Purpose: Phonological skills have been associated with developmental stuttering. The current study aimed to determine whether the neural processes underlying phonology, specifically for nonword rhyming, differentiated stuttering persistence and recovery. Method: Twenty-six children who stutter (CWS) and 18 children who do not stutter, aged 5…

Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and…

The psychology supporting the use of quantifier words (e.g., "some," "most," "more") is of interest to both scientists studying quantity representation (e.g., number, area) and to scientists and linguists studying the syntax and semantics of these terms. Understanding quantifiers requires both a mastery of the…

Language acquisition involves learning not only grammatical rules and a lexicon but also what people are intending to convey with their utterances: the semantic/pragmatic component of language. In this article we separate the contributions of linguistic development and cognitive maturity to the acquisition of the semantic/pragmatic component of…

Nightmare disorder is a prevalent parasomnia characterized by vivid and highly unpleasant dream experiences during night time sleep. The neural background of disturbed dreaming was proposed to be associated with impaired prefrontal and fronto-limbic functioning during REM sleep. We hypothesized that the impaired prefrontal and fronto-limbic…

In the present study the effects of visual, auditory, and audio-visual presentation formats on memory for thematically constructed lists were assessed in individuals with intellectual disability and mental age-matched children. The auditory recognition test included target items, unrelated foils, and two types of semantic lures: critical related…

Young children typically do not use order-of-mention to resolve ambiguous pronouns, but may do so if given additional cues, such as gestures. Additionally, this ability to utilize gestures may be enhanced in bilingual children, who may be more sensitive to such cues due to their unique language experience. We asked monolingual and bilingual…

This study examined the development of the episodic and semantic memory systems, with an emphasis on the emergence of the two aspects of the former: episodic memory (the ability to re-experience a past event) and episodic future thinking (the ability to pre-experience a future event). Three-, 4-, and 5-year olds were randomly assigned to one of…

This study sought to test the most efficient representation mode with which children with hearing impairment could express a story while producing connectives indicating relations of time and of cause and effect. Using Bruner's (1973, 1986, 1990) representation stages, we tested the comparative effectiveness of Virtual Reality (VR) as a mode of…

Patterns of development of ToM belief abilities in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. The links between cognition, language, social understanding and ToM belief abilities were examined. EDEI-R [Perron-Borelli M. (1996). "Echelles Differentielles…

Generation enhances memory for occurrence but may not enhance other aspects of memory. The present study further delineates the negative generation effect in context memory reported in N. W. Mulligan (2004). First, the negative generation effect occurred for perceptual attributes of the target item (its color and font) but not for extratarget…

Investigates the effect of presentation context, taxonomy, and age of child on mothers' choices of category names in object-naming tasks. Contextual factors had a primary role in determining mothers' selections of category names, and the three independent variables had a complex and dynamic effect on mothers' naming practices. (Author/CI)

In a study using preschool and elementary school children, the children's judgments of whether brief stories described valid instances of a concept shifted in a manner consistent with the authors' hypothesis that meanings typically develop from representations in which characteristic features predominate to those in which defining features become…

Examined how 3- and 5-year-olds and adults extend names for human-made artifacts. Found that even 3-year-olds were more likely to provide artifact names (e.g., "knife") when they believed objects were intentionally created and to provide material-based descriptions (e.g., "plastic") when they believed objects were accidentally…

Examines the communicative functions served by the lexical usage of normal and language impaired children whose speech was limited to single word utterances. (EKN)