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Behrens, Heike – Journal of Child Language, 2021
Constructivist approaches to language acquisition predict that form-function mappings are derived from distributional patterns in the input, and their contextual embedding. This requires a detailed analysis of the input, and the integration of information from different contingencies. Regarding the acquisition of morphology, it is shown which…
Descriptors: Constructivism (Learning), Native Language, Language Acquisition, Morphology (Languages)
Zajaczkowska, Maria; Abbot-Smith, Kirsten; Kim, Christina S. – Journal of Child Language, 2020
Mentalising has long been suggested to play an important role in irony interpretation. We hypothesised that another important cognitive underpinning of irony interpretation is likely to be children's capacity for mental set switching -- the ability to switch flexibly between different approaches to the same task. We experimentally manipulated…
Descriptors: Figurative Language, Task Analysis, Children, Language Acquisition
Falkum, Ingrid L.; Recasens, Marta; Clark, Eve V. – Journal of Child Language, 2017
This study investigates preschoolers' ability to understand and produce novel metonyms. We gave forty-seven children (aged 2;9-5;9) and twenty-seven adults one comprehension task and two elicitation tasks. The first elicitation task investigated their ability to use metonyms as referential shorthands, and the second their willingness to name…
Descriptors: Language Acquisition, Preschool Children, Adults, Task Analysis
Conwell, Erin – Journal of Child Language, 2017
One strategy that children might use to sort words into grammatical categories such as noun and verb is distributional bootstrapping, in which local co-occurrence information is used to distinguish between categories. Words that can be used in more than one grammatical category could be problematic for this approach. Using naturalistic corpus…
Descriptors: Nouns, Verbs, Suprasegmentals, Grammar
Goodwin, Anthony; Fein, Deborah; Naigles, Letitia – Journal of Child Language, 2015
Social deficits have been implicated in the language delays and deficits of children with autism (ASD); thus, the extent to which these children use language input in social contexts similarly to typically developing (TD) children is unknown. The current study investigated how caregiver input influenced the development of "wh"-question…
Descriptors: Mothers, Linguistic Input, Parent Child Relationship, Preschool Children
Crutchley, Alison – Journal of Child Language, 2013
Children start producing ["necessary and sufficient"] conditionals relatively late. Past counterfactuals (PCFs), for example "If she had shut the cage, the rabbit wouldn't have escaped", are particularly problematic for children; despite evidence of comprehension in the preschool years, children aged eleven are still making…
Descriptors: Children, Foreign Countries, Language Processing, Computational Linguistics
Narasimhan, Bhuvana; Gullberg, Marianne – Journal of Child Language, 2011
We investigate how Tamil- and Dutch-speaking adults and four- to five-year-old children use caused posture verbs ("lay/stand a bottle on a table") to label placement events in which objects are oriented vertically or horizontally. Tamil caused posture verbs consist of morphemes that individually label the causal and result subevents ("nikka…
Descriptors: Linguistic Input, Semantics, Verbs, Morphemes

Coates, Jennifer – Journal of Child Language, 1988
Analyzes research regarding children's acquisition and understanding of modal meaning. Results indicate that eight-year-olds have only a rudimentary system of modal meaning, and 12-year-olds' systems were not isomorphic with the adult system. (Author/CB)
Descriptors: Age Differences, Child Language, Children, Language Acquisition

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

Angiolillo, Carl J.; Goldin-Meadow, Susan – Journal of Child Language, 1982
Describes a study designed to test if, when children describe actions, they consider the role an entity plays in an action, independent of the animateness of the entity. Results indicate that young children have relational intentions which are independent of animateness. (EKN)
Descriptors: Child Language, Language Acquisition, Language Patterns, Language Processing

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

Tomasello, Michael – Journal of Child Language, 1987
Study of a one-year-old's earliest use of prepositions found that spatial oppositions ("up-down") were learned first, and used in non-prepositional senses prior to prepositional usage. "With,""by,""to,""for,""at," and "of" were learned later and used to express case relationships and more often misused and omitted than the earlier-learned…
Descriptors: Associative Learning, Case Studies, Child Language, Cognitive Processes

Nakayama, Mineharu – Journal of Child Language, 1987
Sentences evoked from three- to five-year-olds (N=16), analyzed for errors (particularly copying-without-deletion), showed errors when: the subject noun phrase (NP) contained a relative clause, the relative clause had an object gap, and the relative clause was long. (Author/CB)
Descriptors: Error Analysis (Language), Error Patterns, Language Acquisition, Language Patterns

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

Bigelow, Ann – Journal of Child Language, 1987
Examination of the first 50 words of three blind children revealed that the early vocabulary paralleled that of seeing children in terms of age and speed of acquisition. Differences between the two groups were related to factors which were highly influenced by experience (including visual experience). (Author/CB)
Descriptors: Blindness, Child Language, Classification, Comparative Analysis