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Journal of Child Language最新文献

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The impact of internal and external factors across language domains and features in sequential bilingual acquisition 内部和外部因素对跨语域和跨语言特征的有序双语习得的影响
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-11-21 DOI: 10.1017/s0305000924000497
Susan Logue, Christina Sevdali, Raffaella Folli, Juliana Gerard
{"title":"The impact of internal and external factors across language domains and features in sequential bilingual acquisition","authors":"Susan Logue, Christina Sevdali, Raffaella Folli, Juliana Gerard","doi":"10.1017/s0305000924000497","DOIUrl":"https://doi.org/10.1017/s0305000924000497","url":null,"abstract":"<p>Factors which impact bilingual language development can often interact with different language features. The current study teases apart the impact of internal and external factors (chronological age, length of exposure, L2 richness, L2 use at home, maternal education and maternal L2 proficiency) across linguistic domains and features (vocabulary, morphology and syntax). Participants were 40 Arabic-speaking sequential bilinguals acquiring English (5;7-12;2, M = 8;4). Length of exposure predicted vocabulary and morphology, while chronological age predicted syntax. L2 richness also predicted vocabulary and syntax, although the impact on syntax was selective across structures. This split between syntax on the one hand, and vocabulary and morphology on the other, reflects the more embedded properties of the former; this contrasts with vocabulary and morphology, where transfer from the L1 and L2 may be more strongly dependent on the availability of shared forms across languages. Further implications are considered for sequential bilinguals in education contexts.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"36 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142678224","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 : 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":"1-27"},"PeriodicalIF":1.7,"publicationDate":"2024-11-15","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
Argument ordering in simple sentences is affected by age of first language acquisition: Evidence from late first language signers of ASL 简单句中的论证排序受第一语言习得年龄的影响：晚期 ASL 第一语言手语者的证据
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-11-08 DOI: 10.1017/s0305000924000400
Rachel Miles, Marla Hatrak, Deniz İlkbaşaran, Rachel Mayberry
{"title":"Argument ordering in simple sentences is affected by age of first language acquisition: Evidence from late first language signers of ASL","authors":"Rachel Miles, Marla Hatrak, Deniz İlkbaşaran, Rachel Mayberry","doi":"10.1017/s0305000924000400","DOIUrl":"https://doi.org/10.1017/s0305000924000400","url":null,"abstract":"<p>Research on the language acquisition of deaf individuals who are exposed to accessible linguistic input at a variety of ages has provided evidence for a sensitive period of first language acquisition. Recent studies have shown that deaf individuals who first learn language after early childhood, late first-language learners (LL1), do not comprehend reversible Subject-Verb-Object (SVO) sentences. The present study analyzed 478 signed productions elicited with pictures depicting simple events with one or two arguments by 28 signers. The argument order patterns of native signers converged with one another and the word order patterns of American Sign Language (ASL). By contrast, the ordering patterns of the LL1 signers did not converge with one another or with the patterns of the native signers. This indicates that early childhood is a period of heightened sensitivity to basic word order and may help explain why complex structures are difficult for LL1 signers to learn.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596705","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 relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning 探究教师的优质语言特点与学前儿童和幼儿园儿童词汇学习的关系
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-11-08 DOI: 10.1017/s0305000924000485
JeanMarie Farrow, Barbara A. Wasik, Annemarie H. Hindman
{"title":"Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning","authors":"JeanMarie Farrow, Barbara A. Wasik, Annemarie H. Hindman","doi":"10.1017/s0305000924000485","DOIUrl":"https://doi.org/10.1017/s0305000924000485","url":null,"abstract":"<p>This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and their unique contributions to children’s vocabulary learning. Teachers who used more sophisticated vocabulary also engaged in more decontextualized talk about vocabulary and past/future experiences. Additionally, teachers’ use of complex syntax was uniquely associated with talk about conceptual information. Both complex syntax and conceptual information talk predicted children’s vocabulary learning; however, complex syntax emerged as the sole predictor when accounting for this relationship. This finding suggests that decontextualized talk about concepts, characterized by complex language structures, may facilitate vocabulary acquisition.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597051","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
Do children treat adjectives and nouns differently as modifiers in prenominal position? 儿童对形容词和名词作为名前修饰语的处理方式不同吗？
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2024-11-06 DOI: 10.1017/S0305000924000448
Gail Moroschan, Elena Nicoladis, Farzaneh Anjomshoae
{"title":"Do children treat adjectives and nouns differently as modifiers in prenominal position?","authors":"Gail Moroschan, Elena Nicoladis, Farzaneh Anjomshoae","doi":"10.1017/S0305000924000448","DOIUrl":"https://doi.org/10.1017/S0305000924000448","url":null,"abstract":"<p><p>Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-15"},"PeriodicalIF":1.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142583590","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
Living the first years in a pandemic: children's linguistic development and related factors in and out of the COVID-19 lockdowns. 在大流行病中度过最初几年：COVID-19 封锁区内外儿童的语言发展及相关因素。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2024-10-28 DOI: 10.1017/S0305000924000412
Irene Cadime, Ana Lúcia Santos, Iolanda Ribeiro, Fernanda Leopoldina Viana, María Teresa Martín-Aragoneses
{"title":"Living the first years in a pandemic: children's linguistic development and related factors in and out of the COVID-19 lockdowns.","authors":"Irene Cadime, Ana Lúcia Santos, Iolanda Ribeiro, Fernanda Leopoldina Viana, María Teresa Martín-Aragoneses","doi":"10.1017/S0305000924000412","DOIUrl":"https://doi.org/10.1017/S0305000924000412","url":null,"abstract":"<p><p>This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period (<i>CDI-III-PT;</i> Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present). The results show a substantial negative effect of the pandemic on both lexical and syntactic development. Considering individual variation, structural equation modelling unveiled a complex scenario in which age, sex, book reading, language-promoting practices, sleeping problems and COVID-19 infection showed a direct effect on linguistic development. Maternal education and parental stress had an indirect effect on children's language, mediated by book reading and sleeping problems, respectively.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-27"},"PeriodicalIF":1.7,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510546","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
Referential transparency of verbs in child-directed input by Japanese and American caregivers 日裔和美裔看护人引导儿童输入的动词的参照透明度
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-10-24 DOI: 10.1017/s0305000924000382
Allison Fitch, Amy M. Lieberman, Michael C. Frank, Jessica Brough, Matthew Valleau, Sudha Arunachalam
{"title":"Referential transparency of verbs in child-directed input by Japanese and American caregivers","authors":"Allison Fitch, Amy M. Lieberman, Michael C. Frank, Jessica Brough, Matthew Valleau, Sudha Arunachalam","doi":"10.1017/s0305000924000382","DOIUrl":"https://doi.org/10.1017/s0305000924000382","url":null,"abstract":"<p>Children acquiring Japanese differ from those acquiring English with regard to the rate at which verbs are learned (Fernald &amp; Morikawa, 1993). One possible explanation is that Japanese caregivers use verbs in referentially transparent contexts, which facilitate the form-meaning link. We examined this hypothesis by assessing differences in verb usage by Japanese and American caregivers during dyadic play with their infants (5-22 months). We annotated verb-containing utterances for elements associated with referential transparency and compared across groups. Contrary to our hypotheses, we found that Japanese caregivers used verbs in fewer referentially transparent contexts than American caregivers, or did not significantly differ from American caregivers, depending on the measure. These findings cast doubt on cross-cultural differences in referential transparency between Japanese and American child-directed input.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"34 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488730","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
Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study. 测试婴儿引导语言的偏好与词汇发展之间的关系：多实验室研究
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2024-10-18 DOI: 10.1017/S0305000924000254
Melanie Soderstrom, Joscelin Rocha-Hidalgo, Luis E Muñoz, Agata Bochynska, Janet F Werker, Barbora Skarabela, Amanda Seidl, Yana Ryjova, Jennifer L Rennels, Christine E Potter, Markus Paulus, Mitsuhiko Ota, Nonah M Olesen, Karli M Nave, Julien Mayor, Alia Martin, Lauren C Machon, Casey Lew-Williams, Eon-Suk Ko, Hyunji Kim, Natalia Kartushina, Marina Kammermeier, Andrew Jessop, Jessica F Hay, Naomi Havron, Erin E Hannon, J Kiley Hamlin, Nayeli Gonzalez-Gomez, Anja Gampe, Tom Fritzsche, Michael C Frank, Samantha Durrant, Catherine Davies, Cara Cashon, Krista Byers-Heinlein, Veronica Boyce, Alexis K Black, Christina Bergmann, Laura Anderson, Mohammed K Alshakhori, Ali H Al-Hoorie, Angeline S M Tsui
{"title":"Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study.","authors":"Melanie Soderstrom, Joscelin Rocha-Hidalgo, Luis E Muñoz, Agata Bochynska, Janet F Werker, Barbora Skarabela, Amanda Seidl, Yana Ryjova, Jennifer L Rennels, Christine E Potter, Markus Paulus, Mitsuhiko Ota, Nonah M Olesen, Karli M Nave, Julien Mayor, Alia Martin, Lauren C Machon, Casey Lew-Williams, Eon-Suk Ko, Hyunji Kim, Natalia Kartushina, Marina Kammermeier, Andrew Jessop, Jessica F Hay, Naomi Havron, Erin E Hannon, J Kiley Hamlin, Nayeli Gonzalez-Gomez, Anja Gampe, Tom Fritzsche, Michael C Frank, Samantha Durrant, Catherine Davies, Cara Cashon, Krista Byers-Heinlein, Veronica Boyce, Alexis K Black, Christina Bergmann, Laura Anderson, Mohammed K Alshakhori, Ali H Al-Hoorie, Angeline S M Tsui","doi":"10.1017/S0305000924000254","DOIUrl":"https://doi.org/10.1017/S0305000924000254","url":null,"abstract":"<p><p>From early on, infants show a preference for infant-directed speech (IDS) over adult-directed speech (ADS), and exposure to IDS has been correlated with language outcome measures such as vocabulary. The present multi-laboratory study explores this issue by investigating whether there is a link between early preference for IDS and later vocabulary size. Infants' preference for IDS was tested as part of the ManyBabies 1 project, and follow-up CDI data were collected from a subsample of this dataset at 18 and 24 months. A total of 341 (18 months) and 327 (24 months) infants were tested across 21 laboratories. In neither preregistered analyses with North American and UK English, nor exploratory analyses with a larger sample did we find evidence for a relation between IDS preference and later vocabulary. We discuss implications of this finding in light of recent work suggesting that IDS preference measured in the laboratory has low test-retest reliability.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-26"},"PeriodicalIF":1.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477904","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
Syntactic priming as implicit learning in German child language 作为德语儿童语言内隐学习的句法引物
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-10-17 DOI: 10.1017/s0305000924000369
Michelle Tafuri, Katherine Messenger
{"title":"Syntactic priming as implicit learning in German child language","authors":"Michelle Tafuri, Katherine Messenger","doi":"10.1017/s0305000924000369","DOIUrl":"https://doi.org/10.1017/s0305000924000369","url":null,"abstract":"<p>We investigated syntactic priming in German children to explore crosslinguistic evidence for implicit learning accounts of language production and acquisition. Adult descriptions confirmed that German speakers (N=27) preferred to spontaneously produce active versus passive transitive and DO versus PO dative forms. We tested whether German-speaking children (N=29, M<span><span>age</span></span>=5.3, 15 girls/14 boys) could be primed to produce these dispreferred forms and whether such priming effects would persist across a target phase. Children first heard a block of priming sentences and then described a block of target pictures. They demonstrated significant priming effects for passive and PO dative structures, and these priming effects did not differ between the first and second halves of the block of target trials. These patterns of German child language production are consistent with implicit learning accounts of syntactic priming.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"44 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444512","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
Predictors of sentence recall performance in children with and without DLD: Complexity matters 有和无 DLD 儿童句子回忆能力的预测因素：复杂性问题
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-10-16 DOI: 10.1017/s0305000924000345
Janet L. McDonald, Janna B. Oetting
{"title":"Predictors of sentence recall performance in children with and without DLD: Complexity matters","authors":"Janet L. McDonald, Janna B. Oetting","doi":"10.1017/s0305000924000345","DOIUrl":"https://doi.org/10.1017/s0305000924000345","url":null,"abstract":"<p>Using archival data from 106 children with and without DLD who spoke two dialects of English, we examined the independent contributions of vocabulary, morphological ability, phonological short term memory (pSTM), and verbal working memory (WM) to exact sentence recall, ungrammatical repetition, and incorrect tense production. For exact repetitions on simpler sentences, performance of the DLD group was predicted by morphological ability, pSTM and WM, while that of the TD group was predicted by vocabulary and sometimes pSTM. On complex sentences, performance of the DLD group was predicted by morphological ability, and the TD group was predicted by pSTM and WM. For ungrammatical repetitions and incorrect tense, morphological ability was a factor for both groups, with WM also affecting the DLD group for ungrammatical production. Thus, sentence recall taxes multiple resources, with more and different factors being taxed at lower levels of complexity for children with DLD than those without.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"53 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440170","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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