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Showing 1 to 15 of 188 results Save | Export
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Karadöller, Dilay Z.; Sümer, Beyza; Özyürek, Asli – Language Learning and Development, 2021
Late exposure to the first language, as in the case of deaf children with hearing parents, hinders the production of linguistic expressions, even in adulthood. Less is known about the development of language soon after language exposure and if late exposure hinders all domains of language in children and adults. We compared late signing adults and…
Descriptors: Deafness, Children, Language Acquisition, Family Environment
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Davis, E. Emory; Landau, Barbara – Language Learning and Development, 2021
Perception verbs and mental verbs have significant overlap in their syntax and semantics; both reference mental representations when taking embedded clauses, as in "I see that Maria was here" and "I think that Maria was here." Some have suggested that perception is more accessible for young children than mental states, raising…
Descriptors: Verbs, Semantics, Phrase Structure, Perception
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Grinstead, John; Padilla-Reyes, Ramón; Nieves-Rivera, Melissa – Language Learning and Development, 2021
A locus of the difference in meaning between distributive and collective sentences can be the quantifiers that modify their subjects. A current theoretical account of distributive and collective sentences claims that sentences with quantifiers such as "the" in English, or "los" in Spanish, in subject position and an indefinite…
Descriptors: Pragmatics, Vocabulary Development, Form Classes (Languages), Linguistic Theory
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Pertsova, Katya; Becker, Misha – Language Learning and Development, 2021
This paper explores the hypothesis that children pay more attention to phonological cues than semantic cues when acquiring grammatical patterns. In a series of artificial allomorphy learning experiments with adults and children we find support for this hypothesis but only for those learners who do not show clear signs of explicit learning. In…
Descriptors: Phonology, Learning Processes, Grammar, Cues
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de Villiers, Jill – Language Learning and Development, 2021
Does language have a role to play in conceptual development, and if so, what is that role? Understanding the contents of another person's mind parallels the development in early childhood of mental state language. Does the conceptual understanding get reflected in and drive the language development, or does the language allow the representation of…
Descriptors: Language Role, Syntax, Phrase Structure, Preschool Children
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Bettle, Rosemary; Rosati, Alexandra G. – Language Learning and Development, 2021
The ability to understand the mental states of other individuals is central to human social behavior, yet some theory of mind capacities are shared with other species. Comparisons of theory of mind skills across humans and other primates can provide a critical test of the cognitive prerequisites necessary for different theory of mind skills to…
Descriptors: Social Behavior, Theory of Mind, Comparative Analysis, Language Role
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Saldana, Carmen; Smith, Kenny; Kirby, Simon; Culbertson, Jennifer – Language Learning and Development, 2021
Languages exhibit variation at all linguistic levels, from phonology, to the lexicon, to syntax. Importantly, that variation tends to be (at least partially) conditioned on some aspect of the social or linguistic context. When variation is unconditioned, language learners regularize it -- removing some or all variants, or conditioning variant use…
Descriptors: Morphology (Languages), Syntax, Comparative Analysis, Language Variation
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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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