First Language最新文献_第5页

Thought and language: association of groupmindedness with young English-speaking children’s production of pronouns 思想与语言:群体思维与英语儿童代词产生的关系

IF 1.9 2区文学

First Language Pub Date : 2023-05-11 DOI: 10.1177/01427237231169398

J. Vasil, C. Moore, M. Tomasello

引用次数: 1

Book Review: K. Messenger (Ed.), Syntactic Priming in Language Acquisition: Representations, mechanisms and applications (Trends in Language Acquisition Research, Volume 31) 书评:K. Messenger(编)，语言习得中的句法启动:表征、机制和应用(《语言习得研究趋势》，第31卷)

IF 1.9 2区文学

First Language Pub Date : 2023-04-29 DOI: 10.1177/01427237231163650

George Pontikas

引用次数: 0

Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III 学龄前儿童语言父母报告工具的内部一致性和并发效度——芬兰交际发展量表III

IF 1.9 2区文学

First Language Pub Date : 2023-04-26 DOI: 10.1177/01427237231167301

Suvi Stolt

{"title":"Internal consistency and concurrent validity of the parental report instrument on language in pre-school-aged children – The Finnish Communicative Development Inventory III","authors":"Suvi Stolt","doi":"10.1177/01427237231167301","DOIUrl":"https://doi.org/10.1177/01427237231167301","url":null,"abstract":"Few studies provide information on the reliability and validity of parental report instruments when assessing the language skills of pre-school–aged children. This study investigates the internal consistency and concurrent validity of the parental report instrument, the Finnish version of the Communicative Development Inventory III (FinCDI III), in children aged between 2;6 and 4;2 years (years;months, N = 155). One main aim was to analyze the validity of the information that parents can provide on different language domains (lexicon, phonology, morpho-syntax, metalinguistic skills) of their pre-school–aged children. In addition, the effect of age and background factors on the results of the FinCDI III was investigated. The FinCDI III was first adapted based on the Swedish version of the CDI III. Information on different language domains was gathered using the FinCDI III and respective tests. The internal consistency of FinCDI III was generally high (for the whole method: α = .91). Correlations between the sub-sections of the FinCDI III and respective test results varied from moderate to high (r-values = .35–.70, p < .001). A high correlation (r = .68) was detected between the total score of the FinCD III and that of the formal test focusing on general language competence. Age had a significant effect on the results of FinCDI III. Girls had generally higher FinCDI III scores than boys. The results underline the fact that parents can provide comparable information on the specific language domains of their pre-school–aged children as formal language tests when assessment is targeted to current behavior and when a recognition format is used. Findings broaden and strengthen earlier results regarding the validity of parental estimates on their child’s language, to now encompass older children aged between 2;6 and 4 years.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"492 - 515"},"PeriodicalIF":1.9,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143103","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

Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls 男孩和女孩在儿童早期对节拍手势和对比重音的敏感性发展以支持单词学习

IF 1.9 2区文学

First Language Pub Date : 2023-04-24 DOI: 10.1177/01427237231165118

Laura M. Morett, Cailee M. Nelson, Sarah S. Hughes-Berheim, J. Scofield

{"title":"Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls","authors":"Laura M. Morett, Cailee M. Nelson, Sarah S. Hughes-Berheim, J. Scofield","doi":"10.1177/01427237231165118","DOIUrl":"https://doi.org/10.1177/01427237231165118","url":null,"abstract":"This research investigated whether observing beat gesture and hearing contrastive accenting with novel words enhances their learning in early childhood and whether these effects differ by sex in light of sex differences in the pace of language development. Fifty-three 3- to 5-year-old boys and girls learned pairs of novel words with contrasting referents with beat gesture, contrastive accenting, both, or neither. Knowledge of these words was then tested via a referent identification task. Novel word learning did not differ by beat gesture or contrastive accenting, nor did use of these cues to support word learning differ by age. However, 3-year-old boys were better able to identify the referents of novel words learned with rather than without beat gesture, and boys’ ability to identify the referents of novel words learned without beat gesture improved from ages 3 to 5 years. By contrast, no such effects of beat gesture on novel word learning by age were observed for girls. These results suggest that, for 3-year-old boys, beat gesture may compensate for difficulty deducing contrast from speech alone, and that their reliance on beat gesture as a cue to contrast decreases as their ability to deduce contrast from speech improves during early childhood. Thus, beat gesture may serve as a visual cue to contrast that scaffolds young children’s learning of words with contrasting meanings by supplementing the use of cues to contrast conveyed via speech.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"469 - 491"},"PeriodicalIF":1.9,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43117916","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

Words in context: Compensation for phonological assimilation in monolingual and bilingual toddlers 语境中的单词：单语和双语幼儿语音同化的补偿

IF 1.9 2区文学

First Language Pub Date : 2023-04-11 DOI: 10.1177/01427237231161135

L. Singh, Qi Cheng

{"title":"Words in context: Compensation for phonological assimilation in monolingual and bilingual toddlers","authors":"L. Singh, Qi Cheng","doi":"10.1177/01427237231161135","DOIUrl":"https://doi.org/10.1177/01427237231161135","url":null,"abstract":"Most words spoken to infants are produced in larger units, such as clauses, phrases, and sentences. As such, language learners must recognize words amidst the words that surround them. However, the phonetic forms of words change based on surrounding context. Here, we investigate the effects of a common source of phonetic change—phonological assimilation—on word recognition in English monolingual and English-Mandarin bilingual infants from Singapore. Using a preferential looking paradigm, 24-month-old monolingual English and bilingual English-Mandarin toddlers were presented with three different forms of familiar English words embedded in phrases: correct productions (e.g. ‘Look at the pen, dear’), assimilated forms (e.g. ‘Look at the pem, baby’), and mispronunciations (e.g. ‘Look at the pem, dear’). Although participants preferentially fixated visual targets upon hearing them labeled, there were no effects or interactions of language background and trial type on target fixation. However, higher naming effects were associated with increased English exposure in bilingual infants. The results suggest that monolingual and bilingual infants respond similarly to phonetic alternations arising from nasal place assimilation at 24 months.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"407 - 430"},"PeriodicalIF":1.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44249814","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

Exploring parent profiles in parent–child interactions with e-books 在与电子书的亲子互动中探索家长档案

IF 1.9 2区文学

First Language Pub Date : 2023-04-05 DOI: 10.1177/01427237231160242

Rosa G. Turco, M. Rowe, Joseph H. Blatt

{"title":"Exploring parent profiles in parent–child interactions with e-books","authors":"Rosa G. Turco, M. Rowe, Joseph H. Blatt","doi":"10.1177/01427237231160242","DOIUrl":"https://doi.org/10.1177/01427237231160242","url":null,"abstract":"Despite the documented rise of children’s use of mobile media devices in the United States, particularly in lower-income homes, there is limited research on how children and parents interact together with these types of devices. This study sought to describe and investigate how parents and their 3-year-old children use one type of mobile digital media – e-books. With a sample of 65 families from middle- and lower-income homes, the present study examined different parent profiles in a parent–child interaction with e-books and how parents’ attitudes around learning influenced their interactions. Results show that parents and children on average demonstrated high levels of engagement and collaboration when using an e-book, although there was wide variability in the way parents and children interacted with e-books. Using latent profile analysis, three distinct profiles of parent interactions when using e-books with their children were identified: parents with high levels of speech quality and dialogic talk but low levels of engagement, parents with low levels of speech quality, and parents with high speech quality but low dialogic talk. In addition, parent report measures of self-efficacy, growth mindset, knowledge of child development, and screen time used at home varied by the parent profiles identified in this study. The findings suggest that future research should examine parent profiles to help advance the research base in service of informing efforts to promote adult–child interactions as they relate to mobile device use.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"380 - 406"},"PeriodicalIF":1.9,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47818355","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

Grammatical categorization based on frequent frames in Persian child-directed speech 基于波斯语儿童导向语中频繁框架的语法分类

IF 1.9 2区文学

First Language Pub Date : 2023-03-22 DOI: 10.1177/01427237231157161

Vajiheh Omidkhoda, A. Alizadeh, Atiyeh Kamyabi Gol

{"title":"Grammatical categorization based on frequent frames in Persian child-directed speech","authors":"Vajiheh Omidkhoda, A. Alizadeh, Atiyeh Kamyabi Gol","doi":"10.1177/01427237231157161","DOIUrl":"https://doi.org/10.1177/01427237231157161","url":null,"abstract":"Previous research has revealed that distributional information obtained from child-directed speech could be informative for children when they are learning grammatical categories. Frequent frames are distributional units proposed by Mintz and explored by researchers in many languages with different typologies. This study investigated two parent–child corpora from the CHILDES database to determine frequent frames in Persian child-directed speech. To do so, a number of frequent frames in the two corpora and more specifically those which contained complex verbs were analyzed in detail. The results indicate that the accuracy of frequent frames in Persian (0.54) with some specific typological features is lower than that of English (0.91) at the word level due to the flexibility of the basic SOV order at the sentence level in Persian. It was also found that Persian frequent frames mostly included complex verbs. This evidence, along with the results of frames in categorizing words at this level, indicates that the accuracy of the frames is also affected by the fact that the subject position of verbs is mostly left vacant in Persian as a pro-drop language. That is why the non-finite forms of the verbs were taken into account when a verb was a part of the frames. The results also revealed that grammatical categories which mostly appeared in the context of frames were verbs, while the target words were nouns and adjectives.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"336 - 352"},"PeriodicalIF":1.9,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47843989","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

Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children 语篇复杂性和多样性对学龄前阿拉伯语儿童叙事复述和叙事理解的影响

IF 1.9 2区文学

First Language Pub Date : 2023-02-01 DOI: 10.1177/01427237221149800

Khaloob Kawar, Elinor Saiegh-Haddad, Sharon Armon-Lotem

{"title":"Text complexity and variety factors in narrative retelling and narrative comprehension among Arabic-speaking preschool children","authors":"Khaloob Kawar, Elinor Saiegh-Haddad, Sharon Armon-Lotem","doi":"10.1177/01427237221149800","DOIUrl":"https://doi.org/10.1177/01427237221149800","url":null,"abstract":"The current study investigates narrative retelling and comprehension among 30 native Arabic-speaking preschool children with a mean age of 5:10. Narrative features of text-complexity (less-complex and more-complex episodic structure) and language variety (Spoken Palestinian Arabic [PA] and Modern Standard Arabic [MSA]) were analyzed for their effect on narrative retelling and comprehension. Four narratives accompanied by six pictures each (Gagarina et al., 2012) were used. Two were presented in MSA and two in PA, the children’s spoken vernacular. Two of them, one per each language variety, matched on episodic structure, were less complex, and two were more complex. Although children were free to choose which language to use for the retelling, they all used PA. Retelling performance was analyzed according to macrostructure, microstructure, and the use of Internal State Terms (ISTs). Comprehension was tested via questions addressing the character’s goals, ISTs, and Theory of Mind. With respect to text complexity, the results showed that the participants produced longer texts and demonstrated better comprehension when the narratives were more complex. Language variety was only associated with a difference in comprehension, with higher scores for the narratives presented in MSA. Older children produced longer texts and a higher number of ISTs. Finally, a three-way interaction emerged in the use of ISTs – while younger children produced more ISTs for the PA narratives, the older ones produced more of those for the MSA narratives. The study suggests that language variety and text complexity may exert different effects on narrative production and comprehension in Arabic-speaking preschool children.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"355 - 379"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46711811","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

Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children 沉默的芬兰人和健谈的意大利人？父母在典型发育儿童中感知的交际差异和相似性的调查

IF 1.9 2区文学

First Language Pub Date : 2023-02-01 DOI: 10.1177/01427237221149310

I. Gabbatore, Katja Dindar, Veera Pirinen, H. Vähänikkilä, Laura Mämmelä, Aija Kotila, F. Bosco, E. Leinonen, Soile Loukusa

{"title":"Silent Finns and Talkative Italians? An investigation of communicative differences and similarities as perceived by parents in typically developing children","authors":"I. Gabbatore, Katja Dindar, Veera Pirinen, H. Vähänikkilä, Laura Mämmelä, Aija Kotila, F. Bosco, E. Leinonen, Soile Loukusa","doi":"10.1177/01427237221149310","DOIUrl":"https://doi.org/10.1177/01427237221149310","url":null,"abstract":"Effective communication is a fundamental aspect of children’s daily living, enabling interaction with adults and peers. A rich literature suggests that communicative abilities develop with age, while little is known about cross-cultural differences and similarities. This study presents a comparison of the communicative performance of Finnish (n = 147) and Italian (n = 147) typically developing children, aged 4–8 years old, as assessed by the widely used Children’s Communication Checklist–2 (CCC-2). The results reveal an effect of nationality in 9 of the 10 subscales. Finnish parents scored their children’s communicative skill higher than Italian parents in eight of those subscales, but for the social relation subscale, Italian parents scored their children higher than the Finnish parents. Some of these differences are evident for the different age groups and are already present at early developmental stages. In both the Finnish and Italian samples, the parents rated the girls’ communicative performance as more competent than the boys’ on a number of CCC-2 subscales. The results are discussed in light of previous evidence highlighting that cultural features affect and shape communicative style within society, leading to differences (and similarities) that should be considered when assessing children’s communicative abilities.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"313 - 335"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41573001","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

Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage 规范代码混合过程中的习得：特立尼达儿童的变语代词用法

IF 1.9 2区文学

First Language Pub Date : 2023-02-01 DOI: 10.1177/01427237221147614

S. Jackson

{"title":"Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage","authors":"S. Jackson","doi":"10.1177/01427237221147614","DOIUrl":"https://doi.org/10.1177/01427237221147614","url":null,"abstract":"While monolingual English speakers acquire most pronouns by age 5, acquisition amid prevalent, normative code-mixing, such as in Trinidad, is underexplored. This study examines how Trinidadian 3- to 5-year-olds express third-person subject, object, reflexive and possessive pronouns and factors influencing pronoun choices. Seventy-five preschoolers produced pronouns via a word elicitation task conducted in Trinidadian English Creole and Trinidad and Tobago English. Responses were coded for children’s age, gender, district and socioeconomic status; task language; grammatical gender/number; and response form. Conditional inference trees facilitated statistical analysis. When choices were available, children exhibited variable production, with Creole forms often dominant. Grammatical gender influenced whether English or Creole pronouns were selected. Task language influenced possessive pronoun choices, indicating developing sociolinguistic competence. The non-significance of other variables suggests widespread mixing of English and Creole pronouns. Findings underscore the importance of describing understudied populations, especially where variation is inherent, to ensure accurate language assessment.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"283 - 312"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46236831","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