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Journal of Child Language最新文献

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Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention. 促进单词学习的保持：儿童检索单词的训练次数与训练后的保持率呈正相关。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-05-01 Epub Date: 2024-01-25 DOI: 10.1017/S0305000923000752
Katherine R Gordon, Stephanie L Lowry
{"title":"Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.","authors":"Katherine R Gordon, Stephanie L Lowry","doi":"10.1017/S0305000923000752","DOIUrl":"10.1017/S0305000923000752","url":null,"abstract":"<p><p>During vocabulary instruction, it is important to teach words until their representations are robust enough to be retained. For adults, the number of training sessions a target item is successfully retrieved during training predicts the likelihood of post-training retention. To assess this relationship in children, we reanalyzed data from Gordon et al. (2021b, 2022). Four- to six-year-old children completed six training days with word form-object pairs and were tested one month later. Results indicate that the number of training sessions that a word form was retrieved was positively related to post-training retention. We discuss implications for vocabulary instruction and interventions.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"710-719"},"PeriodicalIF":2.2,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11056717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139547464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preschool children's discourse competence in different genres and how it relates to iconic gestures. 学龄前儿童在不同体裁中的话语能力及其与标志性手势的关系。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-05-01 Epub Date: 2024-02-05 DOI: 10.1017/S030500092300065X
Friederike Kern, Ulrich Boden, Anne Nemeth, Sofia Koutalidis, Olga Abramov, Stefan Kopp, Katharina J Rohlfing
{"title":"Preschool children's discourse competence in different genres and how it relates to iconic gestures.","authors":"Friederike Kern, Ulrich Boden, Anne Nemeth, Sofia Koutalidis, Olga Abramov, Stefan Kopp, Katharina J Rohlfing","doi":"10.1017/S030500092300065X","DOIUrl":"10.1017/S030500092300065X","url":null,"abstract":"<p><p>Based on the linguistic analysis of game explanations and retellings, the paper's goal is to investigate the relation of preschool children's situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-model was adapted to assess discourse competence in relation to interactive scaffolding. The findings show clear links between the children's competence and their parents' scaffolding. We suggest this to be evidence of a fine-tuned interactive support system. The results also indicate strong relations between higher discourse competence and increased frequency of iconic gestures. This applies in particular to reinforcing gestures. The results are interpreted as a confirmation that the speech-gesture system undergoes systematic changes during early childhood, and that gesturing becomes more iconic - and thus more communicative - when discourse competence is growing.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"656-680"},"PeriodicalIF":2.2,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681799","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
Neural correlates of lexical-tone and vowel-quality processing in 6- and 9-month-old German-learning infants and adults 6 个月和 9 个月大德语学习婴儿和成人词调和元音质量处理的神经相关性
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-04-29 DOI: 10.1017/s030500092400014x
Antonia Götz, Claudia Männel, Gudrun Schwarzer, Anna Krasotkina, Barbara Höhle
{"title":"Neural correlates of lexical-tone and vowel-quality processing in 6- and 9-month-old German-learning infants and adults","authors":"Antonia Götz, Claudia Männel, Gudrun Schwarzer, Anna Krasotkina, Barbara Höhle","doi":"10.1017/s030500092400014x","DOIUrl":"https://doi.org/10.1017/s030500092400014x","url":null,"abstract":"<p>We examined the neurophysiological underpinnings of lexical-tone and vowel-quality perception in learners of a non-tonal language. We tested 25 6- and 25 9-month-old German-learning infants, as well as 24 German adults and expected developmental differences for the two linguistic properties, as they are both carried by vowels, but have a different status in German. In adults, both lexical-tone and vowel-quality contrasts elicited mismatch negativities, with a stronger response to the vowel-quality contrast. Six-month-olds showed positive mismatch responses for lexical-tone and vowel-quality contrasts, with an emerging negative mismatch response for vowel-quality only. The negative mismatch responses became more pronounced for the vowel-quality contrast at 9 months, while the lexical-tone contrast elicited mainly positive mismatch responses. Our data reveal differential developmental changes in the processing of vowel properties that differ in their lexical relevance in the ambient language.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"72 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140808511","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
“They sure aren’t from around here”: Children’s perception of accent distance in L1 and L2 varieties of English "他们肯定不是本地人"：儿童对第一语言和第二语言英语中口音距离的感知
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-04-22 DOI: 10.1017/s0305000924000138
Malachi Henry, Tessa Bent, Rachael F. Holt
{"title":"“They sure aren’t from around here”: Children’s perception of accent distance in L1 and L2 varieties of English","authors":"Malachi Henry, Tessa Bent, Rachael F. Holt","doi":"10.1017/s0305000924000138","DOIUrl":"https://doi.org/10.1017/s0305000924000138","url":null,"abstract":"<p>Children exhibit preferences for familiar accents early in life. However, they frequently have more difficulty distinguishing between first language (L1) accents than second language (L2) accents in categorization tasks. Few studies have addressed children’s perception of accent strength, or the relation between accent strength and objective measures of pronunciation distance. To address these gaps, 6- and 12-year-olds and adults ranked talkers’ perceived distance from the local accent (i.e., Midland American English). Rankings were compared with objective distance measures. Acoustic and phonetic distance measures were significant predictors of ladder rankings, but there was no evidence that children and adults significantly differed in their sensitivity to accent strength. Levenshtein Distance, a phonetic distance metric, was the strongest predictor of perceptual rankings for both children and adults. As a percept, accent strength has critical implications for social judgments, which determine real world social outcomes for talkers with non-local accents.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"95 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140633887","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
To what extent do children’s expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction 儿童对时间的表达在多大程度上是指时间？对家庭互动中时间副词的时间用法和话语用法的调查
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-04-22 DOI: 10.1017/s0305000924000114
Maija Surakka, Minna Kirjavainen
{"title":"To what extent do children’s expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction","authors":"Maija Surakka, Minna Kirjavainen","doi":"10.1017/s0305000924000114","DOIUrl":"https://doi.org/10.1017/s0305000924000114","url":null,"abstract":"<p>Many studies have explored children’s acquisition of temporal adverbs. However, the extent to which children’s early temporal language has discursive instead of solely temporal meanings has been largely ignored. We report two corpus-based studies that investigated temporal adverbs in Finnish child-parent interaction between the children’s ages of 1;7 and 4;11. Study 1 shows that the two corpus children used temporal adverbs to construe both temporal and discursive meanings from their early adverb production and that the children’s usage syntactically broadly reflected the input received. Study 2 shows that the discursive uses of adverbs appeared to be learned from contextually anchored caregiver constructions that convey discourse functions like urging and reassuring, and that the usage is related to the children’s and caregivers’ interactional roles. Our study adds to the literature on the acquisition of temporal adverbs by demonstrating that these items are learned also with additional discursive meanings in family interaction.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140633891","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
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play. 比较无字书阅读、印刷书阅读和想象力游戏中的亲子互动。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-18 DOI: 10.1017/S0305000924000072
Sandra J Mathers, Alex Hodgkiss, Pinar Kolancali, Sophie A Booton, Zhaoyu Wang, Victoria A Murphy
{"title":"Comparing parent-child interaction during wordless book reading, print book reading and imaginative play.","authors":"Sandra J Mathers, Alex Hodgkiss, Pinar Kolancali, Sophie A Booton, Zhaoyu Wang, Victoria A Murphy","doi":"10.1017/S0305000924000072","DOIUrl":"https://doi.org/10.1017/S0305000924000072","url":null,"abstract":"<p><p>This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questions and added contingent conceptual information more often when reading wordless books than in both other conditions. Findings suggest that wordless books may combine the benefits of open-endedness and linguistic content based around a narrative. Parents' use of abstract language also varied by condition. This study extends understanding of the role of activity context in shaping children's language learning environments.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-26"},"PeriodicalIF":2.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144383","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 2.2 2区 文学
Journal of Child Language Pub 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":"https://doi.org/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":"1-10"},"PeriodicalIF":2.2,"publicationDate":"2024-03-15","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
Impact of talker variability on language development in two-year-olds. 说话者的多变性对两岁幼儿语言发展的影响。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-11 DOI: 10.1017/S0305000924000084
Jing Zhao, Tessei Kobayashi, Etsuko Haryu
{"title":"Impact of talker variability on language development in two-year-olds.","authors":"Jing Zhao, Tessei Kobayashi, Etsuko Haryu","doi":"10.1017/S0305000924000084","DOIUrl":"https://doi.org/10.1017/S0305000924000084","url":null,"abstract":"<p><p>This research investigated the impact of the number of talkers with whom children engage in daily conversation on their language development. Two surveys were conducted in 2020, targeting two-year-olds growing up in Japanese monolingual families. Caregivers reported the number of talkers in three age groups and children's productive vocabulary via questionnaires. The results demonstrated significant effects of variability in talkers in fifth grade or above in Study 1 (<i>N</i> = 50; male = 23; <i>r</i> = .372) and in adult talkers in Study 2 (<i>N</i> = 175; non-nursery going; male = 76; <i>r</i> = .184) on children's vocabulary development, after controlling for language exposure time and demographic variables. Possible mediating factors are discussed. This research extends previous findings from immigrant bilingual children to monolingual speakers in Japan, suggesting the potential contribution of available talkers other than caregivers in conversational environments.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-23"},"PeriodicalIF":2.2,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140094917","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
Adapting language development research paradigms to online testing: Data from preferential looking, word learning and vocabulary assessment in toddlers. 使语言发展研究范式适应在线测试：来自幼儿偏好观察、单词学习和词汇评估的数据。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-04 DOI: 10.1017/S0305000924000035
Delphine K-L Nguyen, Nadine Fitzpatrick, Caroline Floccia
{"title":"Adapting language development research paradigms to online testing: Data from preferential looking, word learning and vocabulary assessment in toddlers.","authors":"Delphine K-L Nguyen, Nadine Fitzpatrick, Caroline Floccia","doi":"10.1017/S0305000924000035","DOIUrl":"https://doi.org/10.1017/S0305000924000035","url":null,"abstract":"<p><p>During the recent pandemic, it became necessary to adapt lab-based studies to online experiments. To investigate the impact of online testing on the quality of data, we focus on three paradigms widely used in infant research: a word recognition task using the Intermodal Preferential Looking Paradigm, a word learning task using the Switch task, and a language assessment tool (WinG) where children identify a target word amongst a set of picture cards. Our results for synchronous and asynchronous studies provide support for the robustness of online testing. In Experiment 1, robust word recognition was found in 24-month-old toddlers. In Experiment 2, 17-month-old infants consistently learned a new word. Finally, Experiment 3 demonstrated that 19- to 26-month-old children performed well on a language assessment test administered online. Overall, effect sizes or language scores were found to be higher than in lab-based studies. These experiments point to promising possibilities for reaching out to families around the world.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-33"},"PeriodicalIF":2.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023017","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 metaphorical advantage for bilingual children? Understanding figurative meaning by L2 and L3 EFL learners. 双语儿童的隐喻优势？L2 和 L3 EFL 学习者对比喻意义的理解。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-02-23 DOI: 10.1017/S0305000923000065
Javad Alipour, Maryam Ranjbar
{"title":"A metaphorical advantage for bilingual children? Understanding figurative meaning by L2 and L3 EFL learners.","authors":"Javad Alipour, Maryam Ranjbar","doi":"10.1017/S0305000923000065","DOIUrl":"10.1017/S0305000923000065","url":null,"abstract":"<p><p>This study compared school-aged monolingual and bilingual English-as-a-foreign-language (EFL) learners in terms of understanding metaphors on recall, multiple-choice, and reasoning tasks. It also examined the relationship between cognitive capacity and understanding metaphors on different measures. A hundred and thirty Persian-Turkish early bilinguals and 122 monolingual Persian-speaking EFL learners took three different tests of metaphor comprehension and the Figural Intersections Test, a test of cognitive capacity. Bilinguals outperformed monolinguals in terms of cognitive capacity and understanding metaphors on two of the tasks, though with a small effect size. Furthermore, there was a significant positive relationship between cognitive capacity and the scores on the multiple-choice and reasoning tests, but not the recall test. Results suggest that bilingual L3 learners have an edge in understanding metaphors, reflecting a cognitive advantage.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"339-358"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9307327","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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