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The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children. 偷听对多数族裔和少数族裔学龄前儿童词汇学习的影响。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-01-24 DOI: 10.1017/S0305000922000769
Anneleen Boderé, Eline Zenner, Marieke Vanbuel, Noel Clycq, Kris VAN DEN Branden
{"title":"The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children.","authors":"Anneleen Boderé, Eline Zenner, Marieke Vanbuel, Noel Clycq, Kris VAN DEN Branden","doi":"10.1017/S0305000922000769","DOIUrl":"10.1017/S0305000922000769","url":null,"abstract":"<p><p>Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish education) told a story in three different interaction situations: Addressed Speech, Overhearing Classroom and Overhearing Two Adults. Results show that children of both ethnic groups learn novel words in Addressed Speech and in Overhearing Classroom equally well. However, minority children learned significantly fewer words in Overhearing Two Adults. This study suggests important differences in how ethnic majority and minority children learn through indirect speech in educational (monolingual) settings. In addition, the study scrutinizes the potential role of social identification in overhearing mechanisms.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"314-338"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10598826","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
Developmental differences in reported speech and internal state language in preschoolers' personal narratives. 学龄前儿童个人叙事中报告性言语和内部状态语言的发展差异。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-07-13 DOI: 10.1017/S0305000923000168
Megan E Welliver, Alice J Davidson, Alexandra McCrary
{"title":"Developmental differences in reported speech and internal state language in preschoolers' personal narratives.","authors":"Megan E Welliver, Alice J Davidson, Alexandra McCrary","doi":"10.1017/S0305000923000168","DOIUrl":"10.1017/S0305000923000168","url":null,"abstract":"<p><p>The present study explored developmental differences in preschoolers' use of reported speech and internal state language in personal narratives. Three-, four-, and five-year-olds attending a laboratory preschool shared 204 stories about 'a time when you were happy/sad'. Stories were audio-recorded, transcribed, and coded for reported speech (direct, indirect, narrativized) and internal state language (cognitive states, total emotion terms, unique emotion terms). Personal narratives told by five-year-olds included more cognitive states and more narrativized speech than those told by three- and four-year-olds, even when accounting for children's vocabulary skills, and that reported speech (narrativized, direct) were positively correlated with cognitive state talk. These findings highlight distinct shifts in children's use of cognitive state talk and reported speech in personal narratives told at age five. Associations between reported speech and internal state language are both informed by and support Vygotsky's (1978) fundamental claim that psychological processes are socially mediated by language.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"385-410"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9774619","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
Use of pointing in parent-child interactions by hearing children of deaf and hearing parents: A follow-up from 1- to 3-years of age. 聋人和听人父母的听力儿童在亲子互动中使用手指的情况：1-3岁儿童的跟踪调查。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-06-21 DOI: 10.1017/S030500092300020X
Laura Kanto, Minna Laakso, Kerttu Huttunen
{"title":"Use of pointing in parent-child interactions by hearing children of deaf and hearing parents: A follow-up from 1- to 3-years of age.","authors":"Laura Kanto, Minna Laakso, Kerttu Huttunen","doi":"10.1017/S030500092300020X","DOIUrl":"10.1017/S030500092300020X","url":null,"abstract":"<p><p>Pointing plays a significant role in communication and language development. However, in spoken languages pointing has been viewed as a non-verbal gesture, whereas in sign languages, pointing is regarded to represent a linguistic unit of language. This study compared the use of pointing between seven bilingual hearing children of deaf parents (Kids of Deaf Adults [KODAs]) interacting with their deaf parents and five hearing children interacting with their hearing parents. Data were collected in 6-month intervals from the age of 1;0 to 3;0. Pointing frequency among the deaf parents and KODAs was significantly higher than among the hearing parents and their children. In signing dyads pointing frequency remained stable, whereas in spoken dyads it decreased during the follow-up. These findings suggested that pointing is a fundamental element of parent-child interaction, regardless of the language, but is guided by the modality, gestural and linguistic features of the language in question.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"411-433"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9669958","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
Parentese in infancy predicts 5-year language complexity and conversational turns. 婴儿期的家长式语言可预测 5 年后的语言复杂性和会话转折。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-02-07 DOI: 10.1017/S0305000923000077
Naja Ferjan Ramírez, Yael Weiss, Kaveri K Sheth, Patricia K Kuhl
{"title":"Parentese in infancy predicts 5-year language complexity and conversational turns.","authors":"Naja Ferjan Ramírez, Yael Weiss, Kaveri K Sheth, Patricia K Kuhl","doi":"10.1017/S0305000923000077","DOIUrl":"10.1017/S0305000923000077","url":null,"abstract":"<p><p>Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed its effects on longer-term outcomes. We assess the effects of parental quantity of speech, use of parentese (the acoustically exaggerated, clear, and higher-pitched speech), and turn-taking in infancy, on child language at 5 years. Using a longitudinal dataset of daylong LENA recordings collected with the same group of English-speaking infants (N=44) at 6, 10, 14, 18, 24 months and then again at 5 years, we demonstrate that parents' <i>consistent</i> (defined as stable and high) use of parentese in infancy was a potent predictor of lexical diversity, mean length of utterance, and frequency of conversational turn-taking between children and adults at Kindergarten entry. Together, these findings highlight the potential importance of a high-quality language learning environment in infancy for success at the start of formal schooling.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"359-384"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10654603","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
Phonological Variation in Child-Directed Speech is Modulated by Lexical Frequency. 儿童定向语音的语音变异受词汇频率的调节。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-09-22 DOI: 10.1017/S0305000923000466
Eon-Suk Ko, Jongho Jun
{"title":"Phonological Variation in Child-Directed Speech is Modulated by Lexical Frequency.","authors":"Eon-Suk Ko, Jongho Jun","doi":"10.1017/S0305000923000466","DOIUrl":"10.1017/S0305000923000466","url":null,"abstract":"<p><p>We investigate whether child-directed speech (CDS) contains a higher proportion of canonical pronunciations compared to adult-directed speech (ADS), focusing on Korean noun stem-final obstruent variation. In a word-teaching task, we observed that mothers use a higher rate of canonical pronunciation when addressing infants than when addressing adults. In a follow-up experiment, adults exhibited a higher rate of canonical pronunciation for high- than low-frequency words. Additional analyses conducted with only the high-frequency monosyllabic words from the two experiments found no evidence for simplified phonology in CDS when lexical frequency was controlled for. Our findings suggest that the higher rate of canonical forms in CDS, with respect to Korean morphophonological rules, is mediated by the frequency of word usage. Thus, the didactic function of CDS phonology appears to be a byproduct of mothers using familiar words with children. These results highlight the importance of considering word usage in investigating the nature of CDS.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"288-313"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41158281","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
Twenty-month-olds categorically discriminate similar sounding vowels regardless of vocabulary level, an event related potentials (ERP) study. 一项与事件相关的电位（ERP）研究显示，20 个月大的幼儿能分类辨别发音相似的元音，而与词汇量水平无关。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2023-07-10 DOI: 10.1017/S0305000923000351
Ao Chen
{"title":"Twenty-month-olds categorically discriminate similar sounding vowels regardless of vocabulary level, an event related potentials (ERP) study.","authors":"Ao Chen","doi":"10.1017/S0305000923000351","DOIUrl":"10.1017/S0305000923000351","url":null,"abstract":"<p><p>The current study investigated whether vocabulary relates to phonetic categorization at neural level in early childhood. Electoencephalogram (EEG) responses were collected from 53 Dutch 20-month-old children in a passive oddball paradigm, in which they were presented with two nonwords \"<i>giep</i>\" [ɣip] and \"<i>gip</i>\" [ɣɪp] that were contrasted solely by the vowel. In the multiple-speaker condition, both nonwords were produced by twelve different speakers; while, in the single-speaker condition, one single token of each word was used as stimuli. Infant positive mismatch responses (p-MMR) were elicited in both conditions without significant amplitude differences. When the infants were median split based on vocabulary level, the large and small vocabulary groups showed comparable p-MMR amplitudes yet different scalp distribution in both conditions. These results suggest successful phonetic categorization of native similar sounding vowels at 20 months, and a close relationship between speech categorization and vocabulary development.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"434-453"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9765044","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
Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences. 句法模糊句子解析中的抑制控制和错误模式。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-03-01 Epub Date: 2022-12-14 DOI: 10.1017/S0305000922000678
Kaitlyn E May, Jason Scofield
{"title":"Inhibitory Control and Patterns of Errors in Resolution of Syntactically Ambiguous Sentences.","authors":"Kaitlyn E May, Jason Scofield","doi":"10.1017/S0305000922000678","DOIUrl":"10.1017/S0305000922000678","url":null,"abstract":"<p><p>Sentences that have more than one possible meaning are said to be syntactically ambiguous (SA). Because the correct interpretation of these sentences can be unclear, resolving SA sentences can be cognitively demanding for children, particularly with regards to inhibitory control (IC). In this study we provide three lines of evidence supporting the importance of IC in SA resolution. First, we show that children with higher IC resolve more SA sentences correctly. Second, we show that SA resolution is worse on tasks that place higher demands on IC, even for children with high IC. Third, we show that children with higher IC make different types of SA errors than children with lower IC. This study expands understanding of the cognitive skills underlying language and suggests a need to consider task demands on IC when developing educational curriculums.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"271-287"},"PeriodicalIF":2.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10343441","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
Metaphor comprehension in the acquisition of Arabic - ERRATUM. 阿拉伯语学习中的隐喻理解 - ERRATUM.
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-02-26 DOI: 10.1017/S0305000924000047
Alaa Almohammadi, Dorota Katarzyna Gaskins, Gabriella Rundblad
{"title":"Metaphor comprehension in the acquisition of Arabic - ERRATUM.","authors":"Alaa Almohammadi, Dorota Katarzyna Gaskins, Gabriella Rundblad","doi":"10.1017/S0305000924000047","DOIUrl":"https://doi.org/10.1017/S0305000924000047","url":null,"abstract":"","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1"},"PeriodicalIF":2.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974042","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 everyday speech environments of preschoolers with and without cochlear implants. 植入和未植入人工耳蜗的学龄前儿童的日常语言环境。
IF 1.7 2区 文学
Journal of Child Language Pub Date : 2024-02-16 DOI: 10.1017/S0305000924000023
Margaret Cychosz, Jan R Edwards, Benjamin Munson, Rachel Romeo, Jessica Kosie, Rochelle S Newman
{"title":"The everyday speech environments of preschoolers with and without cochlear implants.","authors":"Margaret Cychosz, Jan R Edwards, Benjamin Munson, Rachel Romeo, Jessica Kosie, Rochelle S Newman","doi":"10.1017/S0305000924000023","DOIUrl":"10.1017/S0305000924000023","url":null,"abstract":"<p><p>Children who receive cochlear implants develop spoken language on a protracted timescale. The home environment facilitates speech-language development, yet it is relatively unknown how the environment differs between children with cochlear implants and typical hearing. We matched eighteen preschoolers with implants (31-65 months) to two groups of children with typical hearing: by chronological age and hearing age. Each child completed a long-form, naturalistic audio recording of their home environment (appx. 16 hours/child; >730 hours of observation) to measure adult speech input, child vocal productivity, and caregiver-child interaction. Results showed that children with cochlear implants and typical hearing were exposed to and engaged in similar amounts of spoken language with caregivers. However, the home environment did not reflect developmental stages as closely for children with implants, or predict their speech outcomes as strongly. Home-based speech-language interventions should focus on the unique input-outcome relationships for this group of children with hearing loss.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-22"},"PeriodicalIF":1.7,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11327381/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139742360","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
Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children. 相同的名称，不同的表征水平？学龄前儿童情绪词理解能力的间接家长报告测量与直接替代强迫选择测量的不一致。
IF 2.2 2区 文学
Journal of Child Language Pub Date : 2024-02-08 DOI: 10.1017/S0305000923000727
Ida Torp Roepstorff, Julien Mayor, Sophie S Havighurst, Natalia Kartushina
{"title":"Same name, different representational levels? Misalignment of indirect parent-reported and direct alternative forced choice measures of emotion word comprehension in preschool children.","authors":"Ida Torp Roepstorff, Julien Mayor, Sophie S Havighurst, Natalia Kartushina","doi":"10.1017/S0305000923000727","DOIUrl":"https://doi.org/10.1017/S0305000923000727","url":null,"abstract":"<p><p>This study assessed the relationship between preschoolers' directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers' performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.</p>","PeriodicalId":48132,"journal":{"name":"Journal of Child Language","volume":" ","pages":"1-16"},"PeriodicalIF":2.2,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139703729","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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