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McDonald, Margarethe; Gross, Megan; Buac, Milijana; Batko, Michelle; Kaushanskaya, Margarita – Language Learning and Development, 2018
This study tested the effect of Spanish-accented speech on sentence comprehension in children with different degrees of Spanish experience. The hypothesis was that earlier acquisition of Spanish would be associated with enhanced comprehension of Spanish-accented speech. Three groups of 5-6-year-old children were tested: monolingual…
Descriptors: Bilingualism, Monolingualism, Language Processing, English
Hudson Kam, Carla L. – Language Learning and Development, 2018
Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at…
Descriptors: Infants, Adult Learning, Grammar, Language Patterns
Koring, Loes; Mak, Pim; Mulders, Iris; Reuland, Eric – Language Learning and Development, 2018
Previous studies have demonstrated that, for adults, differences between unaccusative verbs (e.g., "fall") and unergative verbs (e.g., "dance") lead to a difference in processing. However, so far we don't know whether this effect shows up in children's processing of these verbs as well. This study measures children's processing…
Descriptors: Language Processing, Verbs, Adults, Children
Lewis, Shevaun; Hacquard, Valentine; Lidz, Jeffrey – Language Learning and Development, 2017
Children under 4 years of age often evaluate belief reports based on reality instead of beliefs. They tend to reject sentences like, "John thinks that giraffes have stripes" on the grounds that giraffes do not have stripes. Previous accounts have proposed that such judgments reflect immature Theory of Mind or immature syntactic/semantic…
Descriptors: Preschool Children, Beliefs, Theory of Mind, Cognitive Ability
Bergelson, Elika; Aslin, Richard – Language Learning and Development, 2017
The present study investigated infants' knowledge about familiar nouns. Infants (n = 46, 12-20-month-olds) saw two-image displays of familiar objects, or one familiar and one novel object. Infants heard either a matching word (e.g. "foot' when seeing foot and juice), a related word (e.g. "sock" when seeing foot and juice) or a nonce…
Descriptors: Semantics, Language Processing, Infants, Language Acquisition
Arosio, Fabrizio; Foppolo, Francesca; Pagliarini, Elena; Perugini, Maria; Guasti, Maria Teresa – Language Learning and Development, 2017
Specific language impairment (SLI) is a heterogeneous disorder affecting various aspects of language. While most studies have investigated impairments in the domain of syntax and morphosyntax, little is known about compositional semantics and the process of deriving pragmatic meanings in SLI. We selected a group of sixteen monolingual…
Descriptors: Language Impairments, Semantics, Italian, Children
Semantic Ambiguity and Syntactic Bootstrapping: The Case of Conjoined-Subject Intransitive Sentences
Pozzan, Lucia; Gleitman, Lila R.; Trueswell, John C. – Language Learning and Development, 2016
When learning verb meanings, learners capitalize on universal linguistic correspondences between syntactic and semantic structure. For instance, upon hearing the transitive sentence "the boy is glorping the girl," 2-year-olds prefer a two-participant event (e.g., a boy making a girl spin) over two simultaneous one-participant events (a…
Descriptors: Semantics, Syntax, Ambiguity (Semantics), Linguistic Theory
Ozturk, Ozge; Papafragou, Anna – Language Learning and Development, 2016
Evidentiality in language marks how information contained in a sentence was acquired. For instance, Turkish has two past-tense morphemes that mark whether access to information was direct (typically, perception) or indirect (hearsay/inference). Full acquisition of evidential systems appears to be a late achievement cross-linguistically. Currently,…
Descriptors: Turkish, Information Sources, Language Processing, Hypothesis Testing
Moscati, Vincenzo; Crain, Stephen – Language Learning and Development, 2014
Negative sentences with epistemic modals (e.g., John "might" not come/John "can" not come) contain two logical operators, negation and the modal, which yields a potential semantic ambiguity depending on scope assignment. The two possible readings are in a subset/superset relation, such that the strong reading ("can…
Descriptors: Morphemes, Epistemology, Semantics, Linguistic Theory
Gladfelter, Allison; Goffman, Lisa – Language Learning and Development, 2013
The goal of this study was to investigate the effects of prosodic stress patterns and semantic depth on word learning. Twelve preschool-aged children with typically developing speech and language skills participated in a word learning task. Novel words with either a trochaic or iambic prosodic pattern were embedded in one of two learning…
Descriptors: Intonation, Phonology, Semantics, Vocabulary Development