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Taxitari, Loukia; Twomey, Katherine E.; Westermann, Gert; Mani, Nivedita – Language Learning and Development, 2020
In this series of experiments, we tested the limits of young infants' word learning and generalization abilities in light of recent findings reporting sophisticated word learning abilities in the first year of life. Ten-month-old infants were trained with two word-object pairs and tested with either the same or different members of the…
Descriptors: Infants, Vocabulary Development, Language Acquisition, Associative Learning
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He, Angela Xiaoxue; Kon, Maxwell; Arunachalam, Sudha – Language Learning and Development, 2020
Linguistic contexts provide useful information about verb meanings by narrowing the space of candidate concepts. Intuitively, the more information, the better. For example, "the tall girl is 'fezzing,'" as compared to "the girl is fezzing," provides more information about which event, out of multiple candidate events, is being…
Descriptors: Verbs, Language Acquisition, Learning Processes, Language Processing
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Gámez, Perla B.; Vasilyeva, Marina – Language Learning and Development, 2020
This study investigated cross-linguistic priming in six-year-old, balanced Spanish-English bilinguals (n = 60). We examined bilinguals' production of transitive forms in English (active, passive) after exposure to Spanish transitives (Study 1; M age = 6.2 years; SD = 0.3) and their production of transitive forms in Spanish (active, passive) after…
Descriptors: Syntax, Verbs, Contrastive Linguistics, Spanish
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Gold, Rinat; Segal, Osnat – Language Learning and Development, 2020
The "bouba-kiki effect" refers to the correspondence between arbitrary visual and auditory stimuli. Previous studies have demonstrated that neurodevelopmental conditions and sensory impairment affect subjects' performance on the bouba-kiki task. This study examined the bouba-kiki effect in participants with severe-to-profound hearing…
Descriptors: Visual Stimuli, Auditory Stimuli, Correlation, Neurological Organization
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Hudson Kam, Carla L. – Language Learning and Development, 2020
Hudson Kam (2018) examined whether learning of a particular aspect of language that adults are known to have difficulty with (grammatical gender) could be improved by manipulating the learning experience of adults so that it was more like that of infants. Specifically, based on likely differences between adult and child learners' experiences as…
Descriptors: Infants, Adults, Language Acquisition, Comparative Analysis
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Okuno, Akiko; Cameron-Faulkner, Thea R.; Theakston, Anna L. – Language Learning and Development, 2020
Languages differ in how they encode causal events, placing greater or lesser emphasis on the agent or patient of the action. Little is known about how these preferences emerge and the relative influence of cognitive biases and language-specific input at different stages in development. In these studies, we investigated the emergence of sentence…
Descriptors: Language Processing, Contrastive Linguistics, Preferences, Linguistic Input
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Radulescu, Silvia; Wijnen, Frank; Avrutin, Sergey – Language Learning and Development, 2020
From limited evidence, children track the regularities of their language impressively fast and they infer generalized rules that apply to novel instances. This study investigated what drives the inductive leap from memorizing specific items and statistical regularities to extracting abstract rules. We propose an innovative entropy model that…
Descriptors: Linguistic Input, Language Acquisition, Grammar, Learning Processes
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Carbajal, M. Julia; Chartofylaka, Lamprini; Hamilton, Mollie; Fiévet, Anne-Caroline; Peperkamp, Sharon – Language Learning and Development, 2020
We investigate bilingual children's perception of assimilations, i.e. phonological rules by which a consonant at a word edge adopts a phonological feature of a neighboring consonant. For instance, English has place assimilation (e.g., "green" is pronounced with a final [m] in "green pen"), while French has voicing assimilation…
Descriptors: Auditory Perception, Word Recognition, Video Games, Toddlers
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Davies, Benjamin; Xu Rattanasone, Nan; Demuth, Katherine – Language Learning and Development, 2020
English-speaking children use plural morphology from around the age of 2, yet often omit the syllabic plural allomorph /-[schwa]z/ until age 5 (e.g., "bus(es)"). It is not clear if this protracted acquisition is due to articulatory difficulties, low input frequency, or fricative-final words (e.g., "bus," "nose") being…
Descriptors: Morphemes, Morphology (Languages), Linguistic Input, Phonology
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Lakusta, Laura; Brucato, Maria; Landau, Barbara – Language Learning and Development, 2020
Configurations of support include those that exhibit Support-From-Below (cup "on" table), as well as those involving Mechanical Support (e.g., stamp "on" envelope, coat "on" hook). Mature language users show a "division of labor" in the encoding of support, frequently using basic locative expressions (BE…
Descriptors: Language Acquisition, Young Children, Language Processing, Verbs
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Olson, Janet; Masur, Elise – Language Learning and Development, 2020
The current study examined how mothers' production of four types of internal state words at multiple ages across the second year in a free play context was related to their infants' acquisition of those words. Twenty-nine mother-infant dyads were videotaped for 18 minutes during free play when infants were 13 and 17 months old. Mothers' total and…
Descriptors: Mothers, Parent Attitudes, Play, Infants
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Musolino, Julien; Laity d'Agostino, Kelsey; Piantadosi, Steve – Language Learning and Development, 2019
In a recent article published in this journal, Moscati and Crain (M&C) showcase the explanatory power of a learnability constraint called the Semantic Subset Principle (SSP) (Crain et al. 1994). If correct, M&C's argument would represent a compelling demonstration of the operation of an innate, domain specific, learning principle. However,…
Descriptors: Semantics, Linguistic Theory, Language Acquisition, Language Research
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Nomikou, Iris; Rohlfing, Katharina J.; Cimiano, Philipp; Mandler, Jean M. – Language Learning and Development, 2019
Applying an eye-tracking technique, we tested early verb understanding in 48 infants aged 9 and 10 months. Infants saw two objects presented side by side and heard a verb that referred to a common action with one of these objects (e.g., eating relating to a banana). The verbs were spoken by the parent in an interrogative manner in order to elicit…
Descriptors: Eye Movements, Verbs, Infants, Infant Behavior
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Stoehr, Antje; Benders, Titia; van Hell, Janet G.; Fikkert, Paula – Language Learning and Development, 2019
Bilingual children are often exposed to non-native speech through their parents. Yet, little is known about the relation between bilingual preschoolers' speech production and their speech input. The present study investigated the production of voice onset time (VOT) by Dutch-German bilingual preschoolers and their sequential bilingual mothers. The…
Descriptors: Bilingualism, Preschool Children, Linguistic Input, German
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Penido, Fabiana A.; Rothe-Neves, Rui – Language Learning and Development, 2019
An important issue regarding developmental changes in cue weighting is whether children weight the dynamic cue of vowel formant transitions relatively more than do adults, whereas adults depend more on the static cue of the fricative noise level. We investigated this issue in Brazilian Portuguese. Additionally, we inserted the segment to be…
Descriptors: Cues, Portuguese, Vowels, Pronunciation
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