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Erin Campbell; Robyn Casillas; Elika Bergelson – Developmental Science, 2024
What is vision's role in driving early word production? To answer this, we assessed parent-report vocabulary questionnaires administered to congenitally blind children (N = 40, Mean age = 24 months [R: 7-57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (N =…
Descriptors: Vision, Language Acquisition, Parent Attitudes, Vocabulary Development
Vilain, Anne; Dole, Marjorie; Loevenbruck, Hélène; Pascalis, Olivier; Schwartz, Jean-Luc – Developmental Science, 2019
The influence of motor knowledge on speech perception is well established, but the functional role of the motor system is still poorly understood. The present study explores the hypothesis that speech production abilities may help infants discover phonetic categories in the speech stream, in spite of coarticulation effects. To this aim, we…
Descriptors: Infants, Phonemes, Articulation (Speech), Child Language
Hills, Thomas T.; Maouene, Mounir; Maouene, Josita; Sheya, Adam; Smith, Linda – Cognition, 2009
The shared features that characterize the noun categories that young children learn first are a formative basis of the human category system. To investigate the potential categorical information contained in the features of early-learned nouns, we examine the graph-theoretic properties of noun-feature networks. The networks are built from the…
Descriptors: Nouns, Toddlers, Children, Child Language

Cox, M. V.; Richardson, J. Ryder – Journal of Child Language, 1985
Describes a study of children's production of locative prepositions in order to test H. Clark's hypotheses regarding the acquisition of spatial terms. Subjects were required to describe the spatial arrangement of two balls arranged in each of three spatial dimensions. (SED)
Descriptors: Age Differences, Child Language, Children, Language Acquisition

Ninio, Anat – Journal of Child Language, 1980
Ostensive definitions of words are ambiguities as to their referent. In a study of infant-mother dyads engaged in looking at picture books, 95 percent of ostensive definitions referred to the whole object depicted rather than parts, attributes, or actions. When parts were named, ambiguity was avoided by naming the part and the whole. (PJM)
Descriptors: Ambiguity, Child Language, Cognitive Processes, Language Acquisition

Bornstein, Marc H. – Journal of Child Language, 1985
Describes a study designed to compare color-name with shape-name learning by three-year-old children in an experimentally controlled format. Results show that children learned color-label associates significantly more slowly than matched shape-label associates, and they committed more errors with colors than with shapes during learning. Provides a…
Descriptors: Child Development, Child Language, Cognitive Development, Cognitive Processes

Charney, Rosalind – Journal of Child Language, 1980
Pronoun mastery demands a knowledge of speech roles and an ability to identify oneself and others in those roles. Twenty-one girls' knowledge of "my,""your," and "her" was assessed when they were speakers, addressees, and nonaddressed listeners. The children were aware of speech roles only when they themselves occupied these roles. (PJM)
Descriptors: Child Language, Cognitive Processes, Concept Formation, Language Acquisition

Budwig, Nancy; Wiley, Angela – New Directions for Child Development, 1995
Uses longitudinal data on language acquisition to examine children's language and sense of self and others. Referential analysis of children's discourse found that children do locate self and other in a spatio-temporal realm. Form-function analysis found that children's discourse about self was more varied in form and in semantic and pragmatic…
Descriptors: Child Language, Discourse Analysis, Language Acquisition, Longitudinal Studies

Ross, Gail; And Others – Journal of Child Language, 1986
Reports a study which examines some of the properties of objects to determine whether the number of different examples of an object concept presented to infants influences concept learning and generalization and to discover whether children's behavior and language in relation to new objects influence learning the concept and generalization to new…
Descriptors: Child Language, Concept Formation, Generalization, Infants

Feagans, Lynne – Journal of Child Language, 1980
Studies the perceptual relationship between temporal "before" and "after" and their spatial counterparts. Adults reported temporal "before" related to spatial "after" and temporal "after" related to spatial "before." Three-year old children better understood spatial "after" and spatial "before," suggesting a temporal/spatial semantic acquisition…
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Processing

Smith, Linda B.; Jones, Susan S. – Cognitive Development, 1993
Responds to four commentaries on the article by Jones and Smith in this issue. Suggests that the comments derive from the possibility that stable concepts might not exist and from the difficulty of imagining what cognition could be without represented concepts. Discusses traditional approaches to stability and variability, and considers what…
Descriptors: Child Language, Cognitive Processes, Concept Formation, Early Childhood Education

Carroll, John J.; Gibson, Eleanor J. – Journal of Child Language, 1986
Research is reported which investigated the ability of four-month-old hearing infants to discriminate between gestures derived from American Sign Language. Findings show that infants possess the perceptual abilities to differentiate between signs that differ solely in terms of contrasts along a single underlying movement direction. (SED)
Descriptors: American Sign Language, Child Language, Infant Behavior, Language Acquisition

Macken, Marlyn A. – Journal of Linguistics, 1980
Presents two models of language acquisition: one postulating articulatory learning of underlying adult forms and the other both articulatory and perceptual learning. Reanalyzes the first model's data and concludes that two types of phonological rules are recognizable: perceptual-encoding rules and output (articulatory) rules. Identifies properties…
Descriptors: Articulation (Speech), Child Language, Descriptive Linguistics, Language Acquisition

Smiley, Patricia A.; Greene, Joelle K. – New Directions for Child Development, 1995
Examined the nature of infants' development of social knowledge and the role of caregivers' verbal responses to requests in learning about self and others. Found that, as indicated by changes in request-making behavior, children's conceptualization of the role of self in making requests changes with age; the nature of children's conceptualization…
Descriptors: Caregiver Role, Caregiver Speech, Child Caregivers, Child Language

Toomey, Janice; Adams, Lawrence A. – New Directions for Child Development, 1995
Briefly reviews current knowledge about the nature of limits of intersubjectivity (ability to acquire and manage representations of self and other through social experience) in autistic children. Describes an observational study of verbal autistic children indicating the presence of intersubjectivity, but with little of the verbal social…
Descriptors: Autism, Child Language, Conflict, Discourse Analysis
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