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Showing 1 to 15 of 61 results Save | Export
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Van Goch, Merel M.; Verhoeven, Ludo; McQueen, James M. – Journal of Child Language, 2019
In lexical development, the specificity of phonological representations is important. The ability to build phonologically specific lexical representations predicts the number of words a child knows (vocabulary breadth), but it is not clear if it also fosters how well words are known (vocabulary depth). Sixty-six children were studied in…
Descriptors: Vocabulary Development, Prediction, Kindergarten, Grade 1
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Ota, Mitsuhiko; Skarabela, Barbora – Journal of Child Language, 2018
This study explores the possibility that early word segmentation is aided by infants' tendency to segment words with repeated syllables ("reduplication"). Twenty-four nine-month-olds were familiarized with passages containing one novel reduplicated word and one novel non-reduplicated word. Their central fixation times in response to…
Descriptors: Emergent Literacy, Word Study Skills, Infants, Syllables
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Kidd, Joanna C.; Shum, Kathy K.; Wong, Anita M.-Y.; Ho, Connie S.-H. – Journal of Child Language, 2017
Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical…
Descriptors: Auditory Perception, Word Recognition, Sino Tibetan Languages, Language Impairments
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Karlsen, Jannicke; Lyster, Solveig-Alma Halaas; Lervåg, Arne – Journal of Child Language, 2017
This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…
Descriptors: Vocabulary Development, Norwegian, Second Language Learning, Native Language
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Álvarez, Carlos J.; Garcia-Saavedra, Guacimara; Luque, Juan L.; Taft, Marcus – Journal of Child Language, 2017
Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were…
Descriptors: Syllables, Word Recognition, Spanish, Role
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Ambridge, Ben; Pine, Julian M. – Journal of Child Language, 2017
Four- and five-year-old children took part in an elicited familiar and novel Lithuanian noun production task to test predictions of input-based accounts of the acquisition of inflectional morphology. Two major findings emerged. First, as predicted by input-based accounts, correct production rates were correlated with the input frequency of the…
Descriptors: Word Frequency, Phonological Awareness, Nouns, Morphology (Languages)
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Bedore, Lisa M.; Pena, Elizabeth D.; Griffin, Zenzi M.; Hixon, J. Gregory – Journal of Child Language, 2016
This study evaluates the effects of Age of Exposure to English (AoEE) and Current Input/Output on language performance in a cross-sectional sample of Spanish-English bilingual children. First- (N = 586) and third-graders (N = 298) who spanned a wide range of bilingual language experience participated. Parents and teachers provided information…
Descriptors: Elementary School Students, Grade 1, Grade 3, Language Acquisition
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Kamowski-Shakibai, Margaret T.; Cairns, Helen Smith – Journal of Child Language, 2016
This study investigates the development of metalinguistic skills, particularly ambiguity detection, and whether training accelerates this development for prereaders in kindergarten (5;5-6;6). It is the first to compare homophone detection with lexically ambiguous sentence detection in which the same homophones appear. The experimental group…
Descriptors: Child Language, Kindergarten, Preschool Children, Language Acquisition
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Yang, Jing; Fox, Robert A.; Jacewicz, Ewa – Journal of Child Language, 2015
This longitudinal case study documents the emergence of bilingualism in a young monolingual Mandarin boy on the basis of an acoustic analysis of his vowel productions recorded via a picture-naming task over 20 months following his enrollment in an all-English (L2) preschool at the age of 3;7. The study examined (1) his initial L2 vowel space, (2)…
Descriptors: Longitudinal Studies, Case Studies, Second Language Learning, Language Acquisition
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Thomsen, Ditte Boeg; Poulsen, Mads – Journal of Child Language, 2015
When learning their first language, children develop strategies for assigning semantic roles to sentence structures, depending on morphosyntactic cues such as case and word order. Traditionally, comprehension experiments have presented transitive clauses in isolation, and cross-linguistically children have been found to misinterpret object-first…
Descriptors: Foreign Countries, Child Language, Indo European Languages, Preschool Children
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Au, Terry Kit-fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S.; Tso, Ricky Van Yip – Journal of Child Language, 2015
To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible--e.g. for children learning a second language that is not the societal language--audios are commonly used as an affordable substitute. But does such non-interactive input…
Descriptors: Linguistic Input, Audio Books, Second Language Learning, Grade 1
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Salomo, Dorothe; Lieven, Elena; Tomasello, Michael – Journal of Child Language, 2013
Young children answer many questions every day. The extent to which they do this in an adult-like way -- following Grice's Maxim of Quantity by providing the requested information, no more no less -- has been studied very little. In an experiment, we found that two-, three- and four-year-old children are quite skilled at answering…
Descriptors: Young Children, Questioning Techniques, Responses, Child Psychology
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Aoyama, Katsura; Peters, Ann M.; Winchester, Kimberly S. – Journal of Child Language, 2010
We investigated developmental changes during the transition from one-word to two-word production, focusing on strategies to lengthen utterances phonologically and to control utterances suprasegmentally. We hypothesized that there is a period of reorganization at the onset of word combinations indicated by decreases in both filler syllables…
Descriptors: Syllables, Language Acquisition, Toddlers, Child Development
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Saylor, Megan M.; Carroll, C. Brooke – Journal of Child Language, 2009
The present study investigated three-year-olds' sensitivity to direct and indirect cues to others' knowledge states for word learning purposes. Children were given either direct, physical cues to knowledge or indirect, verbal cues to knowledge. Preschoolers revealed a better ability to learn words from a speaker following direct, physical cues to…
Descriptors: Cues, Verbal Development, Preschool Children, Knowledge Level
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Fitneva, Stanka A. – Journal of Child Language, 2008
Evidentials are grammatical source-of-knowledge markers. In Bulgarian they provide information about authorship--whether the speaker has personally acquired the information or not--and modality--whether perceptual or cognitive mechanisms were involved in the information's generation. In two experiments, Bulgarian kindergarteners and third-graders…
Descriptors: Slavic Languages, Grammar, Kindergarten, Grade 3
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