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Journal of Child Language最新文献

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Chinese mothers use idioms in shared book reading: A predictor for children's Chinese vocabulary growth? 中国母亲在共同阅读中使用成语：儿童中文词汇量增长的预测因素？
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-07-01 Epub Date: 2024-10-02 DOI: 10.1017/S0305000924000266
Junyi Yang, Vibeke Grøver, Joshua F Lawrence
{"title":"Chinese mothers use idioms in shared book reading: A predictor for children's Chinese vocabulary growth?","authors":"Junyi Yang, Vibeke Grøver, Joshua F Lawrence","doi":"10.1017/S0305000924000266","DOIUrl":"10.1017/S0305000924000266","url":null,"abstract":"<p><p>Idioms play an important role in language; however, little research has examined idioms in children's natural language settings. This study explored idioms usage in maternal talk during mother-child shared book reading and its relation to children's vocabulary development. Thirty-three Chinese children in Norway (aged 3;0-5;5) and their mothers participated. We observed shared reading at the onset of the study and assessed children's receptive and expressive vocabulary in Chinese three times across one year. Results demonstrated that mothers used an average of 1.8 idioms and explained one-third of the idioms. Maternal idiom usage was correlated with their talk amount and lexical diversity. Individual growth modeling revealed that the number of idioms mothers used predicted the growth of children's receptive vocabulary in Chinese. We speculate that idiom usage could be an effective and understudied marker of parental linguistic sophistication. This study underscores the importance of idiom exposure in children's language environment.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"918-944"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142362271","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 cross-linguistic examination of young children's everyday language experiences. 对幼儿日常语言经验的跨语言研究。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-07-01 Epub Date: 2024-09-24 DOI: 10.1017/S030500092400028X
John Bunce, Melanie Soderstrom, Elika Bergelson, Celia Rosemberg, Alejandra Stein, Florencia Alam, Maia Julieta Migdalek, Marisa Casillas
{"title":"A cross-linguistic examination of young children's everyday language experiences.","authors":"John Bunce, Melanie Soderstrom, Elika Bergelson, Celia Rosemberg, Alejandra Stein, Florencia Alam, Maia Julieta Migdalek, Marisa Casillas","doi":"10.1017/S030500092400028X","DOIUrl":"10.1017/S030500092400028X","url":null,"abstract":"<p><p>We present an exploratory cross-linguistic analysis of the quantity of target-child-directed speech and adult-directed speech in North American English (US & Canadian), United Kingdom English, Argentinian Spanish, Tseltal (Tenejapa, Mayan), and Yélî Dnye (Rossel Island, Papuan), using annotations from 69 children aged 2-36 months. Using a novel methodological approach, our cross-linguistic and cross-cultural findings support prior work suggesting that target-child-directed speech quantities are stable across early development, while adult-directed speech decreases. A preponderance of speech from women was found to a similar degree across groups, with less target-child-directed speech from men and children in the North American samples than elsewhere. Consistently across groups, children also heard more adult-directed than target-child-directed speech. Finally, the numbers of talkers present in any given clip strongly impacted children's moment-to-moment input quantities. These findings illustrate how the structure of home life impacts patterns of early language exposure across diverse developmental contexts.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"786-814"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142308787","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
Late Talkers can generalise trained labels by object shape similarities, but not unfamiliar labels. 晚说话者能通过物体形状的相似性归纳出训练有素的标签，但不能归纳出不熟悉的标签。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-07-01 Epub Date: 2024-10-03 DOI: 10.1017/S0305000924000163
Cecilia Zuniga-Montanez, Andrea Krott
{"title":"Late Talkers can generalise trained labels by object shape similarities, but not unfamiliar labels.","authors":"Cecilia Zuniga-Montanez, Andrea Krott","doi":"10.1017/S0305000924000163","DOIUrl":"10.1017/S0305000924000163","url":null,"abstract":"<p><p>Late talkers (LTs) exhibit delayed vocabulary development, which might stem from a lack of a typical word learning strategy to generalise object labels by shape, called the 'shape bias'. We investigated whether LTs can acquire a shape bias and whether this accelerates vocabulary learning. Fourteen LTs were randomly allocated to either a shape training group (<i>M</i><sub>age</sub> = 2.76 years, 6 males), which was taught that objects similar in shape have the same name, or a control group (<i>M</i><sub>age</sub> = 2.61 years, 4 males), which was taught real words without any focus on object shape. After seven training sessions, children in the shape training group generalised trained labels by shape (<i>d</i> = 1.28), but not unfamiliar labels. Children in the control group extended all labels randomly. Training did not affect expressive vocabulary.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"815-838"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367024","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
That kid is a grasshopper! Metaphor development from 3 to 9 years of age. 那孩子是只蚱蜢3 至 9 岁的隐喻发展。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-07-01 Epub Date: 2024-05-13 DOI: 10.1017/S0305000924000187
Isabel Martín-González, Camilo R Ronderos, Elena Castroviejo, Kristen Schroeder, Ingrid Lossius-Falkum, Agustín Vicente
{"title":"That kid is a grasshopper! Metaphor development from 3 to 9 years of age.","authors":"Isabel Martín-González, Camilo R Ronderos, Elena Castroviejo, Kristen Schroeder, Ingrid Lossius-Falkum, Agustín Vicente","doi":"10.1017/S0305000924000187","DOIUrl":"10.1017/S0305000924000187","url":null,"abstract":"<p><p>Two major trends on children's skills to comprehend metaphors have governed the literature on the subject: the <i>literal stage</i> hypothesis vs. the <i>early birds</i> hypothesis (Falkum, 2022). We aim to contribute to this debate by testing children's capability to comprehend novel metaphors ('X is a Y') in Spanish with a child-friendly, picture selection task, while also tracking their gaze. Further, given recent findings on the development of metonymy comprehension suggesting a U-shaped developmental curve for this phenomenon (Köder & Falkum, 2020), we aimed to determine the shape of the developmental trajectory of novel metaphor comprehension, and to explore how both types of data (picture selection and gaze behavior) relate to each other. Our results suggest a linear developmental trajectory with 6-year-olds significantly succeeding in picture selection and consistently looking at the metaphorical target even after question onset.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"945-970"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140913135","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 Understanding to Mindreading: The Role of Scenario Comprehension and Verbal Demand on Theory of Mind. 从理解到读心：情景理解和言语需求在心理理论中的作用。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-06-24 DOI: 10.1017/s030500092510010x
Teresa Facchetti,Gianna Cocchini,Evelyne Mercure
{"title":"From Understanding to Mindreading: The Role of Scenario Comprehension and Verbal Demand on Theory of Mind.","authors":"Teresa Facchetti,Gianna Cocchini,Evelyne Mercure","doi":"10.1017/s030500092510010x","DOIUrl":"https://doi.org/10.1017/s030500092510010x","url":null,"abstract":"While a role of language in the development of Theory of Mind (ToM) is well established, the interplay with a child's ability to understand structured scenarios remains unclear. A new scale (Pictorial Theory of Mind Scale), assessing true and false belief comprehension at different levels of linguistic complexity, was used to explore language effects on ToM while accounting for scenario comprehension. Thirty-nine children (aged 4-6 years; 53.8% female) participated in this study. Results showed that 46.8% of 4- to 6-year-olds can understand false beliefs from picture-based scenarios with limited language output. Both language and scenario comprehension contributed to ToM in first-order false beliefs, whereas only scenario comprehension predicted true beliefs. In contrast, only language predicted second-order false beliefs, highlighting their different roles in ToM development.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"51 1","pages":"1-18"},"PeriodicalIF":2.2,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144370165","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 corpus analysis of child and child-directed speech in Palestinian Arabic: A first approach to syntactic development 巴勒斯坦阿拉伯语中儿童和儿童导向语的语料库分析：句法发展的第一种方法
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-06-16 DOI: 10.1017/s030500092510007x
Tala Nazzal, Anna Gavarró
{"title":"A corpus analysis of child and child-directed speech in Palestinian Arabic: A first approach to syntactic development","authors":"Tala Nazzal, Anna Gavarró","doi":"10.1017/s030500092510007x","DOIUrl":"https://doi.org/10.1017/s030500092510007x","url":null,"abstract":"<p>We present a new corpus of child and child-directed speech (CDS) in Palestinian Arabic. It includes transcriptions following the CHILDES guidelines and features recordings of 16 monolingual Palestinian Arabic-speaking children with an age range of 19–58 months and their adult interlocutors. We analyse the children’s morphosyntactic development and identify a variety of target word orders (45 in child speech, 50 in CDS), with prevalent SV(O) structures; we also found high rates of null subjects in both populations, marginal errors in children’s verbal agreement morphology, and early emergence of serial verb constructions, observed from 23 months of age.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"91 1","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144296192","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
Early home learning environment and children’s concurrent and longitudinal language development 早期家庭学习环境与儿童语言并发与纵向发展
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-06-11 DOI: 10.1017/s0305000925100093
Irena Lovčević
{"title":"Early home learning environment and children’s concurrent and longitudinal language development","authors":"Irena Lovčević","doi":"10.1017/s0305000925100093","DOIUrl":"https://doi.org/10.1017/s0305000925100093","url":null,"abstract":"<p>This study assessed the association between home learning environment (HLE) at 3 years of age and children’s concurrent and longitudinal vocabulary skills. HLE consisted of the following activities done with primary caregivers: storytelling, drawing, music, toys and games, everyday home activities, playing outdoors, and reading. Results demonstrated that a higher HLE score at 3 years was concurrently related to higher expressive vocabulary and grammar scores, and longitudinally to higher receptive language scores from 5 to 9 years of age. Taken together, these findings suggest that children’s HLE represents a significant contributor to children’s concurrent and longitudinal language skills.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"41 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144260675","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 Typological Approach to Child Language Research – The Case of Whole-Word Phonology 儿童语言研究的类型学方法——以全词音韵学为例
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-06-04 DOI: 10.1017/s0305000925100056
Clifton Pye, Donald N. Stengel, Elena Babatsouli, Hannah S. Sarvasy
{"title":"A Typological Approach to Child Language Research – The Case of Whole-Word Phonology","authors":"Clifton Pye, Donald N. Stengel, Elena Babatsouli, Hannah S. Sarvasy","doi":"10.1017/s0305000925100056","DOIUrl":"https://doi.org/10.1017/s0305000925100056","url":null,"abstract":"<p>We present the typological approach to child language research. The typological approach places language diversity at the centre of acquisition research, thereby limiting arbitrary adjustments to theory and practice. We apply the typological approach to Ingram’s (2002) measures of whole-word phonological complexity (PMLU) and proximity (PWP). Our generalised PMLUg measure takes into account crosslinguistic variation in word status, including complex predicates and words without vowels. We analysed conversational data from Dutch, English, Japanese, Portuguese, Spanish, and Xi’iùy to determine whether two-year-old children target and produce words with significant between-language differences in phonological complexity. We found significant between-language differences in PMLUg for the target and produced words, but not PWPg. Comparing the complexity of the children’s words with the complexity of target words reveals their growth potentials along the syllable and consonant dimensions. Our study begins the cumulative investigation of the features that determine whole-word phonological complexity and proximity crosslinguistically.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"260 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144211063","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 Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese. 家庭读写环境在汉语单词阅读和听力理解中的作用。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-29 DOI: 10.1017/S0305000925100044
Tomohiro Inoue, Su-Zhen Zhang, Yu Meng, George Georgiou
{"title":"The Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese.","authors":"Tomohiro Inoue, Su-Zhen Zhang, Yu Meng, George Georgiou","doi":"10.1017/S0305000925100044","DOIUrl":"https://doi.org/10.1017/S0305000925100044","url":null,"abstract":"<p><p>We examined the direct and indirect associations between home literacy environment (HLE) and children's listening comprehension and word reading in Chinese. Three hundred forty-seven Chinese kindergarten children (mean age = 74.01 months, 50% female) were tested on measures of pinyin letter knowledge, phonological awareness, vocabulary, word reading, and listening comprehension. Their parents completed a questionnaire about their socioeconomic status and the three aspects of HLE (code-related and meaning-related HLE, access to literacy resources). Results of path analysis showed that access to literacy resources was indirectly associated with both listening comprehension and word reading through the effects of phonological awareness and vocabulary. These findings suggest that in the early phases of language and literacy development, print materials in the home may be important not only for written-language skills but also for oral-language skills.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-12"},"PeriodicalIF":1.7,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175347","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
Exploring the Influence of Socioeconomic Status on Pragmatic Language: Do Executive Function and Grammar Comprehension Have a Mediating Role? 探讨社会经济地位对语用语言的影响：执行功能和语法理解是否有中介作用？
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-05-21 DOI: 10.1017/s0305000925000236
Elena Cravet,Maria Carmen Usai
{"title":"Exploring the Influence of Socioeconomic Status on Pragmatic Language: Do Executive Function and Grammar Comprehension Have a Mediating Role?","authors":"Elena Cravet,Maria Carmen Usai","doi":"10.1017/s0305000925000236","DOIUrl":"https://doi.org/10.1017/s0305000925000236","url":null,"abstract":"This study explores the relationships among socioeconomic status (SES), executive function (EF), grammar comprehension (GC), and pragmatic language (PL) in children aged 8-11. By employing a structural equation modelling approach, we aimed to investigate the direct and indirect effects of these variables on PL, a crucial aspect of child development involved in the formation of social relationships and general well-being. Our final sample consisted of 128 children from a heterogeneous socioeconomic context. Participants were assessed using the APL Medea, TROG-2, and TeleFE tests to measure their PL, GC, and EF, respectively. The findings reveal that GC and EF are important predictors of PL, with GC playing an important role in mediating the effects of SES. In conclusion, this study highlights the key role of GC in connecting SES and PL, with strong practical implications for the interventions aimed at mitigating the adverse effects of socioeconomic factors.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"384 1","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103605","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
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