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Direct linkPaul Okyere Omane; Titia Benders; Natalie Boll-Avetisyan – Developmental Psychology, 2024
Infants' preference for vowelharmony (VH, a phonotactic constraint that requires vowels in a word to be featurally similar) is thought to be language-specific: Monolingual infants learning VH languages show a listening preference for VH patterns by 6 months of age, while those learning non-VH languages do not (Gonzalez-Gomez et al., 2019; Van…
Descriptors: Foreign Countries, Infants, Child Language, Language Acquisition
Danika Wagner; Sadek Hefni Shorbagi; Leora Goldreich; Ellen Bialystok – Developmental Psychology, 2024
The present study investigated the relation between continuous measures of two qualitatively different types of bilingual experience and outcome measures that varied in domain (verbal or nonverbal) and processing demands (degree of conflict). Participants were 195 English-speaking children, 7 years old, who were enrolled in French immersion…
Descriptors: Bilingualism, Children, English, French
Joan Birulés; Laura Bosch; David J. Lewkowicz; Ferran Pons – Developmental Psychology, 2024
We presented 28 Spanish monolingual and 28 Catalan-Spanish close-language bilingual 5-year-old children with a video of a talker speaking in the children's native language and a nonnative language and examined the temporal dynamics of their selective attention to the talker's eyes and mouth. When the talker spoke in the children's native language,…
Descriptors: Monolingualism, Bilingualism, Spanish, Romance Languages
Miranda Gómez Díaz; Laia Fibla; Rachel Ka-Ying Tsui; Krista Byers-Heinlein – Developmental Psychology, 2024
Sometime before their second birthday, many children have a period of rapid expressive vocabulary growth called the vocabulary spurt. Theories of the underlying mechanisms differ: Accumulator models emphasize the accumulation of experience with words over time to yield a spurtlike pattern, while cognitive models attribute the spurt to cognitive…
Descriptors: Infants, Toddlers, Vocabulary Development, Monolingualism
Jill Lany; Ferhat Karaman; Jessica F. Hay – Developmental Psychology, 2024
Infants' sensitivity to transitional probabilities (TPs) supports language development by facilitating mapping high-TP (HTP) words to meaning, at least up to 18 months of age. Here we tested whether this HTP advantage holds as lexical development progresses, and infants become better at forming word--referent mappings. Two groups of 24-month-olds…
Descriptors: Language Acquisition, Infants, Toddlers, Semantics
Caroline Gaudreau; Amanda Delgado; Rachel Confair-Jones; Sydney Flambaum; Kathy Hirsh-Pasek; K. Lee Raby; Mary Dozier; Roberta Michnick Golinkoff – Developmental Psychology, 2024
Research suggests foster children are at risk for poor language skills. One intervention, attachment and biobehavioral catch-up (ABC), was shown to successfully improve not only young foster children's attachment to their parents, but also their receptive vocabulary skills (Bernard et al., 2017; Raby et al., 2019). Given that language acquisition…
Descriptors: Foster Care, At Risk Persons, Language Acquisition, Language Skills
Marc Colomer; Hyesung Grace Hwang; Nicole Burke; Amanda Woodward – Developmental Psychology, 2024
Presenting pictures of faces side by side is a common paradigm to assess infants' attentional biases according to social categories, such as gender, race, and language. However, seeing static faces does not represent infants' typical experience of the social world, which involves people in motion and performing actions. Here, we assessed infants'…
Descriptors: Infant Behavior, Behavior Patterns, Native Language, Second Language Learning
Natalie Bleijlevens; Tanya Behne – Developmental Psychology, 2024
Upon hearing a novel label, listeners tend to assume that it refers to a novel, rather than a familiar object. While this disambiguation or mutual exclusivity (ME) effect has been robustly shown across development, it is unclear what it involves. Do listeners use their pragmatic and lexical knowledge to exclude the familiar object and thus select…
Descriptors: Ambiguity (Semantics), Toddlers, Adults, Cognitive Mapping
Manuel Bohn; Wilson Filipe da Silva Vieira; Marta Giner Torréns; Joscha Kärtner; Shoji Itakura; Lília Cavalcante; Daniel Haun; Moritz Köster; Patricia Kanngiesser – Developmental Psychology, 2024
Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across…
Descriptors: Food, Parent Child Relationship, Cross Cultural Studies, Nonverbal Communication
Allie M. Spiekerman; Amanda J. Rose – Developmental Psychology, 2024
The present study examined how friends' responses to each other during problem talk predicted depressive symptoms over time. Participants included 271 adolescent friend dyads (69 female and 69 male early adolescent dyads; 72 female and 61 male middle adolescent dyads; 66.4% White and 26.6% Black). The adolescents were observed discussing a problem…
Descriptors: Grade 7, Grade 10, Friendship, Dialogs (Language)
Child-Level Factors Associated with Spanish-English Bilingual Toddlers' Productive Vocabulary Growth
Perla B. Gámez; Maily Galindo; Carla Jáuregui – Developmental Psychology, 2024
This longitudinal study - conducted in the Midwestern United States - examines the child-level factors that promote Spanish-English bilingual toddlers' (n = 47; M[subscript age] = 18.80 months; SD[subscript age] = 0.57) productive vocabulary skills from 18 to 30 months of age. At 6-month intervals, caregivers reported on toddlers' Spanish and…
Descriptors: Toddlers, Longitudinal Studies, Bilingualism, Spanish
Yue Ji; Anna Papafragou – Developmental Psychology, 2024
Natural languages distinguish between telic predicates that denote events leading to an inherent endpoint (e.g., "draw a balloon") and atelic predicates that denote events with no inherent endpoint (e.g., "draw balloons"). Telicity distinctions in many languages are already partly available to 4-5-year-olds. Here, using…
Descriptors: Preschool Children, Adults, Achievement Gains, Achievement
Santiago Morales; Maureen E. Bowers; Lauren Shuffrey; Katherine Ziegler; Sonya Troller-Renfree; Alexis Hernandez; Stephanie C. Leach; Monica McGrath; Cindy Ola; Leslie D. Leve; Sara S. Nozadi; Margaret M. Swingler; Jin-Shei Lai; Julie B. Schweitzer; William Fifer; Carlos A. Camargo Jr.; Gurjit K. Khurana Hershey; Allison L. B. Shapiro; Daniel P. Keating; Tina V. Hartert; Sean Deoni; Assiamira Ferrara; Amy J. Elliott – Developmental Psychology, 2024
A large body of research has established a relation between maternal education and children's neurocognitive functions, such as executive function and language. However, most studies have focused on early childhood and relatively few studies have examined associations with changes in maternal education over time. Consequently, it remains unclear…
Descriptors: Mothers, Educational Attainment, Child Development, Thinking Skills
Sonali Poudel; Kathleen Denicola-Prechtl; Jackie A. Nelson; Mohammad Hossein Behboudi; Carlos Benitez-Barrera; Stephanie Castro; Mandy J. Maguire – Developmental Psychology, 2024
The number of U.S. children living in households with extended families has greatly increased in the last 4 decades. This demographic shift calls for a reevaluation of the impact of household size on children's development. Household density (HHD), measured as the ratio of people to bedrooms in a home, has been shown to negatively relate to…
Descriptors: Family Size, Family Environment, Child Language, Child Development
Angela M. AuBuchon; Rebecca L. Wagner; Margaret Sackinsky – Developmental Psychology, 2024
Rehearsal is a form of self-talk used to support short-term memory. Historically, the study of rehearsal development has diverged from the study of self-talk more generally. The current experiment examines whether two characteristics of self-talk (impact of task difficulty and self-talk's narrative vs. planning purpose) are also observed in…
Descriptors: Inner Speech (Subvocal), Task Analysis, Difficulty Level, Word Lists
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