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Direct linkHartwell, Kirstie; Brandt, Silke; Boundy, Laura; Barton, Grace; Köymen, Bahar – Child Development, 2022
In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers' (mixed socioeconomic status) use of meta-talk (Data collection: 2018-2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One…
Descriptors: Preschool Children, Child Language, Child Development, Metacognition
Long, Madeleine; Shukla, Vishakha; Rubio-Fernandez, Paula – Child Development, 2021
Similes require two different pragmatic skills: appreciating the intended similarity and deriving a scalar implicature (e.g., "Lucy is like a parrot" normally implies that Lucy is not a parrot), but previous studies overlooked this second skill. In Experiment 1, preschoolers (N = 48; ages 3-5) understood "X is like a Y" as an…
Descriptors: Figurative Language, Pragmatics, Preschool Children, Child Language
Bergmann, Christina; Tsuji, Sho; Piccinini, Page E.; Lewis, Molly L.; Braginsky, Mika; Frank, Michael C.; Cristia, Alejandrina – Child Development, 2018
Previous work suggests that key factors for replicability, a necessary feature for theory building, include statistical power and appropriate research planning. These factors are examined by analyzing a collection of 12 standardized meta-analyses on language development between birth and 5 years. With a median effect size of Cohen's d = 0.45 and…
Descriptors: Language Acquisition, Meta Analysis, Effect Size, Child Development
McGillion, Michelle; Herbert, Jane S.; Pine, Julian; Vihman, Marilyn; dePaolis, Rory; Keren-Portnoy, Tamar; Matthews, Danielle – Child Development, 2017
A child's first words mark the emergence of a uniquely human ability. Theories of the developmental steps that pave the way for word production have proposed that either vocal or gestural precursors are key. These accounts were tested by assessing the developmental synchrony in the onset of babbling, pointing, and word production for 46 infants…
Descriptors: Child Language, Infants, Socioeconomic Status, Verbal Communication
Swanson, Meghan R.; Shen, Mark D.; Wolff, Jason J.; Boyd, Brian; Clements, Mark; Rehg, James; Elison, Jed T.; Paterson, Sarah; Parish-Morris, Julia; Chappell, J. Chad; Hazlett, Heather C.; Emerson, Robert W.; Botteron, Kelly; Pandey, Juhi; Schultz, Robert T.; Dager, Stephen R.; Zwaigenbaum, Lonnie; Estes, Annette M.; Piven, Joseph – Child Development, 2018
Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty-nine 9-month-old infants at high or low familial risk for ASD contributed full-day in-home language recordings.…
Descriptors: Infants, Autism, Pervasive Developmental Disorders, Environmental Influences
Ziol-Guest, Kathleen M.; McKenna, Claire C. – Child Development, 2014
This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at…
Descriptors: Early Childhood Education, School Readiness, Data Analysis, Well Being
Gelman, Susan A.; Ware, Elizabeth A.; Kleinberg, Felicia; Manczak, Erika M.; Stilwell, Sarah M. – Child Development, 2014
Generics ("'Dogs' bark") convey important information about categories and facilitate children's learning. Two studies with parents and their 2- or 4-year-old children (N = 104 dyads) examined whether individual differences in generic language use are as follows: (a) stable over time, contexts, and domains, and (b) linked…
Descriptors: Individual Differences, Child Language, Parent Background, Interpersonal Communication
Pentimonti, Jill; O'Connell, Ann; Justice, Laura; Cain, Kate – Child Development, 2015
The purpose of this study was to empirically examine the dimensionality of language ability for young children (4-8 years) from prekindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represent an additional…
Descriptors: Child Development, Language Acquisition, Child Language, Language Skills
Caselli, Maria Cristina; Rinaldi, Pasquale; Stefanini, Silvia; Volterra, Virginia – Child Development, 2012
Data from 492 Italian infants (8-18 months) were collected with the parental questionnaire MacArthur Bates Communicative Development Inventories to describe early actions and gestures (A-G) "vocabulary" and its relation with spoken vocabulary in both comprehension and production. A-G were more strongly correlated with word comprehension…
Descriptors: Oral Language, Object Manipulation, Language Acquisition, Vocabulary
Ayoub, Catherine; Vallotton, Claire D.; Mastergeorge, Ann M. – Child Development, 2011
Dynamic skill theory was utilized to explain the multiple mechanisms and mediating processes influencing development of self-regulatory and language skills in children at 14, 24, and 36 months of age. Relations were found between family risks, parenting-related stresses, and parent-child interactions that contribute either independently or through…
Descriptors: Interpersonal Competence, Language Skills, Child Rearing, Early Intervention
Kartner, Joscha; Keller, Heidi; Yovsi, Relindis D. – Child Development, 2010
This study analyzed German and Nso mothers' auditory, proximal, and visual contingent responses to their infants' nondistress vocalizations in postnatal Weeks 4, 6, 8, 10, and 12. Visual contingency scores increased whereas proximal contingency scores decreased over time for the independent (German urban middle-class, N = 20) but not the…
Descriptors: Mothers, Infants, Parent Child Relationship, Interaction
Sahni, Sarah D.; Seidenberg, Mark S.; Saffran, Jenny R. – Child Development, 2010
The present work examined the discovery of linguistic cues during a word segmentation task. Whereas previous studies have focused on sensitivity to individual cues, this study addresses how individual cues may be used to discover additional, correlated cues. Twenty-four 9-month-old infants were familiarized with a speech stream in which…
Descriptors: Cues, Test Items, Infants, Word Recognition
Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M. – Child Development, 2009
This research examined children's questions and the reactions to the answers they receive in conversations with adults. If children actively seek explanatory knowledge, they should react differently depending on whether they receive a causal explanation. Study 1 examined conversations following 6 preschoolers' (ages 2-4 years) causal questions in…
Descriptors: Speech Communication, Child Language, Adults, Children
Goldstein, Michael H.; Schwade, Jennifer A.; Bornstein, Marc H. – Child Development, 2009
The early noncry vocalizations of infants are salient social signals. Caregivers spontaneously respond to 30%-50% of these sounds, and their responsiveness to infants' prelinguistic noncry vocalizations facilitates the development of phonology and speech. Have infants learned that their vocalizations influence the behavior of social partners? If…
Descriptors: Comprehension, Phonology, Caregivers, Infants
Casasola, Marianella; Bhagwat, Jui – Child Development, 2007
Eighteen-month-olds' spatial categorization was tested when hearing a novel spatial word. Infants formed an abstract categorical representation of support (i.e., placing 1 object on another) when hearing a novel spatial particle during habituation but not when viewing the events in silence. Infants with a productive spatial vocabulary did not…
Descriptors: Nouns, Verbs, Form Classes (Languages), Infants
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