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Hao, Meiling; Liu, Youyi; Shu, Hua; Xing, Ailing; Jiang, Ying; Li, Ping – Journal of Child Language, 2015
In this paper we report a large-scale developmental study of early productive vocabulary acquisition by 928 Chinese-speaking children aged between 1;0 and 2;6, using the Early Vocabulary Inventory for Mandarin Chinese (Hao, Shu, Xing & Li, 2008). The results show that: (i) social words, especially words for people, are the predominant type of…
Descriptors: Mandarin Chinese, Developmental Stages, Child Language, Language Acquisition
Stites, Lauren J.; Ozcaliskan, Seyda – Journal of Child Language, 2013
Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Ozcaliskan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor…
Descriptors: Figurative Language, Child Development, Developmental Stages, Time

Roberts, Kenneth; Horowitz, Frances Degen – Journal of Child Language, 1986
In three experiments, a multiple habituation paradigm was used to examine the ability of 7- and 9-month-old prelinguistic infants to form a natural, basic-level object category. Findings constitute independent evidence for the existence of a linguistically relevant nonlinguistic category prior to the onset of word comprehension. (SED)
Descriptors: Child Language, Cognitive Development, Comprehension, Concept Formation

Lucariello, Joan; Nelson, Katherine – Journal of Child Language, 1986
Observation of mothers and their two-year-olds (N=10) in routine, free play, and novel discourse settings suggested that object labelling was more varied in natural than in experimental settings. Basic level tokens were less prevalent and subordinate level term usage was more common in the routine and novel contexts. (Author/CB)
Descriptors: Classification, Concept Formation, Context Clues, Developmental Stages

Tomasello, Michael; Farrar, Michael Jeffrey – Journal of Child Language, 1986
Describes a lexical training program developed to teach object, visible movement, and invisible movement words to children at stage 5 (N=7) and stage 6 (N=16) object permanence development. Stage 6 children learned all three types of words equally well, while stage 5 children learned object and visible movement but not invisible movement words.…
Descriptors: Child Language, Cognitive Processes, Cognitive Structures, Comprehension
The Interaction of Language and Thought in Children's Language Acquisition: A Crosslinguistic Study.

Weist, Richard M.; And Others – Journal of Child Language, 1997
Investigates the potential interaction of conceptual representations and linguistic systems during language acquisition. The study examined language-thought interactions in American, Finnish and Polish children, focusing on the conceptual and linguistic development of space and time. Findings reveal that spatial and temporal linguistic systems and…
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Context Effect