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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 : 2025-11-01 Epub 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":"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":"1323-1337"},"PeriodicalIF":1.7,"publicationDate":"2025-11-01","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
Flexible Use of Word Learning Strategies: Monolingual and Bilingual Children's Word Learning Under Different Language Contexts. 词汇学习策略的灵活运用：不同语境下单语和双语儿童的词汇学习。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-10-07 DOI: 10.1017/S0305000925100317
Kin Chung Jacky Chan, Padraic Monaghan
{"title":"Flexible Use of Word Learning Strategies: Monolingual and Bilingual Children's Word Learning Under Different Language Contexts.","authors":"Kin Chung Jacky Chan, Padraic Monaghan","doi":"10.1017/S0305000925100317","DOIUrl":"https://doi.org/10.1017/S0305000925100317","url":null,"abstract":"<p><p>Monolingual children tend to assume that a word labels only one object, and this mutual exclusivity supports referent selection and retention of novel words. Bilingual children accept two labels for an object (lexical overlap) for referent selection more than monolingual children, but in these previous studies, information about speakers' language backgrounds was minimal. We investigated monolingual and bilingual 4-year-old children's ability to apply mutual exclusivity and lexical overlap flexibly when objects were labelled either by one or two speakers with the same or different language backgrounds. We tested referent selection and retention of word-object mappings. Both language groups performed similarly for mutual exclusivity, were more likely to accept lexical overlap in the two-language than one-language condition, and performance was similar for referent selection and later retention. Monolingual and bilingual children can adapt their word-learning strategies to cope with the demands of different linguistic contexts.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-24"},"PeriodicalIF":1.7,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240058","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
Case Clozed: Young Children Can Explicitly Predict Upcoming Words in a Naturalistic, Story-based Cloze Task. 完形填空：幼儿可以在自然的、基于故事的完形填空任务中明确地预测即将出现的单词。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-10-01 DOI: 10.1017/S0305000925100251
Briony Waite, Anthony Yacovone, Jesse Snedeker
{"title":"Case Clozed: Young Children Can Explicitly Predict Upcoming Words in a Naturalistic, Story-based Cloze Task.","authors":"Briony Waite, Anthony Yacovone, Jesse Snedeker","doi":"10.1017/S0305000925100251","DOIUrl":"https://doi.org/10.1017/S0305000925100251","url":null,"abstract":"<p><p>Prediction is a central feature of mature language comprehension, but little is known about how and when it develops. This study investigates whether lexical prediction emerges before seven using a novel, naturalistic cloze task. Five and six-year-old children listened to a storybook and occasionally guessed which word might come next. We selected 180 words from the story that were shown to be more or less predictable in a prior cloze norming task with adults. We found that children frequently guessed the correct word or provided an alternative that was semantically related to the target, demonstrating an ability to use the context to explicitly predict upcoming words. Six-year-olds were more accurate than 5-year-olds. These findings show prediction is present (but still improving) in early childhood, motivating future work on the role of prediction in children's comprehension and learning. Finally, we demonstrate that it is feasible to collect cloze values from children.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-25"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201795","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
Aspectual Production in Preschool Mandarin-speaking Children with Developmental Language Disorder. 学龄前普通话发展性语言障碍儿童的方面产生。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-10-01 DOI: 10.1017/S0305000925100275
Lijun Chen, Xiaowei He, Stephanie Durrleman
{"title":"Aspectual Production in Preschool Mandarin-speaking Children with Developmental Language Disorder.","authors":"Lijun Chen, Xiaowei He, Stephanie Durrleman","doi":"10.1017/S0305000925100275","DOIUrl":"https://doi.org/10.1017/S0305000925100275","url":null,"abstract":"<p><p>Using a priming picture-description, a digital recall and a non-word repetition task, this study tested 18 four- to six-year-old Mandarin-speaking children with Developmental Language Disorder (DLD) and 25 age-matched typically developing (TD) children to examine the performance of children with DLD in producing grammatical aspect and the links of their performance to verbal working memory (VWM). Results indicated that children with DLD performed worse in producing individual aspect markers than TD children, showing better performance on the preverbal zai- than on the post-verbal markers. They showed better performance in producing imperfective than perfective aspect. Heterogeneous performance was noted in aspectual production within the DLD group, but only performance on -guo and perfective aspect significantly correlated with their VWM. Findings highlight the importance of positional and aspectual distinctions in assessment and intervention for Mandarin-speaking children with DLD, and they provide language-specific evidence for cross-linguistic asymmetries in aspect acquisition in language disorders.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-32"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201822","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
Spontaneous Lexical Overlap in Early Conversations: Automated Sequential Coding of Parents and Toddlers 早期对话中的自发词汇重叠：父母和幼儿的自动顺序编码
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-17 DOI: 10.1017/s0305000925100184
Emily K. Harrington, Pamela A. Hadley, Matthew Rispoli
{"title":"Spontaneous Lexical Overlap in Early Conversations: Automated Sequential Coding of Parents and Toddlers","authors":"Emily K. Harrington, Pamela A. Hadley, Matthew Rispoli","doi":"10.1017/s0305000925100184","DOIUrl":"https://doi.org/10.1017/s0305000925100184","url":null,"abstract":"<p>This study piloted CHIPUTIL, an automated tool in CLAN for analysing sequential lexical overlap in parent–child conversations. In a sample of 44 dyads (child age <span>M</span> = 1;9), child spontaneous lexical overlap was positively associated with parent imitations and expansions, across the conversation and within sequential turns. Children were more than twice as likely to respond with lexical overlap when parents first produced an imitation or expansion. These findings offer insight into how lexical overlap may unfold in early conversations. We discuss implications of automated coding and future directions in exploring the role of lexical overlap in children’s language development.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"82 1","pages":"1-12"},"PeriodicalIF":2.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145072762","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
Production of only/zhi(you)-Focus by Bilingual Children and Parents in Naturalistic Interactions: A Multi-Domain Analysis 双语儿童和父母在自然互动中只/致（游）焦点的产生：一个多领域分析
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-16 DOI: 10.1017/s030500092510024x
Jingyao Liu, Ziyin Mai
{"title":"Production of only/zhi(you)-Focus by Bilingual Children and Parents in Naturalistic Interactions: A Multi-Domain Analysis","authors":"Jingyao Liu, Ziyin Mai","doi":"10.1017/s030500092510024x","DOIUrl":"https://doi.org/10.1017/s030500092510024x","url":null,"abstract":"<p>Encoding <span>only</span>-type exclusive focus in discourse involves complex computation and integration of knowledge from multiple linguistic domains. We present a comprehensive analysis of syntactic, semantic, prosodic, and discourse contextual features of 864 utterances with <span>only</span> and its Mandarin equivalents <span>zhi</span><span>(</span><span>you)</span> produced by Mandarin–English bilingual preschoolers and matched monolinguals (age 2–6, Study 1), and by Mandarin-speaking parents (Study 2), all sampled from naturalistic interactions. The results revealed largely target-like syntactic positioning and semantic association of <span>only</span> and <span>zhi</span><span>(</span><span>you)</span> in both languages in the bilinguals, with cross-linguistic influence between <span>only</span> and <span>zhi</span>. Interestingly, the bilingual children, like their Mandarin monolingual peers, employed longer duration but not raised mean pitch to shift the prosodic stress to the intended focus, although both acoustic features, in addition to positional and contextual cues, were instantiated in the focus utterances in the Mandarin parental input, suggesting prolonged development in focus-prosody mapping in children independent of bilingualism.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"71 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145067971","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 clarity of word repetitions in American English infant-directed speech. 美式英语婴儿指向语中单词重复的清晰性。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-15 DOI: 10.1017/s0305000925100263
Daniel Swingley
{"title":"The clarity of word repetitions in American English infant-directed speech.","authors":"Daniel Swingley","doi":"10.1017/s0305000925100263","DOIUrl":"https://doi.org/10.1017/s0305000925100263","url":null,"abstract":"Words in infant-directed speech (IDS) are often phonetically reduced. This likely renders words harder for infants to learn and recognize. This difficulty might be mitigated by the repetitive nature of IDS, in particular if reduced instances are often preceded by clear instances (i.e., the first-mention effect). To characterize phonetic clarity in American English word repetitions, words were extracted from the IDS of eight mothers and presented to adults (n = 36) who judged their clarity. First mentions of repeated words were found to be clearer than second mentions, though this effect was small. Clarity was rated as greater for less common words and for utterance-final words. Clarity was also greater for words parents thought their child knew. The results help guide intuitions about the phonetic problem infants face when learning their first words.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"36 1","pages":"1-20"},"PeriodicalIF":2.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145059004","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
It’s Hey Jude, not Hey Jade: Input Variation and the Emergence of the Infant Lexicon 是Hey Jude，不是Hey Jade：输入变异和婴儿词汇的出现
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-11 DOI: 10.1017/s0305000925100196
Helen Buckler, Elizabeth K. Johnson
{"title":"It’s Hey Jude, not Hey Jade: Input Variation and the Emergence of the Infant Lexicon","authors":"Helen Buckler, Elizabeth K. Johnson","doi":"10.1017/s0305000925100196","DOIUrl":"https://doi.org/10.1017/s0305000925100196","url":null,"abstract":"<p>A growing literature explores the representational detail of infants’ early lexical representations, but no study has investigated how exposure to real-life acoustic-phonetic variation impacts these representations. Indeed, previous experimental work with young infants has largely ignored the impact of accent exposure on lexical development. We ask how routine exposure to accent variation affects 6-month-olds’ ability to detect mispronunciations. Forty-eight monolingual English-learning 6-month-olds participated. Mono-accented infants, exposed to minimal accent variation, detected vowel mispronunciations in their own name. Multi-accented infants, exposed to high levels of accent variation, did not. Accent exposure impacts speech processing at the earliest stages of lexical acquisition.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"21 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031897","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 and production of English plural morphology by school-age deaf and hard-of-hearing children 学龄聋儿和听障儿童对英语复数词法的理解和产生
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-10 DOI: 10.1017/s0305000925100202
Rebecca Holt, Benjamin Davies, Katherine Demuth
{"title":"Comprehension and production of English plural morphology by school-age deaf and hard-of-hearing children","authors":"Rebecca Holt, Benjamin Davies, Katherine Demuth","doi":"10.1017/s0305000925100202","DOIUrl":"https://doi.org/10.1017/s0305000925100202","url":null,"abstract":"<p>Deaf and hard-of-hearing (DHH) preschoolers have difficulty comprehending and producing English plural morphology. This study investigated their comprehension and production of the plural at primary-school age using novel words, to better understand their mental representation of plural morphology. Thirty 5- to 9-year-old DHH children and 31 children with normal hearing (NH) completed a two-alternative forced-choice comprehension task and a <span>wug</span> production task. Performance was not significantly poorer for DHH children, though some morphophonological contexts proved challenging for both groups. Performance was correlated with vocabulary size. This suggests that, if DHH children have sufficient vocabulary, they may perform like primary school NH peers in plural comprehension and production.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"32 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025808","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 Acquisition of Demonstratives and Locative Adverbs in Inuktitut. 因纽特语指示副词和位置副词的习得。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-09-08 DOI: 10.1017/s0305000925100172
Hannah Lee,Shanley E M Allen
{"title":"The Acquisition of Demonstratives and Locative Adverbs in Inuktitut.","authors":"Hannah Lee,Shanley E M Allen","doi":"10.1017/s0305000925100172","DOIUrl":"https://doi.org/10.1017/s0305000925100172","url":null,"abstract":"Demonstratives and locative adverbs cross-linguistically are typically acquired relatively late, with children initially overusing proximal forms. However, these findings are largely based on research in languages with only two or three demonstratives. It is unclear whether the findings extend to languages with more complex systems. The present study examines data from Inuktitut, a language of the Inuit-Yupik-Unangan family, which has 20 demonstrative roots and 10 locative adverb roots representing six spatial distinctions. It uses data from 18 Inuktitut speakers (8-60 years) to investigate the target-like use of demonstratives/locatives and data from eight Inuktitut-speaking children (1-4 years) and their mothers to determine the acquisition trajectories of these structures. Children initially used only the proximal demonstratives/locatives, which aligns with prior research. The proportion of proximal forms out of all others decreased significantly with mean length of utterance in morphemes (MLUm), and by MLUm 2.50, children were using the full demonstrative/locative paradigm in a target-like manner. This differs from prior research and highlights the importance of language diversity in acquisition research.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"16 1","pages":"1-33"},"PeriodicalIF":2.2,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008708","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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