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Direct linkGrigoroglou, Myrto; Johanson, Megan; Papafragou, Anna – Developmental Psychology, 2019
Across languages, children produce locative "back" earlier and more frequently than "front," but the reasons for this asymmetry are unclear. On a "semantic misanalysis" explanation, early meanings for "front" and "back" are nonadult (nongeometric), and rely on notions of visibility and occlusion…
Descriptors: Language Acquisition, Semantics, Inferences, Contrastive Linguistics
Ikeda, Ayaka; Kobayashi, Tessei; Itakura, Shoji – Developmental Psychology, 2019
We are expected to behave appropriately to suit social situations. One form of behavioral control is the selection of a linguistic register that is appropriate to the listener. Register selection errors can sometimes be interpreted as rude behavior and result in having a bad influence on the relationship with the listener and the evaluation by…
Descriptors: Language Usage, Interpersonal Communication, Pragmatics, Japanese
Leech, Kathryn; Wei, Ran; Harring, Jeffrey R.; Rowe, Meredith L. – Developmental Psychology, 2018
Preschool children's use of decontextualized language, or talk about abstract topics beyond the here-and-now, is predictive of their kindergarten readiness and is associated with the frequency of parents' own use of decontextualized language. Does a brief, parent-focused intervention conveying the importance of decontextualized language cause…
Descriptors: Intervention, Preschool Children, Interpersonal Communication, Communication Skills
Gámez, Perla B.; Lesaux, Nonie K. – Developmental Psychology, 2015
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…
Descriptors: Language Usage, Grade 6, Middle School Teachers, Middle School Students
