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Bilingual Vocabulary Development in Mexican Indigenous Infants: The Effects of Language Exposure from Home and Mothers’ Language Dominance
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-02-21 DOI: 10.1017/s0305000924000667
Stanislav Mulík, Natalia Arias-Trejo
{"title":"Bilingual Vocabulary Development in Mexican Indigenous Infants: The Effects of Language Exposure from Home and Mothers’ Language Dominance","authors":"Stanislav Mulík, Natalia Arias-Trejo","doi":"10.1017/s0305000924000667","DOIUrl":"https://doi.org/10.1017/s0305000924000667","url":null,"abstract":"<p>This study evaluates how language exposure and mothers’ language dominance relate to infants’ early bilingual vocabulary development in a low-socioeconomic status (SES) sample from an understudied population: Mexican Indigenous bilinguals. Thirty-two mother–child dyads participated. All mothers were bilingual speakers of Spanish and one of Mexican Indigenous languages, including Zapotec, Mixtec, and Otomi. Infants’ (between 16 and 37 months) vocabulary size was estimated in both languages using the Mexican Spanish version of the MacArthur-Bates CDI II. Infants’ language exposure, mothers’ bilingual profile, and their SES were estimated on numerical scales. The results of Spearman correlations showed infants’ vocabulary size in Spanish grows with age, while their vocabulary in the Indigenous language depends on relative language exposure. Mothers’ language dominance correlated with Indigenous language exposure and infants’ vocabulary size in the Indigenous language. These findings are discussed in the context of early bilingual vocabulary acquisition in speakers of minority languages.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"17 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462400","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
Learning Irony in School: Effects of Metapragmatic Training
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-02-18 DOI: 10.1017/s0305000925000054
Henri Olkoniemi, Tuomo Häikiö, Milla Merinen, Jasmiina Manninen, Matti Laine, Penny M. Pexman
{"title":"Learning Irony in School: Effects of Metapragmatic Training","authors":"Henri Olkoniemi, Tuomo Häikiö, Milla Merinen, Jasmiina Manninen, Matti Laine, Penny M. Pexman","doi":"10.1017/s0305000925000054","DOIUrl":"https://doi.org/10.1017/s0305000925000054","url":null,"abstract":"<p>Irony comprehension requires going beyond literal meaning of words and is challenging for children. In this pre-registered study, we investigated how teaching metapragmatic knowledge in classrooms impacts written irony comprehension in 10-year-old Finnish-speaking children (<span>n</span> = 41, 21 girls) compared to a control group (<span>n</span> = 34, 13 girls). At pre-test, children read ironic and literal sentences embedded in stories while their eye movements were recorded. Next, the training group was taught about irony, and the control group was taught about reading comprehension. At post-test, the reading task and eye-tracking were repeated. Irony comprehension improved after metapragmatic training on irony, suggesting that metapragmatic knowledge serves an important role in irony development. However, the eye movement data suggested that training did not change the strategy children used to resolve the ironic meaning. The results highlight the potential of metapragmatic training and have implications for theories of irony comprehension.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"85 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435241","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
Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual programme.
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-02-13 DOI: 10.1017/S0305000925000042
Mark Feng Teng
{"title":"Longitudinal development of cognition and vocabulary knowledge in young second language learners in a bilingual programme.","authors":"Mark Feng Teng","doi":"10.1017/S0305000925000042","DOIUrl":"https://doi.org/10.1017/S0305000925000042","url":null,"abstract":"<p><p>Despite the importance of cognitive development for vocabulary acquisition, limited attention has been given to the impacts of cognitive factors on this phenomenon from a longitudinal perspective. This study evaluates the longitudinal development of such factors (i.e. metacognitive knowledge, working memory, and non-verbal intelligence) and L2 vocabulary knowledge growth in 210 young second language learners enrolled in a bilingual programme in China. Results supported individual differences in the initial level and the growth rate of learners' cognitive development and vocabulary knowledge growth: a higher starting level of cognitive development correlated with a higher level of vocabulary knowledge and a faster rate of vocabulary knowledge growth. Findings revealed particularly significant predictive role of metacognitive knowledge on vocabulary knowledge, followed by non-verbal intelligence and working memory. Relevant implications were discussed based on the findings.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-31"},"PeriodicalIF":1.7,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411187","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
Relative contributions of predictive vs. associative processes to infant looking behavior during language comprehension
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-02-10 DOI: 10.1017/s0305000924000102
Tracy E. Reuter, Lauren L. Emberson
{"title":"Relative contributions of predictive vs. associative processes to infant looking behavior during language comprehension","authors":"Tracy E. Reuter, Lauren L. Emberson","doi":"10.1017/s0305000924000102","DOIUrl":"https://doi.org/10.1017/s0305000924000102","url":null,"abstract":"Numerous developmental findings suggest that infants and toddlers engage predictive processing during language comprehension. However, a significant limitation of this research is that associative (bottom-up) and predictive (top-down) explanations are not readily differentiated. Following adult studies that varied predictiveness relative to semantic-relatedness to differentiate associative vs. predictive processes, the present study used eye-tracking to begin to disentangle the contributions of bottom-up and top-down mechanisms to infants’ real-time language processing. Replicating prior results, infants (14-19 months old) use successive semantically-related words across sentences (e.g., <jats:italic>eat, yum, mouth</jats:italic>) to predict upcoming nouns (e.g., <jats:italic>cookie</jats:italic>). However, we also provide evidence that using successive semantically-related words to predict is distinct from the bottom-up activation of the word itself. In a second experiment, we investigate the potential effects of repetition on the findings. This work is the first to reveal that infant language comprehension is affected by both associative and predictive processes.","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"47 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375310","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
Bilingual Toddlers’ Vocabulary Growth Interacts with Existing Knowledge and Cross-Linguistic Similarity
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-02-04 DOI: 10.1017/s0305000924000710
Serene Siow, Irina Lepadatu, Nicola A. Gillen, Kim Plunkett
{"title":"Bilingual Toddlers’ Vocabulary Growth Interacts with Existing Knowledge and Cross-Linguistic Similarity","authors":"Serene Siow, Irina Lepadatu, Nicola A. Gillen, Kim Plunkett","doi":"10.1017/s0305000924000710","DOIUrl":"https://doi.org/10.1017/s0305000924000710","url":null,"abstract":"<p>We explored whether bilingual toddlers make use of semantic and phonological overlap between their languages to learn new words. We analysed cross-sectional and longitudinal CDI data on the words understood and produced by 1.0 to 3.0-year-old bilingual toddlers with English and one additional language. Cognates were more likely to be understood and produced compared to non-cognates. Cognate effects were modulated by whether the toddler knew the translation equivalent in the other language, highlighting that young learners are sensitive to the similarities across their languages. Additionally, exploratory analyses suggest that children with smaller vocabularies rely more on translation equivalents to support the acquisition of difficult words. Children with larger vocabulary sizes exhibited no preference for translation equivalents in comprehension, and a preference for new concepts in production. The rapid acceleration of vocabulary growth in the second year of life may explain this developmental change in translation equivalent preference.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"63 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143083253","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
Task effects in children’s word recall: Expanding the reverse production effect
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-02-04 DOI: 10.1017/s0305000925000030
Belén López Assef, Tania Zamuner
{"title":"Task effects in children’s word recall: Expanding the reverse production effect","authors":"Belén López Assef, Tania Zamuner","doi":"10.1017/s0305000925000030","DOIUrl":"https://doi.org/10.1017/s0305000925000030","url":null,"abstract":"<p>Words said aloud are typically recalled more than words studied under other techniques. In certain circumstances, production does not lead to this memory advantage. We investigated the nature of this effect by varying the task during learning. Children aged five to six years were trained on novel words which required no action (Heard) compared to Verbal-Speech (production), Non-Verbal-Speech (stick out tongue), and Non-Verbal-Non-Speech (touch nose). Eye-tracking showed successful learning of novel words in all training conditions, but no differences between conditions. Both non-verbal tasks disrupted recall, demonstrating that encoding can be disrupted when children perform different types of concurrent actions.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"63 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143083452","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 Structural Development in Chinese deaf Children Aged 4-7 Years with Cochlear Implants.
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-01-28 DOI: 10.1017/S0305000924000680
Yan Wu, Yang Wang, Ying Chen, Jian Huang, Suiping Wang
{"title":"Syntactic Structural Development in Chinese deaf Children Aged 4-7 Years with Cochlear Implants.","authors":"Yan Wu, Yang Wang, Ying Chen, Jian Huang, Suiping Wang","doi":"10.1017/S0305000924000680","DOIUrl":"https://doi.org/10.1017/S0305000924000680","url":null,"abstract":"<p><p>Using the syntactic priming paradigm, this study investigated abstract syntactic knowledge of Chinese transitive structures (i.e., subject-verb-object [SVO], BA, and BEI) in deaf children with cochlear implants (CIs). Specifically, we focused on the differences in the development of various syntactic structures (within CI children and compared with their typically hearing children) and the possible individual differences during this process. Results showed that both CI and hearing children exhibited structural priming for all syntactic structures (i.e., SVO, SbaOV structure [agent-patient ordering], and ObeiSV structure [patient-agent ordering]) after comprehending and repeating the prime sentence regardless of verb repetition. However, verb repetition induced an intense abstract priming effect in CI children but not hearing children, with the lexical boost effect more significant for SVO and BA structures. In addition, CI children's working memory capability modulated the production of the BA structure but not SVO and BEI structures.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-22"},"PeriodicalIF":1.7,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143053748","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 relation between family factors and children's vocabulary knowledge: a comparative study of rural and urban preschoolers in China.
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2025-01-27 DOI: 10.1017/S0305000924000357
Xinyi Leng, Xianglin Zhang, George K Georgiou, Tomohiro Inoue, Hongyun Liu, Ailing Xing, Mengmeng Su, Hua Shu
{"title":"The relation between family factors and children's vocabulary knowledge: a comparative study of rural and urban preschoolers in China.","authors":"Xinyi Leng, Xianglin Zhang, George K Georgiou, Tomohiro Inoue, Hongyun Liu, Ailing Xing, Mengmeng Su, Hua Shu","doi":"10.1017/S0305000924000357","DOIUrl":"https://doi.org/10.1017/S0305000924000357","url":null,"abstract":"<p><p>Although family factors are considered important for children's language acquisition, the evidence comes primarily from affluent societies. Thus, this study aimed to examine the relations between family factors (family's socioeconomic status [SES], home literacy activities, access to print resources, and parental beliefs) and children's vocabulary knowledge in both urban and rural settings in China. Data from 366 children (urban group: 109, 4.85 years; rural group: 257, 4.89 years) were collected. Results showed that whereas family's SES significantly predicted access to print resources and children's vocabulary knowledge in the rural group, parental beliefs directly predicted children's vocabulary knowledge in the urban group. Multigroup analysis showed that the associations of family's SES and access to print resources with children's vocabulary knowledge were stronger in the rural group than in the urban group. Our findings highlight the importance of considering contextual settings when conceptualising the role of family factors in children's language acquisition.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-19"},"PeriodicalIF":1.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143047808","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
Different paths to multilingualism in Autism Spectrum Disorder (ASD): Naturalistic and non-interactive 自闭症谱系障碍（ASD）中多种语言的不同途径：自然的和非互动的
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-01-20 DOI: 10.1017/s0305000924000540
Iris Hindi, Natalia Meir
{"title":"Different paths to multilingualism in Autism Spectrum Disorder (ASD): Naturalistic and non-interactive","authors":"Iris Hindi, Natalia Meir","doi":"10.1017/s0305000924000540","DOIUrl":"https://doi.org/10.1017/s0305000924000540","url":null,"abstract":"<p>This study is one of the few research efforts investigating unexpected non-interactive foreign language acquisition in children with Autism Spectrum Disorder (ASD). Participants included 46 English-Hebrew-speaking children (ages 4;10 to 12;0): 14 autistic children who acquired English via non-interactive input (ASD-NI); 12 autistic children (ASD-Nat), and 20 non-autistic children with typical language development (TLD-Nat) who acquired English and Hebrew naturalistically. Morpho-syntactic abilities were assessed using Sentence Repetition tasks in both languages. The results showed no group differences for morpho-syntax in English; in Hebrew, the ASD-NI group scored similarly to the ASD-Nat group but lower than the TLD-Nat group. Individual performance differences between Hebrew and English were observed across all groups. Additionally, correlations between exposure and SRep scores were found in both groups for Hebrew but not English. These findings highlight diverse paths to language acquisition in ASD, with children acquiring foreign languages via both naturalistic and non-interactive input.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"74 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142989858","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
Bilingual children reach early language milestones at the same age as monolingual peers 双语儿童与单语儿童在相同的年龄达到早期语言里程碑
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2025-01-15 DOI: 10.1017/s0305000924000655
Karolina Muszyńska, Grzegorz Krajewski, Agnieszka Dynak, Nina Gram Garmann, Anna Sara H. Romøren, Magdalena Łuniewska, Katie Alcock, Napoleon Katsos, Joanna Kołak, Hanne Gram Simonsen, Pernille Hansen, Magdalena Krysztofiak, Krzysztof Sobota, Ewa Haman
{"title":"Bilingual children reach early language milestones at the same age as monolingual peers","authors":"Karolina Muszyńska, Grzegorz Krajewski, Agnieszka Dynak, Nina Gram Garmann, Anna Sara H. Romøren, Magdalena Łuniewska, Katie Alcock, Napoleon Katsos, Joanna Kołak, Hanne Gram Simonsen, Pernille Hansen, Magdalena Krysztofiak, Krzysztof Sobota, Ewa Haman","doi":"10.1017/s0305000924000655","DOIUrl":"https://doi.org/10.1017/s0305000924000655","url":null,"abstract":"<p>In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children and between the bilinguals’ two languages. We present data from 302 Polish bilinguals (living outside of Poland with various majority languages) and 302 Polish monolinguals, aged <span>M</span> = 12.78 months on study entry (range: 0<span>–</span>24 months), matched on sex, age at study entry, duration of parental reporting, and parental education. The milestones under investigation include crawling, walking, babbling, first, 10th, 50th word, and first multi-word utterances. The data was collected with a specially designed mobile app, in which parents reported their children’s development repeatedly. Using this relatively big sample and looking at a wide range of investigated milestones, we present evidence that typical bilingual development follows a trajectory similar to monolingual development. We also evaluate the feasibility and usefulness of online data collection using mobile apps to study early language development.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"92 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142981949","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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