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D'Apice, Katrina; Latham, Rachel M.; von Stumm, Sophie – Developmental Psychology, 2019
Although early life experiences of language and parenting are critical for children's development, large home observation studies of both domains are scarce in the psychological literature, presumably because of their considerable costs to the participants and researchers. Here, we used digital audio-recorders to unobtrusively observe 107…
Descriptors: Naturalistic Observation, Child Language, Child Behavior, Child Rearing
Wieghall, Anna R.; Altmann, Gerry T. M. – Journal of Child Language, 2011
An auditory sentence comprehension task investigated the extent to which the integration of contextual and structural cues was mediated by verbal memory span with 32 English-speaking six- to eight-year-old children. Spoken relative clause sentences were accompanied by visual context pictures which fully (depicting the actions described within the…
Descriptors: Sentences, Cues, Short Term Memory, Language Processing
Ambridge, Ben; Theakston, Anna L.; Lieven, Elena V. M.; Tomasello, Michael – Cognitive Development, 2006
In many cognitive domains, learning is more effective when exemplars are distributed over a number of sessions than when they are all presented within one session. The present study investigated this "distributed learning effect" with respect to English-speaking children's acquisition of a complex grammatical construction. Forty-eight children…
Descriptors: Syntax, Language Research, Language Acquisition, English

Taatgen, Niels A.; Anderson, John R. – Cognition, 2002
Presents a hybrid ACT-R model that shows U-shaped learning of the English past tense without direct feedback, changes in vocabulary, or unrealistically high rates of regular verbs. Illustrates that the model can learn the default rule, even if regular forms are infrequent. Shows that the model can explore the question of why there is a distinction…
Descriptors: Child Language, Children, Cognitive Development, English

McGarvey, Jack – English Journal, 1978
Discusses the developmental characteristics of the middle school years child. (DD)
Descriptors: Child Development, Child Language, Children, Cognitive Development
Broderick, Victor K. – 1984
A study to investigate the development of children's ability to relate concepts and thus understand metaphors by examining their performance on three concept-relating tasks is reported. Abstract-metaphoric, concrete-metaphoric, and literal taxonomic relationships were embedded in an analogy-like binary choice task. In this type of task, the…
Descriptors: Child Language, Children, Cognitive Development, Comprehension

Bornstein, Marc H.; Selmi, Ann M.; Haynes, O. M.; Painter, Kathleen M.; Marx, Eric S. – Child Development, 1999
Assessed representational abilities in hearing and deaf 2-year-old children of hearing and deaf mothers. Found group differences in expressive and receptive language based on maternal report and on experimenter assessment, but no differences emerged in child solitary symbolic play or in child- or mother-initiated child collaborative symbolic play.…
Descriptors: Child Language, Children, Cognitive Development, Deafness
Wilder, Larry – Today's Speech, 1973
Descriptors: Child Development, Child Language, Children, Cognitive Development

Emig, Janet – Research in the Teaching of English, 1972
Author brings together from some major sources what we know about metaphor and suggests some questions for systematic study concerning children and metaphor. (Editor)
Descriptors: Child Language, Children, Cognitive Development, Concept Formation

Van Kleeck, Anne – Merrill-Palmer Quarterly, 1982
Existing data on metalinguistic skills are reviewed and then grouped according to the cognitive strategies children appear to employ in resolving metalinguistic tasks. (Author/MP)
Descriptors: Child Language, Children, Cognitive Development, Developmental Stages
Richards, Meredith Martin; Brown, Melissa Leath – 1981
Children's understanding of the epistemological terms "know" and "guess" was investigated in two studies with four- to ten-year-old subjects. Two adult players guessed at the location of a ball hidden in one of two boxes. On each trial the child was asked questions about "knowing" and "guessing" both before and after the guessing took place.…
Descriptors: Child Language, Children, Cognitive Development, Language Acquisition

Ackerman, Brian P. – Journal of Experimental Child Psychology, 1981
Results suggest that children can use the rules of conversational sequencing to evaluate the need for an inference to the speaker's intent when speakers deliberately violate a rule. This ability is acquired by six or seven years of age, but children do not correctly infer the speaker's intent until they are eight or nine years old. (Author/RH)
Descriptors: Age Differences, Child Language, Children, Cognitive Development

Benelli, Beatrice; And Others – Journal of Child Language, 1988
Results of three investigations of the development of word definitions indicated that younger childrens' definitions, including use or lack of use of superordinate categorical terms, fell short of adult informativeness, while, by age 10, children generally met such criteria in their definitions. (Author/CB)
Descriptors: Child Language, Children, Cluster Grouping, Cognitive Development
Ehrich, Veronika U. – 1982
Adults' and children's descriptions of rooms were compared in terms of the cognitive and communicative aspects of segmentation and linearization. Children's increasing ability to gain structural discourse transparency by using specific linguistic devices was examined. A total of 50 Dutch-speaking children of ages 4, 6, 8, 10, and 12 described a…
Descriptors: Child Language, Children, Cognitive Development, Coherence

Litowitz, Bonnie E.; Novy, Forrest A. – Journal of Child Language, 1984
Investigates expression of part-whole semantic relation by children 3 to 12 years old and indicates that older children prefer its use significantly more often. The part-whole semantic relation was also observed to take several linguistic forms, such as partitive, spatial, and possessive. Age, experimental task format, or type of experimental…
Descriptors: Age Differences, Child Language, Children, Cognitive Development