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How Do Children Acquire Early Grammar and Build Multiword Utterances? A Corpus Study of French Children Aged 2 to 4
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Le Normand, M. T.; Moreno-Torres, I.; Parisse, C.; Dellatolas, G. – Child Development, 2013
In the last 50 years, researchers have debated over the lexical or grammatical nature of children's early multiword utterances. Due to methodological limitations, the issue remains controversial. This corpus study explores the effect of grammatical, lexical, and pragmatic categories on mean length of utterances (MLU). A total of 312 speech samples…
Descriptors: French, Grammar, Language Acquisition, Pragmatics
Child Temperament Moderates Effects of Parent-Child Mutuality on Self-Regulation: A Relationship-Based Path for Emotionally Negative Infants
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Kim, Sanghag; Kochanska, Grazyna – Child Development, 2012
This study examined infants' negative emotionality as moderating the effect of parent-child mutually responsive orientation (MRO) on children's self-regulation (n = 102). Negative emotionality was observed in anger-eliciting episodes and in interactions with parents at 7 months. MRO was coded in naturalistic interactions at 15 months.…
Descriptors: Parent Child Relationship, Infants, Self Control, Correlation
Structure and Strategies in Children's Educational Television: The Roles of Program Type and Learning Strategies in Children's Learning
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Linebarger, Deborah L.; Piotrowski, Jessica Taylor – Child Development, 2010
Educational TV has been consistently linked to children's learning. In this research, educational TV characteristics were identified, coded, and tested for their influence on children's program-specific comprehension and vocabulary outcomes. Study 1 details a content analysis of TV features including a program's macrostructure (i.e., narrative or…
Descriptors: Age, Learning Strategies, Educational Television, Content Analysis
Assessing the Correlates of Over- and Underrating of Academic Competence: A Conceptual Clarification and a Methodological Proposal.
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Assor, Avi; And Others – Child Development, 1990
Addresses three issues concerning the assessment of the overrating and underrating of academic competence: (1) the impossibility of separating effects of overrating and underrating from effects of perceived and actual competence; (2) the questionable validity of Connell and Ilardi's method; and (3) the proposal of a new method and its implications…
Descriptors: Academic Ability, Achievement Rating, Analysis of Variance, Children