NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 70 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lisa Pearl – Journal of Child Language, 2023
Computational cognitive modeling is a tool we can use to evaluate theories of syntactic acquisition. Here, I review several models implementing theories that integrate information from both linguistic and non-linguistic sources to learn different types of syntactic knowledge. Some of these models additionally consider the impact of factors coming…
Descriptors: Computation, Cognitive Processes, Models, Syntax
Peer reviewed Peer reviewed
Direct linkDirect link
Andrew M. Meier; Frank H. Guenther – Journal of Child Language, 2023
This review describes a computational approach for modeling the development of speech motor control in infants. We address the development of two levels of control: articulation of individual speech sounds (defined here as phonemes, syllables, or words for which there is an optimized motor program) and production of sound sequences such as phrases…
Descriptors: Brain, Cognitive Processes, Computation, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Grinstead, John – Journal of Child Language, 2021
Interface Delay is a theory of syntactic development, which attempts to explain an array of constructions that are slow to develop, which are characterized by being sensitive to discourse-pragmatic considerations of the type associated with the natural semantic class of definites. The theory claims that neither syntax itself, nor the…
Descriptors: Linguistic Theory, Syntax, Form Classes (Languages), Pragmatics
Peer reviewed Peer reviewed
Direct linkDirect link
Goodrich Smith, Whitney; Black, Alexis K.; Hudson Kam, Carla L. – Journal of Child Language, 2019
This study explores whether children can learn a structural processing bias relevant to pronoun interpretation from brief training. Over three days, 42 five-year-olds were exposed to narratives exhibiting a first-mentioned tendency. Two characters were introduced, and the first-mentioned was later described engaging in a solo activity. In our…
Descriptors: Young Children, Child Language, Training, Form Classes (Languages)
Peer reviewed Peer reviewed
Direct linkDirect link
Gelman, Susan A.; Tapia, Ingrid Sánchez; Leslie, Sarah-Jane – Journal of Child Language, 2016
Generic language ("Owls eat at night") expresses knowledge about categories and may represent a cognitively default mode of generalization. English-speaking children and adults more accurately recall generic than quantified sentences ("All owls eat at night") and tend to recall quantified sentences as generic. However, generics…
Descriptors: Memory, Recall (Psychology), Language Usage, Child Language
Peer reviewed Peer reviewed
Direct linkDirect link
Gordon, Katherine R. – Journal of Child Language, 2016
Past research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work)…
Descriptors: Child Language, Bilingual Students, Preschool Children, Language Proficiency
Peer reviewed Peer reviewed
Direct linkDirect link
Casillas, Marisa; Bobb, Susan C.; Clark, Eve V. – Journal of Child Language, 2016
Young children answer questions with longer delays than adults do, and they do not reach typical adult response times until several years later. We hypothesized that this prolonged pattern of delay in children's timing results from competing demands: to give an answer, children must understand a question while simultaneously planning and…
Descriptors: Child Language, Language Acquisition, Caregiver Child Relationship, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
De Mulder, Hannah – Journal of Child Language, 2015
This longitudinal study involving 101 Dutch four- and five-year-olds charts indirect request (IR) and mental state term (MST) understanding and investigates the role that Theory of Mind (ToM) and general linguistic ability (vocabulary, syntax, and spatial language) play in this development. The results showed basic understanding of IR and MST in…
Descriptors: Longitudinal Studies, Communicative Competence (Languages), Indo European Languages, Child Language
Peer reviewed Peer reviewed
Direct linkDirect link
Storkel, Holly L. – Journal of Child Language, 2011
Stoel-Gammon (this issue) states that "from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development" (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic…
Descriptors: Child Language, Vocabulary Development, Phonology, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Hickmann, Maya; Taranne, Pierre; Bonnet, Philippe – Journal of Child Language, 2009
Two experiments compared how French vs. English adults and children (three to seven years) described motion events. Given typological properties (Talmy, 2000) and previous results (Choi & Bowerman, 1991; Hickmann, 2003; Slobin, 2003), the main prediction was that Manner should be more salient and therefore more frequently combined with Path (MP)…
Descriptors: Child Language, Motion, French, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Nicoladis, Elena; Cornell, Edward H.; Gates, Melissa – Journal of Child Language, 2008
Two-year-old children often start asking questions with "where." In this study we test whether children understand "where" to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning.…
Descriptors: Schemata (Cognition), Spatial Ability, Young Children, Child Language
Peer reviewed Peer reviewed
Direct linkDirect link
Fitneva, Stanka A. – Journal of Child Language, 2008
Evidentials are grammatical source-of-knowledge markers. In Bulgarian they provide information about authorship--whether the speaker has personally acquired the information or not--and modality--whether perceptual or cognitive mechanisms were involved in the information's generation. In two experiments, Bulgarian kindergarteners and third-graders…
Descriptors: Slavic Languages, Grammar, Kindergarten, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Lukacs, Agnes; Pleh, Csaba; Racsmany, Mihaly – Journal of Child Language, 2007
We present data on the language of space in Hungarian individuals with Williams syndrome (WS; 19 in the first, 15 in the second study, between 8;0 and 21;11) and a verbal control (VC) group of typically developing (TD; 19 in the first, 15 in the second study, between 3;5 and 10;7) children from: (1) a study of elicited production and comprehension…
Descriptors: Mental Retardation, Spatial Ability, Interaction, Foreign Countries
Peer reviewed Peer reviewed
Gierut, Judith A. – Journal of Child Language, 1998
Investigated children's abilities to conceptualize distinctive phonological features in development, studying relationships between productive and conceptual knowledge and the influence on phonological change. Young children with phonological disorders were evaluated, given treatment for producing accurate fricatives, then retested. Results…
Descriptors: Child Language, Cognitive Processes, Language Processing, Phonology
Peer reviewed Peer reviewed
Charney, Rosalind – Journal of Child Language, 1979
Reports on an experiment, performed on seven children, designed to show that children understand "here" and "there" with the self as reference point before they understand words such as these with reference to other speakers as reference points. (Author/AM)
Descriptors: Child Language, Cognitive Processes, Comprehension, Egocentrism
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5