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Moscati, Vincenzo; Zhan, Likan; Zhou, Peng – Journal of Child Language, 2017
In this paper we investigated the real-time processing of epistemic modals in five-year-olds. In a simple reasoning scenario, we monitored children's eye-movements while processing a sentence with modal expressions of different force ("might/must"). Children were also asked to judge the truth-value of the target sentences at the end of…
Descriptors: Young Children, Eye Movements, Sentences, Responses
Janssens, Leen; Drooghmans, Stephanie; Schaeken, Walter – Journal of Child Language, 2015
Conventional implicatures are omnipresent in daily life communication but experimental research on this topic is sparse, especially research with children. The aim of this study was to investigate if eight- to twelve-year-old children spontaneously make the conventional implicature induced by "but," "so," and…
Descriptors: Age Differences, Short Term Memory, Children, Preadolescents
Schults, Astra; Tulviste, Tiia; Konstabel, Kenn – Journal of Child Language, 2012
Parents of 592 children between the age of 0 ; 8 and 1 ; 4 completed the Estonian adaptation of the MacArthur-Bates Communicative Development Inventory (ECDI Infant Form). The relationships between comprehension and production of different categories of words and gestures were examined. According to the results of regression modelling the…
Descriptors: Language Acquisition, Nouns, Prediction, Cognitive Processes
Hickmann, Maya; Taranne, Pierre; Bonnet, Philippe – Journal of Child Language, 2009
Two experiments compared how French vs. English adults and children (three to seven years) described motion events. Given typological properties (Talmy, 2000) and previous results (Choi & Bowerman, 1991; Hickmann, 2003; Slobin, 2003), the main prediction was that Manner should be more salient and therefore more frequently combined with Path (MP)…
Descriptors: Child Language, Motion, French, Language Acquisition
Nicoladis, Elena; Cornell, Edward H.; Gates, Melissa – Journal of Child Language, 2008
Two-year-old children often start asking questions with "where." In this study we test whether children understand "where" to mean route or absolute location and whether the size of the space or elevation made a difference. Previous research has documented developmental changes over the preschool years in children's non-verbal spatial reasoning.…
Descriptors: Schemata (Cognition), Spatial Ability, Young Children, Child Language

Gibbs, Raymond W. – Journal of Child Language, 1987
Examination of the effect of two linguistic factors on kindergarten through fourth-grade students' understanding of idioms indicated that the younger subjects better understood syntactically frozen idioms than those presented in various syntactic forms, while older subjects comprehended both kinds. (Author/CB)
Descriptors: Age Differences, Child Language, Children, Cognitive Processes
Saylor, Megan M.; Baldwin, Dare A. – Journal of Child Language, 2004
The ability to understand references to the absent enables conversation to move beyond the here-and-now to matters distant in both space and time. Such understanding requires appreciating the relation between language and communicative intent: one must recognize speakers' intentions to use language to converge on a shared conversational focus that…
Descriptors: Comprehension, Caregivers, Infants, Language Acquisition
Ozcaliskan, Seyda; Goldin-Meadow, Susan – Journal of Child Language, 2005
The types of gesture+speech combinations children produce during the early stages of language development change over time. This change, in turn, predicts the onset of two-word speech and thus might reflect a cognitive transition that the child is undergoing. An alternative, however, is that the change merely reflects changes in the types of…
Descriptors: Nonverbal Communication, Caregivers, Language Acquisition, Parent Child Relationship