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Establishing guidelines for MLU measurement in an agglutinating language: An illustration of Georgian 为凝集语言的多语言单元测量制定准则：以格鲁吉亚语为例

IF 1.9 2区文学

First Language Pub Date : 2024-04-29 DOI: 10.1177/01427237241247930

Tinatin Tchintcharauli, Nino Tsintsadze, Teona Damenia, Tamar Kalkhitashvili, Nino Doborjginidze, Sigal Uziel-Karl

{"title":"Establishing guidelines for MLU measurement in an agglutinating language: An illustration of Georgian","authors":"Tinatin Tchintcharauli, Nino Tsintsadze, Teona Damenia, Tamar Kalkhitashvili, Nino Doborjginidze, Sigal Uziel-Karl","doi":"10.1177/01427237241247930","DOIUrl":"https://doi.org/10.1177/01427237241247930","url":null,"abstract":"This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for calculating Georgian MLU was developed based on the analysis of a longitudinal corpus of two Georgian-speaking children aged 12–35 months. This was supported by the findings of previous studies on Georgian acquisition. Furthermore, the guidelines were used to compare MLU in morphemes (MLU-m) with MLU in words (MLU-w) and MLU in syllables (MLU-s) to determine the most suitable method for assessing morphological development in Georgian. These results indicate that MLU-m closely aligns with the description of language development in Georgian children. MLU-s is useful for demonstrating early linguistic development, while MLU-w correlates with age but does not capture changes within words over time. Further testing on a larger corpus is needed to refine the guidelines for more accurate assessment of Georgian-speaking children.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836103","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

A prosodic account of complex predicate acquisition in Mam: A Mayan language 玛雅语中复杂谓词习得的前音解释：玛雅语

IF 1.9 2区文学

First Language Pub Date : 2024-03-09 DOI: 10.1177/01427237241232741

Clifton Pye

{"title":"A prosodic account of complex predicate acquisition in Mam: A Mayan language","authors":"Clifton Pye","doi":"10.1177/01427237241232741","DOIUrl":"https://doi.org/10.1177/01427237241232741","url":null,"abstract":"The Mayan language Mam uses complex predicates to express events. Complex predicates map multiple semantic elements onto a single word, and consequently have a blend of lexical and phrasal features. The chameleon-like nature of complex predicates provides a window on children’s ability to express phrasal combinations at the one-word stage of language development. The ubiquity of complex predicates in the adult language insures that children will produce complex predicates as some of their first words. The verb complex in Mam has obligatory inflections for aspect, person, and to a degree direction. The inflections vary in degree of attachment between syllable segments, affixes, and clitics. Inflections with vowels are phonologically free, while inflections without vowels attach as either syllable segments or affixes. The Mam verb complex requires the addition of a phrasal layer to prosodic models of lexical acquisition. The paper used this extended version of prosodic theory to make five predictions for the acquisition of the verb complex. The paper analyzes production data for three children between 2;0 and 2;8 acquiring the northern variety of Mam spoken in San Ildefonso Ixtahuacán, Guatemala. The children’s production data for both the intransitive and transitive verb complexes support all five predictions to some degree. The children produced prefixes more frequently on vowel-initial stems than on consonant-initial stems, and they produced imperative suffixes more frequently than prefixes on consonant-initial stems. The children exhibited developmental differences and produced phrasal contractions that the prosodic theory did not predict. The results underline the need to integrate prosody into models of morphosyntactic development, and highlight the significance of complex predicates for theories of language acquisition.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"135 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073495","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

The acquisition of directionals in Q’anjob’al 在 Q'anjob'al 获取方向标

IF 1.9 2区文学

First Language Pub Date : 2024-03-05 DOI: 10.1177/01427237241228693

Pedro Mateo Pedro

引用次数: 0

Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills 精细动作技能及其与接受词汇、表达词汇和叙事语言技能的联系

IF 1.9 2区文学

First Language Pub Date : 2024-02-24 DOI: 10.1177/01427237241233084

Rebecca E. Winter, Heidrun Stoeger, Sebastian P. Suggate

引用次数: 0

On the universality of the subject preference in the acquisition of relative clauses across languages 论跨语言相对从句习得中主语偏好的普遍性

IF 1.9 2区文学

First Language Pub Date : 2024-01-31 DOI: 10.1177/01427237241226734

Nozomi Tanaka, Elaine Lau, Alan L. F. Lee

引用次数: 0

Quantifying events or entities?—A corpus-based study of universal quantifiers in early child English and child-directed speech 量化事件还是实体？--基于语料库的儿童早期英语和儿童引导语中通用量词研究

IF 1.9 2区文学

First Language Pub Date : 2024-01-30 DOI: 10.1177/01427237231225023

Xiangjun Deng, Xiaobei Zheng, Haoyan Ge

{"title":"Quantifying events or entities?—A corpus-based study of universal quantifiers in early child English and child-directed speech","authors":"Xiangjun Deng, Xiaobei Zheng, Haoyan Ge","doi":"10.1177/01427237231225023","DOIUrl":"https://doi.org/10.1177/01427237231225023","url":null,"abstract":"The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers all, every, and each in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer all, but there are still some patterns that cannot be explained by mere input frequency, such as children’s initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children’s developing grammatical systems, and input frequency, interacting with each other.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"29 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947313","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

Little evidence for a noun bias in Tseltal spontaneous speech 在泰瑟尔塔人的自发言语中，几乎没有证据表明存在名词偏误

IF 1.9 2区文学

First Language Pub Date : 2024-01-09 DOI: 10.1177/01427237231216571

Marisa Casillas, Ruthe Foushee, Juan Méndez Girón, Gilles Polian, Penelope Brown

{"title":"Little evidence for a noun bias in Tseltal spontaneous speech","authors":"Marisa Casillas, Ruthe Foushee, Juan Méndez Girón, Gilles Polian, Penelope Brown","doi":"10.1177/01427237231216571","DOIUrl":"https://doi.org/10.1177/01427237231216571","url":null,"abstract":"This study examines whether children acquiring Tseltal (Mayan) demonstrate a noun bias – an overrepresentation of nouns in their early vocabularies. Nouns, specifically concrete and animate nouns, are argued to universally predominate in children’s early vocabularies because their referents are naturally available as bounded concepts to which linguistic labels can be mapped. This early advantage for noun learning has been documented using multiple methods and across a diverse collection of language populations. However, past evidence bearing on a noun bias in Tseltal learners has been mixed. Tseltal grammatical features and child–caregiver interactional patterns dampen the salience of nouns and heighten the salience of verbs, leading to the prediction of a diminished noun bias and perhaps even an early predominance of verbs. We here analyze the use of noun and verb stems in children’s spontaneous speech from egocentric daylong recordings of 29 Tseltal learners between 0;9 and 4;4. We find weak to no evidence for a noun bias using two separate analytical approaches on the same data; one analysis yields a preliminary suggestion of a flipped outcome (i.e. a verb bias). We discuss the implications of these findings for broader theories of learning bias in early lexical development.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"21 11","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441414","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

In the ear of the viewer: Toward an auditory dominance in early word learning 在观众的耳边早期单词学习中的听觉优势

IF 1.9 2区文学

First Language Pub Date : 2023-12-29 DOI: 10.1177/01427237231217249

Mélanie Havy

引用次数: 0

What do parents really think? Knowledge, beliefs, and self-awareness of parentese in relation to its use in daylong recordings 父母的真实想法是什么？家长用语的知识、信念和自我意识与在日间录音中使用家长用语的关系

IF 1.9 2区文学

First Language Pub Date : 2023-12-28 DOI: 10.1177/01427237231216010

Naja Ferjan Ramírez

{"title":"What do parents really think? Knowledge, beliefs, and self-awareness of parentese in relation to its use in daylong recordings","authors":"Naja Ferjan Ramírez","doi":"10.1177/01427237231216010","DOIUrl":"https://doi.org/10.1177/01427237231216010","url":null,"abstract":"This study focuses on parental use of parentese: the acoustically exaggerated, clear, and higher-pitched speech produced by adults across cultures when they address infants. While previous research shows that parentese enhances language learning and processing, it is still unclear what drives the variability in the amount of parental parentese use. We report on the development of a survey related to parental beliefs, knowledge, and self-awareness of parentese, and the cross-validation of this survey with daylong recordings in which parental parentese was measured through observation. Forty mother–father (18 monolingual English and 22 bilingual Spanish/English) U.S. families with infants between 3 and 24 months of age participated. Scores on the parentese questionnaire showed wide variability, suggesting that many parents were unsure about the effects of parentese on infant language development, and had limited self-awareness of their own parentese use. Almost half of the parents claimed that they talked to their child ‘like an adult’, and a similar number disagreed with the claim that parentese can support language learning. Our observational assessment of parentese demonstrated that all mothers and all fathers used parentese when talking to their infants; mothers in an average of 81% and fathers in an average of 69% of child-directed segments. Importantly, maternal parentese knowledge/beliefs scores, as well as their self-reported parentese use, were significantly positively correlated with observed parentese use; these relations were not significant for fathers. These results demonstrate that maternal and paternal links between beliefs, self-awareness, and behavior may be distinct, emphasizing the importance of studying all caregivers and using observational methodologies. More broadly, a thorough understanding of the factors that shape infants’ language environments contributes to theories of language acquisition and can aid in intervention design.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"223 5","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139153076","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

Book review: Saiegh-Haddad, E., Laks, L., & McBride, C., Handbook of literacy in diglossia and in dialectal contexts: Psycholinguistic, neurolinguistic, and educational perspectives 书评：Saiegh-Haddad, E., Laks, L., & McBride, C., Handbook of literacy in diglossia and in dialectal contexts：心理语言学、神经语言学和教育学视角

IF 1.9 2区文学

First Language Pub Date : 2023-12-25 DOI: 10.1177/01427237231218768

Jasmijn E. Bosch

引用次数: 0