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Showing 1 to 15 of 215 results Save | Export
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Zhou, Peng; Ma, Weiyi; Zhan, Likan – First Language, 2020
The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorders (ASD) were able to use prosodic cues to understand others' communicative intentions. Using the visual world eye-tracking paradigm, the study found that unlike typically developing (TD) 4-year-olds, both 4-year-olds with ASD and 5-year-olds…
Descriptors: Mandarin Chinese, Preschool Children, Autism, Pervasive Developmental Disorders
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Tulviste, Tiia; Schults, Astra – First Language, 2020
Parental reports are a widely-used source of information about infants' and toddlers' communicative skills, but parent-report instruments valid for children older than 30 months are less known. This study explored individual variability in children's communicative skills at the age of 3;0 via parental reports using the Estonian (E) CDI-III. The…
Descriptors: Foreign Countries, Finno Ugric Languages, Young Children, Language Acquisition
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Suzuki, Takaaki; Nomura, Jun – First Language, 2020
Mental state terms are believed to be closely related to the development of Theory of Mind (ToM). This study focuses on mental state verbs (MSVs) and investigates how they are used by Japanese-speaking mother-child dyads compared to their English-speaking counterparts. Analyses of their spontaneous speech from the CHILDES archives show that…
Descriptors: Verbs, Mothers, Parent Child Relationship, Foreign Countries
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White, Katherine S.; Nilsen, Elizabeth S.; Deglint, Taylor; Silva, Janel – First Language, 2020
Disfluencies, such as 'um' or 'uh', can cause adults to attribute uncertainty to speakers, but may also facilitate speech processing. To understand how these different functions affect children's learning, we asked whether (dis)fluency affects children's decision to select information from speakers (an explicit behavior) and their learning of…
Descriptors: Language Fluency, Language Acquisition, Young Children, Puppetry
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Childers, Jane B.; Porter, Blaire; Dolan, Megan; Whitehead, Clare B.; McIntyre, Kevin P. – First Language, 2020
To learn a verb, children must attend to objects and relations, often within a dynamic scene. Several studies show that comparing varied events linked to a verb helps children learn verbs, but there is also controversy in this area. This study asks whether children benefit from seeing variation across events as they learn a new verb, and uses an…
Descriptors: Verbs, Attention, Language Acquisition, Eye Movements
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Leonard, Laurence B. – First Language, 2019
There is growing evidence that the grammatical errors reflected in the speech of young children are often related to the nature of the input in the ambient language. Although theoretical frameworks differ in the degree to which input plays a role, there is acknowledgment that children require more input than previously assumed to resolve apparent…
Descriptors: Syntax, Morphemes, Children, Language Impairments
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Kedar, Yarden – First Language, 2019
This longitudinal case study followed a Hebrew-speaking child acquiring L2-English, focusing on her production of articles. Although the child had already developed significant aspects of the Hebrew determiner system, her acquisition of English followed a typical developmental route for first language acquisition: single words; telegraphic speech;…
Descriptors: Foreign Countries, Child Language, Semitic Languages, English (Second Language)
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Ninio, Anat – First Language, 2019
In children acquiring various languages, the early mastery of determiners strongly predicts syntactic development. What makes determiners important is not yet clear as there is a linguistic controversy regarding their syntactic behaviour. Some consider determiners to be similar to adjectives and to modify common nouns, while others consider the…
Descriptors: Child Language, Language Acquisition, English, Nouns
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Dye, Cristina; Kedar, Yarden; Lust, Barbara – First Language, 2019
Scholars of language development have long been challenged to understand the development of functional categories. Traditionally, it was assumed that children's language development initially relies on lexical elements, while functional elements become accessible only at later periods; and that it is lexical growth which bootstraps grammatical…
Descriptors: Child Language, Nouns, Verbs, Form Classes (Languages)
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Demuth, Katherine – First Language, 2019
It has long been known that children may use a particular grammatical morpheme inconsistently at early stages of acquisition. Although this has often been thought to be evidence of incomplete syntactic representations, there is now a large body of crosslinguistic evidence showing that much of this early within-speaker variability is due to still…
Descriptors: Suprasegmentals, Child Language, Grammar, Morphemes
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Szagun, Gisela; Schramm, Satyam A. – First Language, 2019
This study examines the role of the lexicon and grammatical structure building in early grammar. Parent-report data in CDI format from a sample of 1151 German-speaking children between 1;6 and 2;6 and longitudinal spontaneous speech data from 22 children between 1;8 and 2;5 were used. Regression analysis of the parent-report data indicates that…
Descriptors: Child Language, German, Toddlers, Grammar
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Le Normand, Marie-Thérèse – First Language, 2019
In this corpus study, it is asked whether young children speaking European French build their early syntax around grammatical or lexical words. Specifically, the study examines the relationship of grammatical and lexical words in three types of syntactic structures (determiner--noun, pronoun--verb and subject pronoun--verb). The corpus included…
Descriptors: Foreign Countries, Syntax, Child Language, Grammar
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Kulinich, Elena; Royle, Phaedra; Valois, Daniel – First Language, 2019
This study investigates negative feedback effects on inflectional morphology acquisition in Russian. In order to examine the effects of adult feedback on child error elimination and assess the lasting effect of feedback, a series of elicited tasks was conducted with 65 Russian children aged from 3 to 4 years. Twelve verbs which undergo…
Descriptors: Feedback (Response), Russian, Morphology (Languages), Language Acquisition
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Hu, Shenai; Zhou, Peng; Foppolo, Francesca; Vender, Maria; Delfitto, Denis – First Language, 2019
This study investigates the derivation of scalar implicatures in Chinese children with reading difficulties (RD). Twenty-four children with RD (mean age 9 years and 8 months), 20 age-matched typical readers (mean age 9 years and 10 months), 20 six-year-old children and 20 five-year-old children were tested with the comprehension of sentences with…
Descriptors: Reading Difficulties, Reading Comprehension, Sentences, Pragmatics
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Read, Kirsten; Furay, Erin; Zylstra, Dana – First Language, 2019
Preschoolers can learn vocabulary through shared book reading, especially when given the opportunity to predict and/or reflect on the novel words encountered in the story. Readers often pause and encourage children to guess or repeat novel words during shared reading, and prior research has suggested a positive correlation between how much readers…
Descriptors: Prediction, Reflection, Comparative Analysis, Story Reading
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