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Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers 有时大，有时小:测量单语和双语婴幼儿的词汇量

2区文学

First Language Pub Date : 2023-10-26 DOI: 10.1177/01427237231204167

Krista Byers-Heinlein, Ana Maria Gonzalez-Barrero, Esther Schott, Hilary Killam

{"title":"Sometimes larger, sometimes smaller: Measuring vocabulary in monolingual and bilingual infants and toddlers","authors":"Krista Byers-Heinlein, Ana Maria Gonzalez-Barrero, Esther Schott, Hilary Killam","doi":"10.1177/01427237231204167","DOIUrl":"https://doi.org/10.1177/01427237231204167","url":null,"abstract":"Vocabulary size is a crucial early indicator of language development, for both monolingual and bilingual children. Assessing vocabulary in bilingual children is complex because they learn words in two languages, and there remains significant controversy about how to best measure their vocabulary size, especially in relation to monolinguals. This study compared monolingual vocabulary with different metrics of bilingual vocabulary, including combining vocabulary across languages to count either the number of words or the number of concepts lexicalized and assessing vocabulary in a single language. Data were collected from parents of 743 infants and toddlers aged 8–33 months learning French and/or English, using the MacArthur-Bates Communicative Development Inventories. The results showed that the nature and magnitude of monolingual–bilingual differences depended on how bilinguals’ vocabulary was measured. Compared with monolinguals, bilinguals had larger expressive and receptive word vocabularies, similarly sized receptive concept vocabularies and smaller expressive concept vocabularies. Bilinguals’ single-language vocabularies were smaller than monolinguals’ vocabularies. The study highlights the need to better understand the role of translation equivalents in bilingual vocabulary development and the potential developmental differences in receptive and expressive vocabularies.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"29 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136381759","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

Introduction to the special section on topic maintenance in social conversation 介绍社交对话中的话题维护

2区文学

First Language Pub Date : 2023-10-19 DOI: 10.1177/01427237231207736

Chloë Marshall

引用次数: 0

Reflections on developmental profiles in autism 关于自闭症发展概况的思考

2区文学

First Language Pub Date : 2023-10-14 DOI: 10.1177/01427237231207521

Pauline Wolfer, Stephanie Durrleman

引用次数: 0

The acquisition of the passive voice in Northern East Cree 东北克里语被动语态的习得

2区文学

First Language Pub Date : 2023-10-13 DOI: 10.1177/01427237231198758

Ryan E. Henke, Julie Brittain, Kamil U. Deen, Sara Acton

{"title":"The acquisition of the passive voice in Northern East Cree","authors":"Ryan E. Henke, Julie Brittain, Kamil U. Deen, Sara Acton","doi":"10.1177/01427237231198758","DOIUrl":"https://doi.org/10.1177/01427237231198758","url":null,"abstract":"This article analyzes the acquisition of the passive voice in Northern East (NE) Cree and pays particular attention to the interaction of frequency effects and language-specific cues in the way children form and employ expectations, the process of anticipating oncoming structure in the ambient language. The passive has long been of interest in first-language acquisition, and expectations may play a role in the reported challenges acquiring the passive in languages such as English. We present two studies analyzing approximately 24 hours of naturalistic video recordings involving one adult and two children: Daisy (age 3;08–5;11) and Billy (4;06–5;10). Study 1 examines the passive voice in child-directed speech (CDS). CDS employs passive verbs frequently, at rates much higher than what has been reported for other languages. Passives also typically occur without overt arguments and most often are derived from verbs with two animate participants. Study 2 traces the acquisition of the passive by Daisy and Billy. Daisy demonstrates productivity with all three passive suffixes by age 3;11. Billy’s recordings begin at a later age, and he shows productivity with suffixes -naaniu at 4;06, -ikiwi at 4;10, and -ikiniw at 5;05. Both children produce passives at rates much higher than what has been reported in child speech for other languages. They also most frequently produce passives without overt arguments, and they show no difficulties passivizing verbs with two animate arguments. These results expand the typological purview of passives research and shed additional light on the role of expectations in acquiring the passive voice. The combination of high frequency and particular structural characteristics for the passive voice in Cree CDS allows children to build expectations differing greatly from those of children acquiring languages such as English. In turn, children acquiring NE Cree do not show the same difficulties in acquiring the passive voice.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853972","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

Parent–toddler play talk: Toddler speech is differentially associated with paternal and maternal speech in interaction 亲子游戏言语:幼儿言语与父亲言语和母亲言语的互动存在差异

2区文学

First Language Pub Date : 2023-09-30 DOI: 10.1177/01427237231200436

Jean Quigley, Elizabeth Nixon

{"title":"Parent–toddler play talk: Toddler speech is differentially associated with paternal and maternal speech in interaction","authors":"Jean Quigley, Elizabeth Nixon","doi":"10.1177/01427237231200436","DOIUrl":"https://doi.org/10.1177/01427237231200436","url":null,"abstract":"Children’s speech is influenced by the speech they hear, in particular by the parental speech addressed directly to them. The aim of this study was to analyse toddlers’ speech with their parents and to investigate the influence of specific characteristics of child-directed speech on child speech in real time during mother–child and father–child dyadic interactions. Eighty-four children ( M = 24.11 months, SD = 1.37, 42 girls) and their parents were video-recorded in dyadic freeplay. Parent and child speech was compared on measures of quantity (number of words), quality (vocabulary diversity, proportion, and composition of nouns/verbs) and productivity or complexity. Overall findings reveal very similar speech produced by mothers and fathers with their toddlers and by toddlers with each parent, with the exception of vocabulary diversity patterns. Furthermore, the child-directed speech of mothers and fathers was differently associated with child speech in interaction. Findings suggest that children may be exposed to different lexical sets by mother and father and there may be added value for the child of engaging in separate dyadic interactions with mother and father. Implications for research include sampling child speech across contexts and conversational partners.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280675","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

Hastening slowly on classroom-based conversational skills teaching: A commentary on Abbot-Smith et al., 2023 加快以课堂为基础的会话技能教学:对Abbot-Smith等人的评论，2023

2区文学

First Language Pub Date : 2023-09-23 DOI: 10.1177/01427237231200443

Pamela C. Snow, Tessa A. Weadman, Tanya A. Serry

引用次数: 2

Book review: Law, J., Reilly, S. & McKean, C. (Eds.), Language development: Individual differences in a social context 书评:Law, J.， Reilly, S. & McKean, C.(主编)，《语言发展:社会语境中的个体差异》

IF 1.9 2区文学

First Language Pub Date : 2023-09-07 DOI: 10.1177/01427237231197958

Yanhua Cheng

引用次数: 1

Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 2023 课堂对话:需要做些什么?对abbott - smith等人的评论，2023