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Acquisition of Malayalam inflections: Complexity of morphosyntactic rules and its impact on developing grammars 马拉雅拉姆语屈折的习得：形态句法规则的复杂性及其对语法发展的影响

IF 1.9 2区文学

First Language Pub Date : 2022-09-02 DOI: 10.1177/01427237221113978

Gayathri G. Krishnan, Arathi Raghunathan, Vaijayanthi M. Sarma

引用次数: 1

Book review: Language impairment in multilingual settings: LITMUS in action across Europe 书评:多语言环境中的语言障碍:石蕊测验在欧洲的行动

IF 1.9 2区文学

First Language Pub Date : 2022-08-19 DOI: 10.1177/01427237221120305

Emily Stanford

引用次数: 0

Preschoolers’ comprehension of exhaustive focus: The role of contextualization 学龄前儿童对穷尽焦点的理解:情境化的作用

IF 1.9 2区文学

First Language Pub Date : 2022-08-16 DOI: 10.1177/01427237221113962

Lilla Pintér, Balázs Surányi

{"title":"Preschoolers’ comprehension of exhaustive focus: The role of contextualization","authors":"Lilla Pintér, Balázs Surányi","doi":"10.1177/01427237221113962","DOIUrl":"https://doi.org/10.1177/01427237221113962","url":null,"abstract":"Previous research has uncovered that, despite the omnipresence of focus in utterances, children typically do not compute the exhaustivity inference associated with cleft(-like) syntactic focus constructions at adult-like levels before 7 years of age. Children’s comparable limitations with lexically triggered scalar implicatures, inferences with an essentially identical logical structure, have been argued to stem not from the lack of their competence to compute the implicature itself, but from their immature contextualization abilities to identify relevant scalar alternatives. We address the question whether the same extraneous factor may underlie preschooler’s difficulties with focus exhaustification in a comprehension study of 5- to 6-year-old Hungarian children which investigated the effect of contextual cues on their focus interpretation. It was found that while the presence of an explicit Question Under Discussion significantly raises children’s accuracy in identifying the focus and its alternatives (sub-experiment 1), it fails to induce a similar increase in the proportion of exhaustive interpretations (sub-experiment 2). These results indicate that, in contrast to the case of scalar implicatures, children’s low rate of exhaustification of focus reflects a deeper, less context-dependent difference from adult-like comprehension, possibly rooted in the linguistic representation of focus exhaustivity.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"58 - 90"},"PeriodicalIF":1.9,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41583741","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

Children’s acquisition of negation in L1 Afrikaans 母语南非荷兰语中儿童否定的习得

IF 1.9 2区文学

First Language Pub Date : 2022-08-01 DOI: 10.1177/01427237221112064

M. White, F. Southwood, Kate Huddlestone

{"title":"Children’s acquisition of negation in L1 Afrikaans","authors":"M. White, F. Southwood, Kate Huddlestone","doi":"10.1177/01427237221112064","DOIUrl":"https://doi.org/10.1177/01427237221112064","url":null,"abstract":"Afrikaans is a West Germanic language that originated in South Africa as a descendent of Dutch. It displays discontinuous sentential negation (SN), where negation is expressed by two phonologically identical negative particles that appear in two different positions in the sentence. The negation system is argued to be an innovation that came about through the reanalysis of a discourse-dependent (pragmatically conditioned) structure in Dutch, reinforced by proponents of the standardisation of Afrikaans who prescriptively imposed a negative concord structure onto the Dutch negation system. The Afrikaans negation system is therefore argued to be artificially created, making it crosslinguistically rare and syntactically complex, the latter possibly having a delaying effect on acquisition. This study investigates both the comprehension and production of negation by young child speakers of Afrikaans. Sentences containing negative indefinites (NIs) (niks ‘nothing’ and geen ‘no’/ ‘none’ with a final negative particle) are compared with those containing two negative particles (referred to as SN), which are syntactically less complex. We examined (1) whether the comprehension of sentences with NIs is more difficult to acquire than that of sentences using SN and (2) when and how negation is produced by young children. Data were collected through a picture selection task (comprehension) and recordings of spontaneous speech during free play (production). Results show that the comprehension of SN was acquired before that of NI, indicating that sentences containing NIs were indeed more difficult to comprehend than those containing SN. The production data showed that even the youngest participants (age 3;0) could produce grammatically well-formed negated constructions, but that errors occurred until age 4;3. In comparison with that found for other West Germanic languages, Afrikaans’ complex system of expressing negation seems to have a delaying effect on the comprehension of negation, specifically NIs, but not on production.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"22 - 57"},"PeriodicalIF":1.9,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47649623","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 the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) 教师紧急识字和语言幼儿检查表特别部分介绍（ELLECCT）

IF 1.9 2区文学

First Language Pub Date : 2022-08-01 DOI: 10.1177/01427237221095302

C. Marshall

{"title":"Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)","authors":"C. Marshall","doi":"10.1177/01427237221095302","DOIUrl":"https://doi.org/10.1177/01427237221095302","url":null,"abstract":"‘Shared book reading’ can be defined as a naturalistic and interactive routine in which an adult and child engage in dialogue and share joint attention on a book (Vogler-Elias, 2013). It is difficult to overstate the benefit of shared book reading interactions for children’s language acquisition and emergent literacy skills. Indeed, First Language has published many studies demonstrating the value of shared book reading in the home (Farrant & Zubrick, 2013; Korat et al., 2013; inter alia), and exploring the factors that influence parents’ language during book reading interactions (including parents’ gender: Duursma, 2016; the child’s own language skills: Schick et al., 2017; book genre: Leech & Rowe, 2014; Nyhout & O’Neill, 2013 the location of new vocabulary on the page, Evans et al., 2011). Importantly, it is not just the book texts themselves that are relevant, but the myriad ways in which parents go beyond what is written on the page. Such ‘extratextual talk’ includes talking about particular words, recasting children’s sentences, and making connections between the text and events in the child’s own life. Research on the characteristics and benefits of shared book reading in the early childhood classroom lags behind research in the home. An obvious question is whether the richness of adult-child book sharing interactions can scale up when the adult is with a group of children or even a whole class, particularly given that children tend to be less engaged when involved with teacher-led group or whole-class","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"548 - 551"},"PeriodicalIF":1.9,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929361","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 potential for ELLECCT to support language development in the early years: A commentary on Weadman, Serry and Snow (2022) 早期ELLECCT支持语言发展的潜力：对Weadman、Serry和Snow的评论（2022）

IF 1.9 2区文学

First Language Pub Date : 2022-08-01 DOI: 10.1177/01427237221100144

Louisa Reeves

引用次数: 1

From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms 从绿色到绿松石:探索年龄和社会经济地位在颜色术语习得中的作用

IF 1.9 2区文学

First Language Pub Date : 2022-07-27 DOI: 10.1177/01427237221112499

Molly E. Scott, Junko Kanero, Noburo Saji, Yu Chen, M. Imai, R. Golinkoff, K. Hirsh-Pasek

{"title":"From green to turquoise: Exploring age and socioeconomic status in the acquisition of color terms","authors":"Molly E. Scott, Junko Kanero, Noburo Saji, Yu Chen, M. Imai, R. Golinkoff, K. Hirsh-Pasek","doi":"10.1177/01427237221112499","DOIUrl":"https://doi.org/10.1177/01427237221112499","url":null,"abstract":"Previous research demonstrates that children delineate more nuanced color boundaries with increased exposure to their native language. As socioeconomic status (SES) is known to correlate with differences in the amount of language input children receive, this study attempts to extend previous research by asking how both age (age 3 vs 5) and SES (under-resourced vs advantaged) might impact color name acquisition of preschool children. The results confirm the findings of previous research, showing that older children labeled the color continuum more accurately than did younger participants. In addition, we found that while SES did not make a difference in how children labeled the continuum using basic color terms (e.g. blue), basic color terms with achromatic modifiers (e.g. light blue), and compound terms (e.g. blueish-green), 5-year-olds from more advantaged economic environments used significantly more non-basic color terms (e.g. turquoise) compared to their counterparts from under-resourced environments. We suggest that, as children hear more non-basic terms, these world-to-word mappings become solidified, and exposure to such labels may contribute to the timing of when children can map those terms to the color continuum.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"43 1","pages":"3 - 21"},"PeriodicalIF":1.9,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42603641","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 effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life 广东话婴儿指向语声调高清晰度对2岁幼儿词汇识别的影响

IF 1.9 2区文学

First Language Pub Date : 2022-07-14 DOI: 10.1177/01427237221109342

Luchang Wang, R. Kager, P. Wong

{"title":"The effect of tone hyperarticulation in Cantonese infant-directed speech on toddlers’ word recognition in the second year of life","authors":"Luchang Wang, R. Kager, P. Wong","doi":"10.1177/01427237221109342","DOIUrl":"https://doi.org/10.1177/01427237221109342","url":null,"abstract":"The acoustic properties of infant-directed speech (IDS) have been widely studied, but whether and how young learners’ language development benefits from individual properties remains to be confirmed. This study investigated whether toddlers’ word processing was affected by tone hyperarticulation in the IDS of a tone language. Nineteen- and 23-month-old Cantonese-learning toddlers completed a familiar word recognition task and were tested (a) in the hyperarticulated-tone (HT) condition in which the tonal distances were exaggerated, and (b) in the non-hyperarticulated-tone (NT) condition with smaller tonal distances that resembled those in adult-directed speech. The 19-month-old toddlers performed significantly better in the HT condition than in the NT condition, while the 23-month-olds performed comparably well in both conditions. These findings suggest that tone language learners’ word recognition can be facilitated by tone hyperarticulation in IDS, in the middle of the second year of life; as their language development proceeds, this facilitatory effect appears to largely diminish by the end of the second year of life.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"670 - 692"},"PeriodicalIF":1.9,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45423381","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

Contextual dependency and overuse of estar in the acquisition of Spanish copula verbs 西班牙语系词动词习得中estar的语境依赖与过度使用

IF 1.9 2区文学

First Language Pub Date : 2022-07-13 DOI: 10.1177/01427237221100913

Fraibet Aveledo, S. Sanchez-Alonso, M. Piñango

{"title":"Contextual dependency and overuse of estar in the acquisition of Spanish copula verbs","authors":"Fraibet Aveledo, S. Sanchez-Alonso, M. Piñango","doi":"10.1177/01427237221100913","DOIUrl":"https://doi.org/10.1177/01427237221100913","url":null,"abstract":"The delayed acquisition of Spanish ser and estar is generally understood as rooted in the cognitive demands imposed by the integration of semantic-pragmatic and world-knowledge factors associated with their lexical meanings. Here we ask (1) what is the nature of this language world-knowledge integration? and (2) what is the developmental trajectory including its age distribution? We examine Spanish copula production and comprehension in 142 children (age range: 4–12 years) and 26 adults. Using two tasks, sentence-choice (comprehension) and cued-production (production), we test the hypothesis that estar use is constrained by an ability to construe an alternative to the copula predication; an ability that develops with life experience. We test estar/ser use in two contexts: alternative-supporting, favoring estar use; and alternative-neutral, neutral regarding estar use, and possibly favoring ser use. The results show that for comprehension, children do not reveal adult-level sensitivity to context, exhibiting instead over-selection of estar sentences. For production, all children over-produce the estar sentence, even after having just chosen the ser counterpart. However, in this task, the 10- to 12-year-olds do behave similarly to adults and differently from 4- to 6-year-olds, consistent with our hypothesis. Alternative construal requires exposure to entities and properties in a variety of situations; exposure that older children are more likely to exhibit. Collectively, these results (1) support the properties of estar use hypothesized to underlie the language-world-knowledge integration, and (2) delineate a potential developmental trajectory whereby mastery of the copula may not begin to manifest until 10–12 years of age, not because of any one linguistic factor but rather due to specific world-knowledge exposure constraints.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"649 - 669"},"PeriodicalIF":1.9,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48456134","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

What ‘diversity’ means depends on your perspective: A commentary on Kidd and Garcia (2022) “多样性”的含义取决于你的视角:基德和加西亚评论(2022)

IF 1.9 2区文学

First Language Pub Date : 2022-07-13 DOI: 10.1177/01427237221107423

Ruthe Foushee, M. Casillas

引用次数: 1