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Engberg-Pedersen, Elisabeth; Christensen, Rikke Vang – Journal of Child Language, 2017
This study focuses on the relationship between content elements and mental-state language in narratives from twenty-seven children with autism (ASD), twelve children with language impairment (LI), and thirty typically developing children (TD). The groups did not differ on chronological age (10;6-14;0) and non-verbal cognitive skills, and the…
Descriptors: Foreign Countries, Autism, Children, Language Impairments
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Farrar, Michael Jeffrey; And Others – Journal of Child Language, 1993
In a study of event knowledge, 13 2-year-olds were observed interacting with their mothers over a 5-month period. Results indicated that children's increasing event knowledge facilitated their language development (e.g., lexical type use, action verb use) and their lexical token use. (Contains 33 references.) (Author/LB)
Descriptors: Child Language, Cognitive Development, Language Acquisition, Language Usage
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Hirst, William; Weil, Joyce – Journal of Child Language, 1982
Describes a study in which children are asked to choose the most probable or permissible of two modal propositions, a technique which assesses the children's appreciation of relative force. Results indicate that the general acquisition rule was: the greater the difference in the strength of the two modal propositions, the earlier the difference…
Descriptors: Child Language, Cognitive Development, Language Acquisition, Language Processing
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Furrow, David; Nelson, Katherine – Journal of Child Language, 1984
Reports on a study of mothers' uses of nouns and pronouns and their references to objects and persons as environmental variables which might relate to children's nominal preferences. Findings suggest that environmental factors do contribute to stylistic differences in language acquisition and that the communicative functions of language are an…
Descriptors: Child Language, Cognitive Development, Comparative Analysis, Environmental Influences
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Waller, Glenn – Journal of Child Language, 1986
Two experiments showed that: 5- and 6-year-old listeners have difficulties with spatial reference if it includes "left" and "right"; and 7-year-olds understand this limitation on the comprehension skill of younger children and make appropriate allowances by using more landmarks instead. (CB)
Descriptors: Age Differences, Cognitive Development, Language Processing, Language Usage
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Hill, Roslyn; And Others – Journal of Child Language, 1997
Examines the role of prior intention and knowledge in the comprehension of "forget" by young children. Results reveal that children initially have two interpretations of "forget": an unfilled desire and a state of not knowing. Discusses explanations for the late comprehension of "forget" in terms of representation of knowledge and intention,…
Descriptors: Associative Learning, Cognitive Development, Developmental Stages, Elementary Education
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Tardif, Twila; Wellman, Henry M.; Cheung, Kar Man – Journal of Child Language, 2004
The present study investigates the performance of 96 Cantonese-speaking three- to five-year-old preschoolers on three false belief tasks--a deceptive object, a change of location, and an unexpected contents task encompassing a variety of task factors. Most importantly, the research examines the possibility that false belief performance depends on…
Descriptors: Sino Tibetan Languages, Child Language, Preschool Children, Verbs