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Havron, Naomi; Babineau, Mireille; Christophe, Anne – Developmental Science, 2021
Infants are able to use the contexts in which familiar words appear to guide their inferences about the syntactic category of novel words (e.g. 'This is a' + 'dax' -> dax = object). The current study examined whether 18-month-old infants can rapidly adapt these expectations by tracking the distribution of syntactic structures in their input. In…
Descriptors: Toddlers, Infants, Familiarity, Inferences
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Gonzalez-Gomez, Nayeli; O'Brien, Frances; Harris, Margaret – Developmental Science, 2021
There is evidence showing that both maturational and environmental factors can impact on later language development. On the one hand, preterm birth has been found to increase the risk of deficits in the preschool and school years. Preterm children show poorer auditory discrimination, reading difficulties, poor vocabulary, less complex expressive…
Descriptors: Premature Infants, At Risk Persons, Socioeconomic Status, Socioeconomic Influences
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Bartha-Doering, Lisa; Kollndorfer, Kathrin; Schwartz, Ernst; Fischmeister, Florian Ph.S.; Alexopoulos, Johanna; Langs, Georg; Prayer, Daniela; Kasprian, Gregor; Seidl, Rainer – Developmental Science, 2021
The specific role of the corpus callosum (CC) in language network organization remains unclear, two contrasting models have been proposed: inhibition of homotopic areas allowing for independent functioning of the hemispheres versus integration of information from both hemispheres. This study aimed to add to this discussion with the first…
Descriptors: Brain Hemisphere Functions, Inhibition, Children, Preadolescents
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Fourtassi, Abdellah; Regan, Sophie; Frank, Michael C. – Developmental Science, 2021
Cognitive development is often characterized in terms of discontinuities, but these discontinuities can sometimes be apparent rather than actual and can arise from continuous developmental change. To explore this idea, we use as a case study the finding by Stager and Werker (1997) that children's early ability to distinguish similar sounds does…
Descriptors: Cognitive Development, Language Acquisition, Phonemic Awareness, Models
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Ralph, Yvonne K.; Berinhout, Kate; Maguire, Mandy J. – Developmental Science, 2021
Mental rotation has emerged as an important predictor of success in Science, Technology, Engineering, and Math (STEM). By the age of 4.5 years, boys outperform girls in these abilities. Because parents use less spatial language with girls at this age (Pruden and Levine, 2017), the amount of spatial language that children are exposed to at home is…
Descriptors: Spatial Ability, Gender Differences, Mothers, Language Usage
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Kalashnikova, Marina; Pejovic, Jovana; Carreiras, Manuel – Developmental Science, 2021
Bilingualism is a powerful experiential factor, and its effects have been proposed to extend beyond the linguistic domain by boosting the development of executive functioning skills. Crucially, recent findings suggest that this effect can be detected in bilingual infants before their first birthday indicating that it emerges as a result of early…
Descriptors: Bilingualism, Attention, Executive Function, Infants
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Malins, Jeffrey G.; Landi, Nicole; Ryherd, Kayleigh; Frijters, Jan C.; Magnuson, James S.; Rueckl, Jay G.; Pugh, Kenneth R.; Sevcik, Rose; Morris, Robin – Developmental Science, 2021
Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD.…
Descriptors: Learning Disabilities, Comparative Analysis, Vocabulary Development, Reading Comprehension
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Shannon, Katherine A.; Scerif, Gaia; Raver, C. Cybele – Developmental Science, 2021
The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n = 99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the…
Descriptors: Preschool Children, Low Income Groups, Attention, Models
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Hauschild, Kathryn M.; Pomales-Ramos, Anamiguel; Strauss, Mark S. – Developmental Science, 2021
Visual attention measures of receptive vocabulary place minimal task demand on participants and produce a more accurate measure of language comprehension than parent report measures. However, current gaze-based measures employ visual comparisons limited to two simultaneous items. With this limitation, the degree of similarity of the target to the…
Descriptors: Attention, Receptive Language, Vocabulary, Visual Measures
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Greeley, Brian; Weber, Rachel C.; Denyer, Ronan; Ferris, Jennifer K.; Rubino, Cristina; White, Katherine; Boyd, Lara A. – Developmental Science, 2021
Reading is a critical neurodevelopmental skill for school-aged children, which requires a distributed network of brain regions including the cerebellum. However, we do not know how functional connectivity between the cerebellum and other brain regions contributes to reading. Here we used resting-state functional connectivity to understand the…
Descriptors: Reading Processes, Brain Hemisphere Functions, Decoding (Reading), Reading Rate
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Massol, Stéphanie; Grainger, Jonathan – Developmental Science, 2021
The sentence superiority effect observed with skilled adult readers has been taken to reflect parallel processing of word identities and the rapid construction of a preliminary syntactic structure. Here we examined if such processing is already present in primary school children in Grade 3 (average age 8.9 years). Children saw sequences of four…
Descriptors: Sentences, Syntax, Reading Processes, Elementary School Students
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Shavlik, Margaret; Davis-Kean, Pamela E.; Schwab, Jessica F.; Booth, Amy E. – Developmental Science, 2021
Socioeconomic status (SES) has been repeatedly linked to the developmental trajectory of vocabulary acquisition in young children. However, the nature of this relationship remains underspecified. In particular, despite an extensive literature documenting young children's reliance on a host of skills and strategies to learn new words, little…
Descriptors: Preschool Children, Vocabulary Development, Socioeconomic Status, Ambiguity (Semantics)
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Jasinska, Kaja K.; Shuai, Lan; Lau, Airey N. L.; Frost, Stephen; Landi, Nicole; Pugh, Kenneth R. – Developmental Science, 2021
Understanding how pre-literate children's language abilities and neural function relate to future reading ability is important for identifying children who may be at-risk for reading problems. Pre-literate children are already proficient users of spoken language and their developing brain networks for language become highly overlapping with brain…
Descriptors: Preschool Children, Language Skills, Cognitive Processes, Language Acquisition
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Palmis, Sarah; Velay, Jean-Luc; Habib, Michel; Anton, Jean-Luc; Nazarian, Bruno; Sein, Julien; Longcamp, Marieke – Developmental Science, 2021
While the brain network supporting handwriting has previously been defined in adults, its organization in children has never been investigated. We compared the handwriting network of 23 adults and 42 children (8- to 11-year-old). Participants were instructed to write the alphabet, the days of the week, and to draw loops while being scanned. The…
Descriptors: Brain Hemisphere Functions, Handwriting, Children, Preadolescents
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Meijer, Anna; Königs, Marsh; Bruijn, Anne G. M.; Visscher, Chris; Bosker, Roel J.; Hartman, Esther; Oosterlaan, Jaap – Developmental Science, 2021
Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814).…
Descriptors: Physical Fitness, Human Body, Physiology, Correlation
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