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Journal of Child Language最新文献

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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
Leamos Juntos! Bilingual books support Latine parents' Spanish language use during book-sharing interactions. Leamos团体!双语书籍支持拉丁裔父母在图书共享互动中使用西班牙语。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-05-21 DOI: 10.1017/s0305000925000182
Alejandra Reinoso,Milton Guendica,Adriana Weisleder
{"title":"Leamos Juntos! Bilingual books support Latine parents' Spanish language use during book-sharing interactions.","authors":"Alejandra Reinoso,Milton Guendica,Adriana Weisleder","doi":"10.1017/s0305000925000182","DOIUrl":"https://doi.org/10.1017/s0305000925000182","url":null,"abstract":"Book-sharing interactions expose children to diverse language input, yet most research on parent-child book-sharing has focused on monolingual parents reading monolingual books. This study investigated how Latine bilingual parents in the U.S. share different types of books with their children. Twenty-four Latine parents and their three- to five-year-old children shared a monolingual English-only book and a bilingual English-Spanish book. Parents used a higher proportion of total words and different words in Spanish when sharing the bilingual book than the monolingual book. They also engaged in more code-switching with the bilingual book than the English monolingual book. There were no differences in the number or diversity of words in English between book types. These findings show that bilingual books increase parents' use of the home language (in this case Spanish) relative to books in the societal language, and suggest they may be one way of supporting children's dual language development.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"38 1","pages":"1-26"},"PeriodicalIF":2.2,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103610","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 Learn Causatives Despite Pervasive Ellipsis: Evidence from Turkish. 尽管普遍省略，儿童仍能学习使役：来自土耳其语的证据。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-05-21 DOI: 10.1017/s0305000925000200
Guanghao You,Ebru Ger,Moritz M Daum,Sabine Stoll
{"title":"Children Learn Causatives Despite Pervasive Ellipsis: Evidence from Turkish.","authors":"Guanghao You,Ebru Ger,Moritz M Daum,Sabine Stoll","doi":"10.1017/s0305000925000200","DOIUrl":"https://doi.org/10.1017/s0305000925000200","url":null,"abstract":"In this study, we explore how children learn causatives from the language they are exposed to in their everyday lives. Previous research has argued that argument structure is a crucial facilitator for learning causatives. Here, we examine the role of argument structure in the acquisition of morphological and lexical causatives. We use Turkish as a test case which allows argument ellipsis and ask whether reliable argument expression is a key factor in learning causatives. We use longitudinal data of 7 children spanning from 8 to 36 months of age and their surrounding environment. We show that ellipsis in child-directed speech is pervasive for both lexical and morphological causatives. However, such pervasive ellipsis does not seem to influence the acquisition process. This suggests that argument structure may not play a major role in the learning of causatives in a natural learning environment.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"32 1","pages":"1-22"},"PeriodicalIF":2.2,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103603","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
Reaching Meaning through Language: What can Children Tell Us about Distributivity? 通过语言达到意义：孩子们能告诉我们关于分配的什么？
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-05-21 DOI: 10.1017/s0305000925000224
Chiara Saponaro,Desiré Carioti,Martina Riva,Maria Teresa Guasti
{"title":"Reaching Meaning through Language: What can Children Tell Us about Distributivity?","authors":"Chiara Saponaro,Desiré Carioti,Martina Riva,Maria Teresa Guasti","doi":"10.1017/s0305000925000224","DOIUrl":"https://doi.org/10.1017/s0305000925000224","url":null,"abstract":"Sentences with a plural subject receive a distributive reading if the predicate refers to the atomic members, or a collective one if it relates to the whole group. Previous accounts suggest that the distributive representation includes an additional semantic operator, and comprehension experiments show that adults interpret an ambiguous sentence as collective. However, children accept distributive readings more frequently, questioning their presumed greater difficulty. The current study investigates these interpretations in a novel way through a production study, where Italian adults and preschoolers described distributive and collective pictures. Adults produced more distributive expressions, in line with semantic theories and psycholinguistic findings. Preschoolers, however, showed limited sensitivity to the need for disambiguating markers, showing in particular that knowledge of distributive quantifiers is not fully acquired by the age of five, at least in the production domain. We discuss our results at the intersection of language acquisition, semantic theories, and cognitive development.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"21 1","pages":"1-21"},"PeriodicalIF":2.2,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144103604","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
Examining Dutch children's vocabularies across infancy and toddlerhood: Demographic effects are age-specific and task-specific. 研究荷兰儿童在婴儿期和学步期的词汇量：人口统计学效应具有年龄特异性和任务特异性。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-10 DOI: 10.1017/S0305000924000199
Anika van der Klis, Caroline Junge, Frans Adriaans, René Kager
{"title":"Examining Dutch children's vocabularies across infancy and toddlerhood: Demographic effects are age-specific and task-specific.","authors":"Anika van der Klis, Caroline Junge, Frans Adriaans, René Kager","doi":"10.1017/S0305000924000199","DOIUrl":"10.1017/S0305000924000199","url":null,"abstract":"<p><p>Limited studies have examined demographic differences in children's vocabulary in longitudinal samples, while there are questions regarding the duration, direction, and magnitude of these effects across development. In this longitudinal study, we included over 400 Dutch children. Caregivers filled out N-CDIs when children were 9-11 months (measuring word comprehension, word production, and gestures) and around 2-5 years of age (measuring word production). At 2-5 years, we also administered a receptive vocabulary task in the lab. We examined demographic effects on vocabulary size across infancy and toddlerhood. We found a disadvantage for males in infants' gestures and toddlers' vocabulary production. We found a negative effect of maternal education on infants' caregiver-reported vocabulary, but a positive effect on toddlers' lab-administered receptive vocabulary. Lastly, we found a negative effect of multilingualism - but only for the lab-administered task. Examining predictors in large, longitudinal samples ensures their robustness and generalisability across development.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"709-728"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140899447","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
Assessing two methods of webcam-based eye-tracking for child language research. 评估用于儿童语言研究的两种网络摄像头眼动跟踪方法。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-07 DOI: 10.1017/S0305000924000175
Margaret Kandel, Jesse Snedeker
{"title":"Assessing two methods of webcam-based eye-tracking for child language research.","authors":"Margaret Kandel, Jesse Snedeker","doi":"10.1017/S0305000924000175","DOIUrl":"10.1017/S0305000924000175","url":null,"abstract":"<p><p>We assess the feasibility of conducting web-based eye-tracking experiments with children using two methods of webcam-based eye-tracking: automatic gaze estimation with the WebGazer.js algorithm and hand annotation of gaze direction from recorded webcam videos. Experiment 1 directly compares the two methods in a visual-world language task with five to six year-old children. Experiment 2 more precisely investigates WebGazer.js' spatiotemporal resolution with four to twelve year-old children in a visual-fixation task. We find that it is possible to conduct web-based eye-tracking experiments with children in both supervised (Experiment 1) and unsupervised (Experiment 2) settings - however, the webcam eye-tracking methods differ in their sensitivity and accuracy. Webcam video annotation is well-suited to detecting fine-grained looking effects relevant to child language researchers. In contrast, WebGazer.js gaze estimates appear noisier and less temporally precise. We discuss the advantages and disadvantages of each method and provide recommendations for researchers conducting child eye-tracking studies online.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"675-708"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873705","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
Examining the dimensionality of vocabulary in English as a second language in Chinese children. 研究中国儿童英语作为第二语言的词汇维度。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-03-15 DOI: 10.1017/S0305000924000096
Qiuzhi Xie, Susanna Siu-Sze Yeung
{"title":"Examining the dimensionality of vocabulary in English as a second language in Chinese children.","authors":"Qiuzhi Xie, Susanna Siu-Sze Yeung","doi":"10.1017/S0305000924000096","DOIUrl":"10.1017/S0305000924000096","url":null,"abstract":"<p><p>This study compared a unidimensional model of vocabulary and a two-factor model comprising vocabulary breadth and depth in a second language (L2). A total of 167 Chinese Grade 4 and 5 primary school children (Mean<sub>age</sub> = 9.96 years old) learning English as an L2 participated in this study, and they were tested on four English vocabulary tests. Our results of confirmatory factor analyses indicate that vocabulary breadth and depth were not two distinct dimensions, and the unidimensional model was supported. Theoretical and practical implications were discussed.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"729-738"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140132870","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
Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path. 理解包含时间连接词的复杂句子：儿童如何被引入事件-语义幼儿园之路。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-05-16 DOI: 10.1017/S0305000924000205
Christos Makrodimitris, Petra Schulz
{"title":"Comprehension of complex sentences containing temporal connectives: How children are led down the event-semantic kindergarten-path.","authors":"Christos Makrodimitris, Petra Schulz","doi":"10.1017/S0305000924000205","DOIUrl":"10.1017/S0305000924000205","url":null,"abstract":"<p><p>Children up to school age are known to have difficulty comprehending complex sentences with temporal connectives, but the reasons remain controversial. We tested six- to twelve-year-old children to assess how the iconicity of event-language mapping, type of connective, and clause order mediate the comprehension of temporal sentences. Sixty monolingual Greek-speaking children and 15 adult controls completed a picture-sequence selection task in which they judged <i>after</i>- and <i>before</i>-sentences in iconic and non-iconic order. Up to age twelve, children did not reach full adult-like comprehension of the connectives; performance in non-iconic <i>after</i>-sentences was significantly lower than in the other three conditions across all ages. We conclude that neither iconicity, connective, nor clause order can fully explain these findings and propose an account based on the interaction of iconicity and clause order: non-iconic, sentence-medial <i>after</i> requires revision of the initial event representation, resulting in an event-semantic kindergarten-path that children find difficult to overcome.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"615-647"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946270","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 reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure. 儿童在单词-参照物映射中对指向性和互斥性的依赖：词汇量和语言接触的作用。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-05-01 Epub Date: 2024-11-15 DOI: 10.1017/S0305000924000461
Myrna Falkeisen, Josje Verhagen
{"title":"Children's reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure.","authors":"Myrna Falkeisen, Josje Verhagen","doi":"10.1017/S0305000924000461","DOIUrl":"10.1017/S0305000924000461","url":null,"abstract":"<p><p>This study explored monolingual and multilingual two- to five-year-olds' reliance on a non-verbal and a verbal cue during word-referent mapping, in relation to vocabulary knowledge and, for the multilinguals, Dutch language exposure. Ninety monolingual and sixty-seven multilingual children performed a referential conflict experiment that pitted a non-verbal (pointing) cue and a verbal (mutual exclusivity) cue. Mixed-effect regressions showed no main effects of vocabulary and language exposure. An interaction between vocabulary and group showed that lower vocabulary scores were associated with a stronger reliance on pointing over mutual exclusivity for multilinguals (but not monolinguals). Furthermore, an interaction between vocabulary, language exposure, and cue word (novel vs. familiar label) indicated that multilinguals with lower exposure and lower vocabulary showed a stronger reliance on pointing over mutual exclusivity when a novel rather than familiar word was used. These findings suggest that multilingual and monolingual children go through different trajectories when learning to map words to referents.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"648-674"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630621","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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