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Direct linkMackenzie S. Swirbul; Megan Shahnooshi; Rachel Ho; Catherine S. Tamis-LeMonda – Journal of Cognition and Development, 2024
Infants begin to produce abstract "math" words -- such as numbers (e.g., "two"), spatial terms (e.g., "down"), and magnitude words (e.g., "more") -- during their second postnatal year. Math words, as all words, are likely learned in the home setting during interactions with caregivers. However, everyday…
Descriptors: Infants, Mothers, Parent Child Relationship, Language Usage
Amanda Mankovich; Sadie MacDonald; Brianna Kinnie; Sara C. Johnson; Sumarga H. Suanda – Journal of Cognition and Development, 2025
Picture book reading is widely regarded as an activity that promotes multiple aspects of children's language acquisition, including their vocabulary development. Historically, researchers interested in what underlies the link between picture book reading and vocabulary development have investigated a suite of caregiver behaviors during picture…
Descriptors: Foreign Countries, Young Adults, Picture Books, Illustrations
Paulina Aravena-Bravo; Alejandrina Cristia; Rowena Garcia; Hiromasa Kotera; Ramona Kunene Nicolas; Ronel Laranjo; Bolanle Elizabeth Arokoyo; Silvia Benavides-Varela; Titia Benders; Natalie Boll-Avetisyan; Margaret Cychosz; Rodrigo Dal Ben; Yatma Diop; Catalina Durán-Urzúa; Naomi Havron; Marie Manalili; Bhuvana Narasimhan; Paul Okyere Omane; Caroline Rowland; Leticia Schiavon Kolberg; Andrew Sentoogo Ssemata; Suzy J. Styles; Belén Troncoso-Acosta; Fei Ting Woon – Journal of Cognition and Development, 2024
With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons…
Descriptors: Language Research, Language Acquisition, Virtual Schools, Educational Researchers
Geffen, Susan; Curtin, Suzanne; Graham, Susan A. – Journal of Cognition and Development, 2023
By 12 months, English-learning infants have an awareness of the sound patterns of word forms that constitute acceptable labels for objects in their native language. In the following experiments, we replicated and extended previous findings that Canadian English-learning infants will not link function-like words with novel objects. Across three…
Descriptors: English, Infants, Language Acquisition, Play
Fawcett, Christine – Journal of Cognition and Development, 2022
From early in life, infants synchronize with others on a physiological level, a process thought to underlie social connections and group cohesion. This synchronization is seen, for example, when their pupils dilate in response to observing another person with dilated pupils -- known as "pupillary contagion." There is mixed evidence on…
Descriptors: Infants, Physiology, Interpersonal Relationship, Eye Movements
Graf Estes, Katharine; Antovich, Dylan M.; Hay, Jessica F. – Journal of Cognition and Development, 2018
This research investigates the development of constraints in word learning. Previous experiments have shown that as infants gain more knowledge of native language structure, they become more selective about the forms that they accept as labels. However, the developmental pattern exhibited depends greatly on the way that infants are introduced to…
Descriptors: Barriers, Language Acquisition, Infants, Age Differences
Breitfeld, Elise; Potter, Christine E.; Lew-Williams, Casey – Journal of Cognition and Development, 2021
Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to…
Descriptors: Picture Books, Young Children, Language Acquisition, Novelty (Stimulus Dimension)
Santolin, Chiara; Saffran, Jenny R. – Journal of Cognition and Development, 2019
Infants acquiring their native language are adept at discovering grammatical patterns. However, it remains unknown whether these learning abilities are limited to language, or available more generally for sequenced input. The current study is a conceptual replication of a prior language study, and was designed to ask whether infants can track…
Descriptors: Infants, Grammar, Auditory Stimuli, Language Acquisition
Howard, Tyler J.; Porter, Blaire M.; Childers, Jane B. – Journal of Cognition and Development, 2019
Children learning a verb may benefit from hearing it across situations . At the same time, in everyday contexts, situations in which a verb is heard will be interrupted by distracting events. Using Structural Alignment theory as a framework, Study 1 asks whether children can learn a verb when irrelevant, interleaved events are present. Two½- and…
Descriptors: Verbs, Language Acquisition, Young Children, Age Differences
Altinok, Nazli; Király, Ildikó; Gergely, György – Journal of Cognition and Development, 2022
Fourteen-month-olds selectively imitated a sub-efficient means (illuminating a lightbox by a head-touch) when this was modeled by linguistic ingroup members in video-demonstrations. A follow-up study with slightly older infants, however, could replicate this effect only in a video-demonstration context. Hence it still remains unclear whether…
Descriptors: Infants, Infant Behavior, Video Technology, Cultural Awareness
Wilson, Kyra; Frank, Michael C.; Fourtassi, Abdellah – Journal of Cognition and Development, 2023
In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important…
Descriptors: Cues, Linguistic Input, Language Acquisition, Speech Communication
Adams, Eryn J.; Cowan, Nelson – Journal of Cognition and Development, 2021
Working memory is necessary for a wide variety of cognitive abilities. Developmental work has shown that as working memory capacities increase, so does the ability to successfully perform other cognitive tasks, including language processing. The present work demonstrates the effects of working memory availability on children's language production.…
Descriptors: Short Term Memory, Young Children, Syntax, Cognitive Processes
Salo, Virginia C.; Reeb-Sutherland, Bethany; Frenkel, Tahl I.; Bowman, Lindsay C.; Rowe, Meredith L. – Journal of Cognition and Development, 2019
Infants' pointing is associated with concurrent and later language development. The communicative intention behind the point -- i.e., imperative versus declarative -- can affect both the nature and strength of these associations, and is therefore a critical factor to consider. Parents' pointing is associated with both infant pointing and infant…
Descriptors: Language Skills, Nonverbal Communication, Mothers, Parent Child Relationship
Verdine, Brian N.; Lucca, Kelsey R.; Golinkoff, Roberta M.; Hirsh-Pasek, Kathryn; Newcombe, Nora S. – Journal of Cognition and Development, 2016
How do toddlers learn the names of geometric forms? Previous work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigated when children first begin to understand shape names and how they apply those labels to unusual instances. We tested…
Descriptors: Young Children, Geometric Concepts, Toddlers, School Readiness
Özçaliskan, Seyda; Adamson, Lauren B.; Dimitrova, Nevena; Baumann, Stephanie – Journal of Cognition and Development, 2017
Typically developing (TD) children refer to objects uniquely in gesture (e.g., point at a cat) before they produce verbal labels for these objects ("cat"). The onset of such gestures predicts the onset of similar spoken words, showing a strong positive relation between early gestures and early words. We asked whether gesture plays the…
Descriptors: Nonverbal Communication, Autism, Parent Child Relationship, Vocabulary
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