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Christine E. Potter; Casey Lew-Williams – Journal of Child Language, 2024
We examined how noun frequency and the typicality of surrounding linguistic context contribute to children's real-time comprehension. Monolingual English-learning toddlers viewed pairs of pictures while hearing sentences with typical or atypical sentence frames ("Look at the…" vs. "Examine the…"), followed by nouns that were…
Descriptors: Child Language, Toddlers, Word Frequency, Sentences
Ronfard, Samuel; Wei, Ran; Rowe, Meredith L. – Journal of Child Language, 2022
The looking-while-listening (LWL) paradigm is frequently used to measure toddlers' lexical processing efficiency (LPE). Children's LPE is associated with vocabulary size, yet other linguistic, cognitive, or social skills contributing to LPE are not well understood. It also remains unclear whether LPE measures from two types of LWL trials…
Descriptors: Language Processing, Linguistic Input, Toddlers, Interpersonal Competence
Morin-Lessard, Elizabeth; Byers-Heinlein, Krista – Journal of Child Language, 2019
Previous research suggests that English monolingual children and adults can use speech disfluencies (e.g., "uh") to predict that a speaker will name a novel object. To understand the origins of this ability, we tested 48 32-month-old children (monolingual English, monolingual French, bilingual English-French; Study 1) and 16 adults…
Descriptors: Bilingualism, French, Monolingualism, English
Bunce, John P.; Scott, Rose M. – Journal of Child Language, 2017
While recent studies suggest children can use cross-situational information to learn words, these studies involved minimal referential ambiguity, and the cross-situational evidence overwhelmingly favored a single referent for each word. Here we asked whether 2-5-year-olds could identify a noun's referent when the scene and cross-situational…
Descriptors: Ambiguity (Semantics), Toddlers, Young Children, Evidence
Schwarz, Amy Louise; Van Kleeck, Anne; Maguire, Mandy J.; Abdi, Herve – Journal of Child Language, 2017
To better understand how toddlers integrate multiple learning strategies to acquire verbs, we compared sensorimotor recruitment and comparison learning because both strategies are thought to boost children's access to scene-level information. For sensorimotor recruitment, we tested having toddlers use dolls as agents and compared this strategy…
Descriptors: Toddlers, Child Language, Language Acquisition, Verbs
Newman, Rochelle S.; Rowe, Meredith L.; Ratner, Nan Bernstein – Journal of Child Language, 2016
Both the input directed to the child, and the child's ability to process that input, are likely to impact the child's language acquisition. We explore how these factors inter-relate by tracking the relationships among: (a) lexical properties of maternal child-directed speech to prelinguistic (7-month-old) infants (N = 121); (b) these infants'…
Descriptors: Prediction, Toddlers, Vocabulary Development, Mothers
Grosse, Gerlind; Tomasello, Michael – Journal of Child Language, 2012
Children are frequently confronted with so-called "test questions". While genuine questions are requests for missing information, test questions ask for information obviously already known to the questioner. In this study we explored whether two-year-old children respond differentially to one and the same question used as either a genuine question…
Descriptors: Cues, Tests, Toddlers, Task Analysis
Berger, Frauke; Hohle, Barbara – Journal of Child Language, 2012
Children up to school age have been reported to perform poorly when interpreting sentences containing restrictive and additive focus particles by treating sentences with a focus particle in the same way as sentences without it. Careful comparisons between results of previous studies indicate that this phenomenon is less pronounced for restrictive…
Descriptors: Sentences, Young Children, Toddlers, German
Hani, Hanady Bani; Gonzalez-Barrero, Ana Maria; Nadig, Aparna S. – Journal of Child Language, 2013
This study examined two facets of the use of social cues for early word learning in parent-child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01-6;02) and typically developing children (age range:…
Descriptors: Autism, Pervasive Developmental Disorders, Vocabulary Development, Generalization
Nachtigaller, Kerstin; Rohlfing, Katharina J.; McGregor, Karla K. – Journal of Child Language, 2013
We trained forty German-speaking children aged 1;8-2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a "narrative" to the experimental group and within "unconnected speech" to the control group. We tested children's learning by asking them to…
Descriptors: German, Child Language, Experimental Groups, Linguistic Input
Mani, Nivedita; Plunkett, Kim – Journal of Child Language, 2011
Children look longer at a familiar object when presented with either correct pronunciations or small mispronunciations of consonants in the object's label, but not following larger mispronunciations. The current article examines whether children display a similar graded sensitivity to different degrees of mispronunciations of the vowels in…
Descriptors: Evidence, Cues, Vowels, Crying
Nilsen, Elizabeth S.; Graham, Susan A.; Pettigrew, Tamara – Journal of Child Language, 2009
We assessed the effect of specificity of speaker information about an object on three-year-olds' word mappings. When children heard a novel label followed by specific information about an object at exposure, children subsequently mapped the label to that object at test. When children heard only specific information about an object at exposure,…
Descriptors: Word Recognition, Vocabulary Development, Cognitive Mapping, Child Language
Scofield, Jason; Behrend, Douglas A. – Journal of Child Language, 2007
When presented with a pair of objects, one familiar and one unfamiliar, and asked to select the referent of a novel word, children reliably demonstrate the disambiguation effect and select the unfamiliar object. The current study investigated two competing word learning accounts of this effect: a pragmatic account and a word learning principles…
Descriptors: Task Analysis, Toddlers, Pragmatics, Vocabulary Development

Striano, Tricia; Rochat, Philippe; Legerstee, Maria – Journal of Child Language, 2003
Considered whether modeling and the type of an adult's request influenced children's ability at age 1 year and 8 months and 2 years and 2 months to comprehend gestures and replica objects as symbols for familiar objects. Evaluated whether modeling and type of request influenced children's ability at 1 year and 8 months to understand familiar…
Descriptors: Context Effect, Language Acquisition, Language Processing, Nonverbal Communication

Leonard, Laurence B.; McGregor, Karla K. – Journal of Child Language, 1991
Describes an unusual phonological pattern exhibited by a child aged two years that involves the production of word-final strident continuants in words whose adult forms contain these features in initial, rather than final, position (e.g., ops for soap). (13 references) (GLR)
Descriptors: Case Studies, Child Language, Consonants, Language Patterns
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