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Descriptors:
Phonology; North American English; Language Acquisition; Bilingualism; Vocabulary Development; Child Language; Psycholinguistics; Correlation; Contrastive Linguistics; Young Children; Language Research

Abstract:
Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both prelinguistic and early meaningful speech is examined. Stoel-Gammon organizes her review of child-centred studies around a series of postulates that capture the associations between lexical and phonological development and here she focuses primarily on normally developing children acquiring American English. My intention is not to question these postulates, which are based on established research findings, but to extend them beyond the limits of her review. In my commentary, I would like to explore the application of some of the stated postulates of the early meaningful speech period in children acquiring two or more languages. In so doing, I add a cross-linguistic dimension to the discussion; a dimension that Stoel-Gammon would like to see pursued in future research on this topic. I also expand our understanding of lexical-phonological relationships by considering the potential for interaction in multiple lexical-phonological relationships. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonology; Role; Individual Differences; Vocabulary Development; Child Language; Language Acquisition; Language Research; Learning Theories; Young Children

Abstract:
Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Correlation; Longitudinal Studies; Child Language; Child Development; Linguistic Input; Mothers; Vocabulary Development; Parent Child Relationship; African Americans; Low Income Groups; Psycholinguistics; Language Processing; Learning Processes; Language Acquisition; Comparative Analysis; Discourse Analysis; Infants; African American Children; Whites; Middle Class; Racial Differences

Abstract:
The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother-infant pairs. Observations were conducted when the child was 0 years, 1 month (0;1), 0;4, 0;8, 1;0, 1;6, and 2;0. Maternal input was coded for word types and tokens, contingent responsiveness, and directiveness. Children's outcome measures included productive vocabulary at 1;6 and 2;0. Patterns of social and linguistic input were highly consistent over time. Significant positive relations were found between linguistic input measures and child vocabulary development. Findings for social input measures included positive relations between directive input and child word types, which differs from previous research with European American middle-class samples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Patterns; Sentences; Nouns; Adults; Young Children; Age Differences; Psycholinguistics; Language Processing; Language Acquisition; Comparative Analysis; Syntax; Discourse Analysis; Child Language; Child Development

Abstract:
In this study, 5-year-olds and adults described scenes that differed according to whether (a) the subject or object of a transitive verb represented an accessible or inaccessible referent, consistent or inconsistent with patterns of preferred argument structure, and (b) a simple noun was sufficient to uniquely identify an inaccessible referent. Results showed that although adults did not differ in their choice of referring expression based on sentence position, 5-year-olds were less likely to provide informative referring expressions for subjects than for objects when the referent was inaccessible. In addition, under complex discourse conditions, although adults used complex noun phrases to identify inaccessible referents, 5-year-olds increased their use of pronominal/null reference for both accessible and inaccessible referents, thus reducing their levels of informativeness. The data suggest that 5-year-olds are still learning to integrate their knowledge of discourse features with preferred argument structure patterns, that this is particularly difficult in complex discourse contexts, and that in these contexts children rely on well-rehearsed patterns of argument realization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Syntax; Semantics; Language Research; Child Language; Cues; Speech Acts; Pragmatics; Mandarin Chinese; Phonology; Language Acquisition; Intonation; Suprasegmentals; Young Children; Eye Movements; Cognitive Mapping; Ambiguity (Semantics)

Abstract:
How do children develop the mapping between prosody and other levels of linguistic knowledge? This question has received considerable attention in child language research. In the present study two experiments were conducted to investigate four- to five-year-old Mandarin-speaking children's sensitivity to prosody in ambiguity resolution. Experiment 1 used eye-tracking to assess children's use of stress in resolving structural ambiguities. Experiment 2 took advantage of special properties of Mandarin to investigate whether children can use into national cues to resolve ambiguities involving speech acts. The results of our experiments show that children's use of prosodic information in ambiguity resolution varies depending on the type of ambiguity involved. Children can use prosodic information more effectively to resolve speech act ambiguities than to resolve structural ambiguities. This finding suggests that the mapping between prosody and semantics/pragmatics in young children is better established than the mapping between prosody and syntax. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Skills; Language Acquisition; Emergent Literacy; Psycholinguistics; Infants; Toddlers; Child Language; Young Children; Parents; Early Childhood Education; Reading; Story Reading; Literacy

Abstract:
Psycholinguistics coined the term idiomorph to describe idiosyncratic invented word-like units that toddlers use to refer to familiar objects during their early language development (Haslett & Samter, 1997; Otto, 2008; Reich, 1986; Scovel, 2004; Werner & Kaplan, 1963). Idiomorphs act as "words" because their meanings and phonetic pronunciations are stable and consistent (Haslett & Samter, 1997). Parents and family members often adopt idiomorphs, which can be intermingled with other words, to encourage their toddlers to communicate with them (Otto, 2008; Reich, 1986). As their language skills develop, children gradually replace the idiomorph with the correct verbal label for the object (Scovel, 2004). While young children have been reported to use idiomorphs in reference to objects, little has been written on how children use idiomorphs to refer to print. Recent research indicates that idiomorphs can play a role in early literacy development. This article summarizes research and provides practical examples using the observations of a young child. Specific examples show how parents and early childhood educators can use idiomorphs to develop a child's emergent literacy. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Form Classes (Languages); Dictionaries; Monolingualism; Sentences; Structural Equation Models; Spanish; Young Children; Morphology (Languages); Syntax; Child Language; Language Acquisition; Language Processing; Correlation; Language Skills; Vocabulary Development; Vocabulary; Statistical Analysis

Abstract:
Purpose: This study explores the hypothesis that vocabulary growth can have 2 types of effects in morphosyntactic development. One is a general effect, where vocabulary growth globally determines utterance complexity, defined in terms of sentence length and rates of subordination. There are also specific effects, where vocabulary size has a selective impact on the acquisition of grammatical markers and where lexicon is a prerequisite for typological convergence. The study compares the differential effects of vocabulary in 2 measures of morphosyntactic development: omissions of object clitic pronouns and definite articles. Method: Correlation analysis and structural equation models were used to analyze the statistical effects of measures of vocabulary and grammatical development in 110 Spanish-speaking monolingual children ages 3-5 years. Results: The data revealed general effects of vocabulary growth on utterance length and subordination rates and on the use of definite determiners and object pronouns. Specific effects of vocabulary growth were identified for object pronouns but not for determiners. Conclusions: The study found support for a 2-dimensional model separating lexicon and syntax and for 2 types of relationships. Vocabulary development generally determines sentence complexity and further evidence for specific effects in object pronoun use. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Syntax; Parent Child Relationship; Language Acquisition; Longitudinal Studies; Vocabulary Development; Correlation; Individual Differences; Socioeconomic Status; Prediction; Role; Speech Communication; Infants; Young Children; Toddlers; Child Language

Abstract:
The present longitudinal study examines the role of caregiver speech in language development, especially syntactic development, using 47 parent-child pairs of diverse SES background from 14 to 46 months. We assess the diversity (variety) of words and syntactic structures produced by caregivers and children. We use lagged correlations to examine language growth and its relation to caregiver speech. Results show substantial individual differences among children, and indicate that diversity of earlier caregiver speech significantly predicts corresponding diversity in later child speech. For vocabulary, earlier child speech also predicts later caregiver speech, suggesting mutual influence. However, for syntax, earlier child speech does "not" significantly predict later caregiver speech, suggesting a causal flow from caregiver to child. Finally, demographic factors, notably SES, are related to language growth, and are, at least partially, mediated by differences in caregiver speech, showing the pervasive influence of caregiver speech on language growth. (Contains 6 figures and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
French; Language Acquisition; Child Language; Task Analysis; Language Research; Morphemes; Form Classes (Languages); Young Children; Phonology; Syntax; Pragmatics; Toddlers

Abstract:
In French, the acquisition of object clitics seems delayed, and omissions are documented. In this article, we look at the experimental paradigm traditionally used to elicit object clitics and propose a new elicitation procedure that is closer to how clitics are produced in spontaneous production. We show that under the proposed new experiment, the results in elicited production align with those in spontaneous production, and omission of object clitics is minimal. We briefly outline the implications for the analysis of the omission phenomenon. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; English (Second Language); Foreign Countries; Hearing Impairments; Total Communication; Vocabulary Development; Lexicology; Language Acquisition; English Language Learners; Assistive Technology; Accessibility (for Disabled); Courseware; Elementary School Curriculum; Elementary School Students; Animation; Dictionaries; Computer Uses in Education; Program Descriptions; Special Needs Students

Abstract:
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches. (Contains 7 tables and 11 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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