Language Learning and Development最新文献_第8页

Infants’ Sensitivity to Lexical Tone and Word Stress in Their First Year: A Thai and English Cross-Language Study 一岁婴儿对词汇语调和单词重音的敏感性:泰英跨语言研究

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-08-23 DOI: 10.1080/15475441.2021.1954928

M. Kalashnikova, C. Onsuwan, D. Burnham

引用次数: 0

The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners 外显教学对幼儿内隐和外显语言知识的影响

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-08-04 DOI: 10.1080/15475441.2021.1941968

S. Spit, Sible Andringa, J. Rispens, E. Aboh

引用次数: 2

Learning to Read Interacts with Children’s Spoken Language Fluency 学习阅读与儿童口语流利度的相互作用

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-07-30 DOI: 10.1080/15475441.2021.1941032

A. Popescu, A. Noiray

{"title":"Learning to Read Interacts with Children’s Spoken Language Fluency","authors":"A. Popescu, A. Noiray","doi":"10.1080/15475441.2021.1941032","DOIUrl":"https://doi.org/10.1080/15475441.2021.1941032","url":null,"abstract":"ABSTRACT Until at least the end of adolescence, children articulate speech differently than adults. While this discrepancy is often attributed to the maturation of the speech motor system, we sought to demonstrate that the development of spoken language fluency is shaped by complex interactions across motor and cognitive domains. In this study, we specifically tested for a relationship between reading proficiency and coarticulatory organization, a fundamental correlate of spoken language fluency, used for both reading aloud and conversational speech. We conducted reading assessments and ultrasound-based kinematic measurements of intersegmental coarticulation in a group of 32 German children. In German, a language which supports rather consistent grapheme-to-phoneme relationships, reading aloud uses similar phoneme to speech motor gesture correspondences as well as coarticulatory mechanisms as conversational speech. Using general additive modeling we found that better readers exhibited lower degrees of intersegmental coarticulation than poorer readers. This study therefore provides evidence that reading proficiency interacts with coarticulatory patterns in beginning readers. It suggests that in addition to maturational factors, interactions between speech motor ability and other co-developing skills must be considered to fully account for spoken language fluency.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"64 1","pages":"151 - 170"},"PeriodicalIF":1.5,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85337765","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: 3

Children’s Linguistic Repertoires Across Dialect and Standard Speech: Mirroring Input or Co-constructing Sociolinguistic Identities? 跨方言和标准语音的儿童语言库:镜像输入还是共同构建社会语言身份?

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-07-20 DOI: 10.1080/15475441.2021.1922282

Irmtraud Kaiser

引用次数: 2

Improvement of Communicative-pragmatic Ability in Adolescents with Autism Spectrum Disorder: The Adapted Version of the Cognitive Pragmatic Treatment 自闭症谱系障碍青少年交际语用能力的提高:认知语用治疗的改编版本

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-06-20 DOI: 10.1080/15475441.2021.1924177

I. Gabbatore, C. Longobardi, F. Bosco

{"title":"Improvement of Communicative-pragmatic Ability in Adolescents with Autism Spectrum Disorder: The Adapted Version of the Cognitive Pragmatic Treatment","authors":"I. Gabbatore, C. Longobardi, F. Bosco","doi":"10.1080/15475441.2021.1924177","DOIUrl":"https://doi.org/10.1080/15475441.2021.1924177","url":null,"abstract":"ABSTRACT Autism spectrum disorder (ASD) is a complex pathology that includes impaired social interaction abilities. Insufficient attention has been paid to programs specifically devoted to improving communicative-pragmatic skills. Moreover, the majority of studies have focused on children, while programs specifically developed for the adolescents are lacking. The present study aims to test the feasibility and acceptability of the adapted version of the Cognitive Pragmatic Treatment for adolescents (A-CPT), a 15-session group training, as well as its ability to improve the communicative-pragmatic performance of adolescents with ASD. Twenty-one verbally fluent adolescents with ASD took part in the training; they were assessed in three phases, i.e., before, after and at three-month follow-up, using the equivalent forms of the Assessment Battery for Communication (ABaCo), a tool for testing a wide range of pragmatic phenomena, such as direct and indirect speech acts, irony, deceit and violation of Grice’s maxims, expressed through linguistic, non-verbal, i.e., gestures, or paralinguistic expressive means. Furthermore, Theory of Mind (ToM) tasks and tests investigating the main cognitive domains, for example, Executive Functions (planning, shifting, working memory) and long-term memory, were administered. The results showed an improvement in participants’ performance in all the four scales of the ABaCo, i.e., linguistic, extralinguistic, paralinguistic and context scale; this improvement was maintained at follow-up assessment three months after the end of the program. No improvement was observed in the cognitive and ToM domains investigated, with the only exception of expressive vocabulary task. Despite the lack of a control group, the high degree of feasibility of the CPT, highlight the importance of more work needed in this research line.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"34 1","pages":"62 - 80"},"PeriodicalIF":1.5,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82603580","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: 9

An Adaptation of the MacArthur-Bates CDI in 17 Arabic Dialects for Children Aged 8 to 30 Months 为8至30个月的儿童改编的麦克阿瑟-贝茨CDI 17种阿拉伯语方言

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-04-25 DOI: 10.1080/15475441.2021.1916502

A. Abdelwahab, Samuel H. Forbes, A. Cattani, Jeremy Goslin, Caroline Floccia

{"title":"An Adaptation of the MacArthur-Bates CDI in 17 Arabic Dialects for Children Aged 8 to 30 Months","authors":"A. Abdelwahab, Samuel H. Forbes, A. Cattani, Jeremy Goslin, Caroline Floccia","doi":"10.1080/15475441.2021.1916502","DOIUrl":"https://doi.org/10.1080/15475441.2021.1916502","url":null,"abstract":"ABSTRACT Assessing a child’s language in the early years is critical to plan for an early intervention and maximize their learning potential. In a unique pan-Arabic approach to language development, we developed a new Arabic assessment tool, usable by parents and Early Years professionals to screen vocabulary in children between 8 months and 30 months across 17 Arab countries. Departing from the two relevant original Communicative Development Inventory forms (CDI: Words and Gestures and CDI: Words and Sentences, Fenson, Marchman, Thal, Reznick, & Bates, 2007), our Arabic CDI focuses on Words Only (Short Form), and assesses comprehension and production of a list of 100 words in 17 main dialects or Arabic, through a parental report. Data were collected from 436 Egyptian children and 168 children from the remaining 16 countries. Quasi-binomial model fits on Egyptian and Other Dialects comprehension and production data showed that Egyptian vocabulary norms could be reasonably extrapolated to the Other Dialects sample, as a first indication that the tool might be usable across the different countries.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"94 1","pages":"425 - 446"},"PeriodicalIF":1.5,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75014851","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

The Effect of the Number of Labeled Objects on Novel Referent Selection Across Short and Long Time Delays 标记对象数目对长、短时间延迟新参照选择的影响

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-04-06 DOI: 10.1080/15475441.2021.1909483

Erica H Wojcik

{"title":"The Effect of the Number of Labeled Objects on Novel Referent Selection Across Short and Long Time Delays","authors":"Erica H Wojcik","doi":"10.1080/15475441.2021.1909483","DOIUrl":"https://doi.org/10.1080/15475441.2021.1909483","url":null,"abstract":"ABSTRACT Children often hear many new words in one conversation, and yet word learning research overwhelmingly focuses on how children learn and retrieve the meanings of single words. The current experiment tests how the number of labeled objects affects preschoolers’ novel word referent selection immediately after encoding and after a one-week delay. Seventy 3- to 6-year-olds were exposed to four novel objects. Half of the participants were given novel labels for two of the objects and half were given novel labels for all four. Label-referent mapping was tested with a four alternative forced-choice pointing task both immediately after exposure and one week later. Children performed worse overall after a week delay, replicating past work on novel word retention. While children performed significantly worse overall in the Four-Label condition, exploratory analyses revealed that this effect was driven solely by the second test trial immediately after exposure. Analyses suggest that referent selection is strongly influenced by in-the-moment constraints, such as label salience and pragmatic biases, and that these constraints are strongest immediately after novel word exposure.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"22 1","pages":"411 - 424"},"PeriodicalIF":1.5,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84726851","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

Infant-directed Speech by Dutch Fathers: Increased Pitch Variability within and across Utterances 荷兰父亲的婴儿导向语:话语内部和话语之间音调变化的增加

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-03-21 DOI: 10.1080/15475441.2021.1876698

Titia Benders, J. StGeorge, R. Fletcher

引用次数: 11

Is Regularization Uniform across Linguistic Levels? Comparing Learning and Production of Unconditioned Probabilistic Variation in Morphology and Word Order 正则化在语言层次上是统一的吗?词法和词序的无条件概率变异的学习和产生比较

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-02-19 DOI: 10.1080/15475441.2021.1876697

Carmen Saldana, Kenny Smith, S. Kirby, J. Culbertson

{"title":"Is Regularization Uniform across Linguistic Levels? Comparing Learning and Production of Unconditioned Probabilistic Variation in Morphology and Word Order","authors":"Carmen Saldana, Kenny Smith, S. Kirby, J. Culbertson","doi":"10.1080/15475441.2021.1876697","DOIUrl":"https://doi.org/10.1080/15475441.2021.1876697","url":null,"abstract":"ABSTRACT Languages exhibit variation at all linguistic levels, from phonology, to the lexicon, to syntax. Importantly, that variation tends to be (at least partially) conditioned on some aspect of the social or linguistic context. When variation is unconditioned, language learners regularize it – removing some or all variants, or conditioning variant use on context. Previous studies using artificial language learning experiments have documented regularizing behavior in the learning of lexical, morphological, and syntactic variation. These studies implicitly assume that regularization reflects uniform mechanisms and processes across linguistic levels. However, studies on natural language learning and pidgin/creole formation suggest that morphological and syntactic variation may be treated differently. In particular, there is evidence that morphological variation may be more susceptible to regularization. Here we provide the first systematic comparison of the strength of regularization across these two linguistic levels. In line with previous studies, we find that the presence of a favored variant can induce different degrees of regularization. However, when input languages are carefully matched – with comparable initial variability, and no variant-specific biases – regularization can be comparable across morphology and word order. This is the case regardless of whether the task is explicitly communicative. Overall, our findings suggest an overarching regularizing mechanism at work, with apparent differences among levels likely due to differences in inherent complexity or variant-specific biases. Differences between production and encoding in our tasks further suggest this overarching mechanism is driven by production.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"298 1","pages":"158 - 188"},"PeriodicalIF":1.5,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79676176","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

Positive Effects of Passive Voice Exposure on Children’s Passive Production During a Classroom Story-telling Training 课堂讲故事训练中被动语态暴露对儿童被动产生的积极影响

IF 1.5 2区文学

Language Learning and Development Pub Date : 2021-02-17 DOI: 10.1080/15475441.2021.1875830

M. Garraffa, Francesca Smart, M. Obregón

引用次数: 1