First Language最新文献_第10页

Examining the psychometric properties of the ELLECCT: A commentary on Weadman, Serry and Snow (2022) 检验ect的心理测量特性:对Weadman, Serry和Snow(2022)的评论

IF 1.9 2区文学

First Language Pub Date : 2022-05-03 DOI: 10.1177/01427237221093850

Keeley L. Dobinson, J. Dockrell

引用次数: 1

Corrigendum to ‘No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants’ “没有证据表明父母在9个月大时的思维能力与瑞典婴儿9或25个月大时的语言发展之间存在关联”的勘误

IF 1.9 2区文学

First Language Pub Date : 2022-04-27 DOI: 10.1177/01427237221091622

引用次数: 0

Bidirectional language influence in mother–child interaction and its effects on the communicative development of children with cochlear implants: A longitudinal study 母婴互动中的双向语言影响及其对人工耳蜗儿童交际发展的影响：一项纵向研究

IF 1.9 2区文学

First Language Pub Date : 2022-04-12 DOI: 10.1177/01427237221086473

V. Persici, Marika Morelli, M. Lavelli, E. Florit, L. Guerzoni, D. Cuda, Christine Yoshinaga-Itano, M. Majorano

{"title":"Bidirectional language influence in mother–child interaction and its effects on the communicative development of children with cochlear implants: A longitudinal study","authors":"V. Persici, Marika Morelli, M. Lavelli, E. Florit, L. Guerzoni, D. Cuda, Christine Yoshinaga-Itano, M. Majorano","doi":"10.1177/01427237221086473","DOIUrl":"https://doi.org/10.1177/01427237221086473","url":null,"abstract":"The present study aimed to investigate the communicative characteristics of children with cochlear implants (CIs) and their mothers in interaction, whether and how they differ from those of mother–child dyads with normal hearing, and whether mother and child influence each other over the first year after implantation. Eighteen Italian-speaking children with CIs were assessed longitudinally across four time points, from before implantation (ages: 10–33 months) to 1 year after implantation. Two groups of normally-hearing children matched for age or lexical production level were used as comparison groups. The language used by mothers in semi-structured play sessions with their children was analyzed for use of specific techniques aimed at eliciting language in children with CIs (or Facilitating Language Techniques [FLTs]: questions, labeling, comments, parallel talk, reformulations, and directives); children’s language was analyzed for communicative functions (initiatives and adequate responses). Results showed delayed communicative development for children with CIs with respect to both control groups and different use of FLTs such as directives between mothers of children with or without normal hearing. Findings also highlighted an effect of the interlocutor’s communicative behavior for both children and mothers: In the group of children with CIs, children’s initiatives were hindered by a higher use of questions; mothers’ labeling was negatively affected by children’s responsivity. Findings may have important implications for language development support programs, families, and professionals.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"499 - 522"},"PeriodicalIF":1.9,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152249","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

From information to action: A commentary on Kidd and Garcia (2022) 从信息到行动:基德与加西亚评析(2022)

IF 1.9 2区文学

First Language Pub Date : 2022-04-06 DOI: 10.1177/01427237221090024

Leher Singh

引用次数: 3

What can journals do to increase the publication of research on the acquisition of understudied languages? A commentary on Kidd and Garcia (2022) 期刊能做些什么来增加关于学习不足语言的研究的发表？基德和加西亚评论（2022）

IF 1.9 2区文学

First Language Pub Date : 2022-04-05 DOI: 10.1177/01427237221089171

J. Paradis

引用次数: 1

Exploring language diversity: A commentary on Kidd and Garcia (2022) 探索语言多样性:基德和加西亚评论(2022)

IF 1.9 2区文学

First Language Pub Date : 2022-03-28 DOI: 10.1177/01427237221084505

C. Pye

引用次数: 2

Efficacy and benefits of the MetaCom training to promote metaphor comprehension in typical development MetaCom训练促进典型发展中隐喻理解的效果与效益

IF 1.9 2区文学

First Language Pub Date : 2022-03-24 DOI: 10.1177/01427237221081201

E. Tonini, Serena Lecce, Paola Del Sette, Federica Bianco, P. Canal, V. Bambini

引用次数: 5

Toddlers use functional morphemes for backward syntactic categorization 幼儿使用功能语素进行后向句法分类

IF 1.9 2区文学

First Language Pub Date : 2022-03-17 DOI: 10.1177/01427237221079137

Yuanfan Ying, Xiaolu Yang, Rushen Shi

引用次数: 0

Rhyme over time: Vocabulary learning through daily reading aloud at home with children 随时间而韵:通过每天在家和孩子一起大声朗读来学习词汇

IF 1.9 2区文学

First Language Pub Date : 2022-03-07 DOI: 10.1177/01427237221079475

Kirsten Read, Alena Rogojina, Olivia Hauer-Richard

{"title":"Rhyme over time: Vocabulary learning through daily reading aloud at home with children","authors":"Kirsten Read, Alena Rogojina, Olivia Hauer-Richard","doi":"10.1177/01427237221079475","DOIUrl":"https://doi.org/10.1177/01427237221079475","url":null,"abstract":"There is robust evidence that reading aloud with young children can help them learn new vocabulary. Building upon prior research, this study tested the effects of both book text features and readers’ spontaneous extra-textual word-highlighting strategies on 3- to 4-year-olds’ vocabulary retention from repeated read alouds of a story in their own homes. Parent–child dyads (n = 30) were provided with either a rhymed or unrhymed version of the same story featuring novel names and illustrations of eight imaginary monsters, along with an audio recorder to take home. Parents recorded reading the book aloud with their child daily for five consecutive days, then children were tested on their monster name recall. Recordings of each dyad’s five progressive read alouds were transcribed, and coded for conversational elements and novel word-highlighting strategies. Findings indicate that children retained the novel monster names with equal success from rhymed and unrhymed books. While individual variation among dyads in their extra-textual commentary was high, each tended to adopt a consistent amount while reading the book across days in both rhymed and unrhymed formats, even as they became more familiar. The one extra-textual vocabulary highlighting behavior during readings that was most predictive of children’s later monster name recall was their own frequency of making guesses of the monster names before they were heard during the read alouds. A close look at the interactions between book format, book familiarity, and the extra-textual commentary around a storybook, and the implications of these interactions for vocabulary building are discussed.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"426 - 447"},"PeriodicalIF":1.9,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156000","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

What about broader impacts for child language acquisition research? A commentary on Kidd and Garcia (2022) 对儿童语言习得研究的更广泛影响是什么?基德与加西亚评注(2022)

IF 1.9 2区文学

First Language Pub Date : 2022-03-04 DOI: 10.1177/01427237221081731

Ryan E. Henke

引用次数: 1