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Wagner, Katie; Jergens, Jill; Barner, David – Language Learning and Development, 2018
Previous studies report that children use color words haphazardly before acquiring conventional, adult-like meanings. The most common explanation for this is that children do not abstract color as a domain of linguistic meaning until several months after they begin producing color words, resulting in a stage during which they produce but do not…
Descriptors: Color, Toddlers, Vocabulary Development, Semantics
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Lippeveld, Marie; Oshima-Takane, Yuriko – Language Learning and Development, 2020
The cross-categorical use of nouns and verbs poses a challenging problem to young language learners because they are known to be less willing to accept that a single form of a word be used for more than one linguistic purpose (e.g., one-form/one-function principle). The present study investigated whether children under 3 years of age are able to…
Descriptors: Nouns, Verbs, Language Acquisition, Semantics
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Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith – Language Learning and Development, 2020
Children with Developmental Language Disorder (DLD) have difficulties acquiring the grammatical rules of their native language. It has been proposed that children's detection of sequential statistical patterns correlates with grammatical proficiency and hence that a deficit in the detection of these regularities may underlie the difficulties with…
Descriptors: Grammar, Language Impairments, Language Acquisition, Native Language
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Hesketh, Anne; Serratrice, Ludovica; Ashworth, Rachel – Language Learning and Development, 2016
This study investigated the long-term effect of classroom-based input manipulation on children's use of subordination in a story re-telling task; it also explored the role of receptive vocabulary skills and expressive grammatical abilities in predicting the likelihood of priming. During a two-week priming phase, 47 monolingual English-speaking…
Descriptors: Priming, Grammar, Story Telling, Task Analysis