research was the semantic distinction between GS and UQS in that the former admit exceptions, unlike the latter. On the other hand, several authors have observed a Generic overgeneralization effect (GOG) consisting in allowing for UQS to be felicitous in the face of exceptions, thus proposing that this “error” stems from GS being defaults (simpler, more easily learned and processed). In the current paper we aimed to test the “Generics as Default” (GaD) hypothesis by comparing GS and UQS in three different age ranges. Our data show that, overall, the accuracy of GS is greater than the accuracy of UQS. Moreover, we also confirm a hypothesized interaction between age and NP type (GS vs UQS). Further, we present several data points that are not predicted by the GaD, including an observed decline in the accuracy of GS in the older group of children as well as in adults, and that children fail at rejecting statements that are not considered to be true generalizations.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"22 1","pages":"275 - 302"},"PeriodicalIF":1.5,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85502251","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

Effects of Processing Limits on Computing Scalar Implicatures: Evidence from Child English and Child Mandarin 处理限制对标量含义计算的影响:来自儿童英语和儿童普通话的证据

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-07-26 DOI: 10.1080/15475441.2022.2086131

Shuyan Wang

{"title":"Effects of Processing Limits on Computing Scalar Implicatures: Evidence from Child English and Child Mandarin","authors":"Shuyan Wang","doi":"10.1080/15475441.2022.2086131","DOIUrl":"https://doi.org/10.1080/15475441.2022.2086131","url":null,"abstract":"ABSTRACT Relatively late mastery of scalar implicatures has been suggested to correlate with children’s immature processing capacities, such as their limited working memory. Yet, many studies that tested for a link between children’s working memory and their computation of scalar implicatures have failed to find any correlation. One possible reason is that the children in these studies showed little individual variation in computing scalar implicatures. The present study therefore tested for an effect of working memory in younger children, who still clearly displayed difficulties with scalar implicatures and showed greater individual variation. Subjects were 4- to 7-year-old children acquiring either English or Mandarin Chinese. A covered-box task was used to investigate the computation of scalar implicatures associated with ‘some’. A digit span task was used to measure their working memory. Neither the Mandarin-speaking children nor the English-speaking children computed scalar implicatures at an adult-like level. Moreover, a significant correlation was observed between children’s computation of scalar implicatures and their digit spans. These results have provided new support for a processing approach to the observed late mastery of scalar implicatures.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"22 1","pages":"345 - 368"},"PeriodicalIF":1.5,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74253257","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: 1

Word by Word: Everyday Math Talk in the Homes of Hispanic Families 逐字逐句:西班牙裔家庭的日常数学谈话

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-07-13 DOI: 10.1080/15475441.2022.2099279

Alexandra Mendelsohn, Catalina Suarez-Rivera, Daniel D. Suh, C. Tamis-LeMonda

引用次数: 1

Copula Omission in Down Syndrome 唐氏综合症的连字遗漏

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-06-17 DOI: 10.1080/15475441.2022.2047687

C. Christodoulou, K. Wexler

{"title":"Copula Omission in Down Syndrome","authors":"C. Christodoulou, K. Wexler","doi":"10.1080/15475441.2022.2047687","DOIUrl":"https://doi.org/10.1080/15475441.2022.2047687","url":null,"abstract":"ABSTRACT This paper explores the nature of copula omission in Cypriot Greek individuals with Down Syndrome (DS). Previous studies on DS have attributed high rates of copula omission to an overall grammatical/inflectional impairment without offering further analysis. In order to identify relevant conditioning factors, we examined copula productions and omissions from spontaneous and elicited experimental tasks under five levels of analysis: categorial type of the predicate (nominal vs. adjectival), aspectual interpretation of the predicate (permanent vs. temporary), and a combination of these first two, as well as subject status (overt vs. covert) and experimental design (spontaneous vs. elicited). Results showed that adults with DS had significantly higher rates of copula omission than TD children. We found subject overtness to be the most reliable predictor of copula omission. A comparison of the two experimental methods of data collection also revealed a significant effect. Following an analysis based on the Unique Checking Constraint, we propose that copula omission is facilitated by the restriction that only one EPP feature (either the one in TP or the one in TopicP) can be checked. We discuss the implications of these results in the context of a distinction across a delayed vs. deviant development of the DS grammar.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"9 1","pages":"49 - 73"},"PeriodicalIF":1.5,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85012649","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: 1

Expressive Pragmatics and Prosody in Young Preschoolers are More Closely Related to Structural Language than to Mentalizing 学龄前儿童的表达语用学和韵律学与结构语言的关系比与心理化的关系更密切

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-06-10 DOI: 10.1080/15475441.2022.2074852

M. Pronina, P. Prieto, L. Bischetti, V. Bambini

{"title":"Expressive Pragmatics and Prosody in Young Preschoolers are More Closely Related to Structural Language than to Mentalizing","authors":"M. Pronina, P. Prieto, L. Bischetti, V. Bambini","doi":"10.1080/15475441.2022.2074852","DOIUrl":"https://doi.org/10.1080/15475441.2022.2074852","url":null,"abstract":"ABSTRACT Pragmatics lies at the point where language meets the social world and encompasses both the linguistic and the social dimensions of communication. However, the relationship between pragmatic abilities, other language skills, and socio-cognitive aspects such as mentalizing is still a matter of wide debate. This study sets out to investigate the status of pragmatic abilities by testing from a developmental angle their relationship with other linguistic skills and mentalizing. We examined the role of structural language and mentalizing on both expressive pragmatic and prosodic skills in typically developing preschool children. A total of 105 3-to 4-year-old children were assessed on pragmatics and prosody with the Audiovisual Pragmatic Test, as well as on structural language skills (vocabulary and syntax) and a series of mentalizing measures (false belief, emotion understanding, and metacognitive vocabulary). A combined approach including correlations, regressions, and structural equation modeling (SEM) was used. Structural language was a strong positive predictor of both pragmatic and prosodic scores, while mentalizing predicted neither pragmatic nor prosodic performance. We suggest that in preschool years, expressive pragmatics and prosodic skills are more closely related to structural language skills than to mentalizing.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"23 1","pages":"323 - 344"},"PeriodicalIF":1.5,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79267734","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: 5

One Is Not Enough: Interactive Role of Word Order, Case-marking, and Verbal Morphology in Children’s Comprehension of Suffixal Passive in Korean 一个是不够的:语序、格标和词法在儿童韩语后缀被动语态理解中的交互作用

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-06-10 DOI: 10.1080/15475441.2022.2050237

Gyu-Ho Shin, K. Deen

引用次数: 1

The Impact of Phonological Biases on Mispronunciation Sensitivity and Novel Accent Adaptation 语音偏差对错误发音敏感性和新口音适应的影响

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-05-18 DOI: 10.1080/15475441.2022.2071717

Katie Von Holzen, Sandrien van Ommen, Katherine S White, T. Nazzi

{"title":"The Impact of Phonological Biases on Mispronunciation Sensitivity and Novel Accent Adaptation","authors":"Katie Von Holzen, Sandrien van Ommen, Katherine S White, T. Nazzi","doi":"10.1080/15475441.2022.2071717","DOIUrl":"https://doi.org/10.1080/15475441.2022.2071717","url":null,"abstract":"ABSTRACT Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature mispronunciations typically disrupt English-learning toddlers’ lexical access, they no longer do after toddlers are exposed to a novel accent in which these changes occur systematically. The flexibility to deal with different types of variation may not be the same for toddlers learning different first languages, however, as language structure shapes early phonological biases. We examined French-learning 19-month-olds’ sensitivity and adaptation to a novel accent that shifted either the standard pronunciation of /a/ from [a] to [ɛ] (Experiment 1) or the standard pronunciation of /p/ from [p] to [t] (Experiment 2). In Experiment 1, French-learning toddlers recognized words with /a/ produced as [ɛ], regardless of whether they were previously exposed to an accent that contained this vowel shift or not. In Experiment 2, toddlers did not recognize words with /p/ pronounced as [t] at test unless they were first familiarized with an accent that contained this consonant shift. These findings are consistent with evidence that French-learning toddlers privilege consonants over vowels in lexical processing. Together with previous work, these results demonstrate both differences and similarities in how French- and English-learning children treat variation, in line with their language-specific phonological biases.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"29 1","pages":"303 - 322"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75899618","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: 1

The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning 范例变异性对幼儿动词意义解释的影响

IF 1.5 2区文学

Language Learning and Development Pub Date : 2022-05-18 DOI: 10.1080/15475441.2022.2060834

Weiyi Ma, Rufan Luo, R. Golinkoff, K. Hirsh-Pasek

{"title":"The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning","authors":"Weiyi Ma, Rufan Luo, R. Golinkoff, K. Hirsh-Pasek","doi":"10.1080/15475441.2022.2060834","DOIUrl":"https://doi.org/10.1080/15475441.2022.2060834","url":null,"abstract":"ABSTRACT Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions—the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner—a major component of verb meaning in English—as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds’ (or adults’) fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"16 1","pages":"249 - 274"},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73438610","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: 2