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Jared Vasil – ProQuest LLC, 2024
Successful reference relies on being appropriately informative for listeners. What factors influence informativeness? For example, what factors influence the decision to refer to a ball with the less informative phrase "it," as opposed to the more informative phrase "the red ball"? The present dissertation proposes and…
Descriptors: Young Children, Language Usage, Educational Games, Behavior Patterns
Jared Vasil; Dayna Price; Michael Tomasello – Child Development, 2024
The current study investigated whether age-related changes in the conceptualization of social groups influences interpretation of the pronoun we. Sixty-four 2- and 4-year-olds (N = 29 female, 50 White-identifying) viewed scenarios in which it was ambiguous how many puppets performed an activity together. When asked who performed the activity, a…
Descriptors: Child Development, Preschool Children, Age Differences, Morphemes
Orvell, Ariana; Elli, Giulia; Umscheid, Valerie; Simmons, Ella; Kross, Ethan; Gelman, Susan A. – Child Development, 2023
A critical skill of childhood is learning social norms. We examine whether the generic pronouns "you" and "we," which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to…
Descriptors: Child Development, Form Classes (Languages), Decision Making, Social Behavior
Lea Eldstål-Ahrens; Malin Nilsen; Niklas Pramling – Classroom Discourse, 2024
In this study, we analyse a 9-year-old child's argumentative participation in a group discussion, from a microgenetic development angle. Specifically, we follow one child through the discussion and analyse the development process, defined as changed participation and as interactionally contingent upon the other participants and the teacher. The…
Descriptors: Elementary School Students, Persuasive Discourse, Group Discussion, Task Analysis
Aravind, Athulya; Koring, Loes – Language Acquisition: A Journal of Developmental Linguistics, 2023
Children's understanding of passives of certain mental state predicates appears to lag behind passives of so-called actional predicates, an asymmetry that has posed a major empirical challenge for theories of passive acquisition. This paper argues against the dominant view in the literature that treats the predicate-based asymmetry as…
Descriptors: Child Language, Language Acquisition, Grammar, Syntax
Wang, Wentao; Vong, Wai Keen; Kim, Najoung; Lake, Brenden M. – Cognitive Science, 2023
Neural network models have recently made striking progress in natural language processing, but they are typically trained on orders of magnitude more language input than children receive. What can these neural networks, which are primarily distributional learners, learn from a naturalistic subset of a single child's experience? We examine this…
Descriptors: Brain Hemisphere Functions, Linguistic Input, Longitudinal Studies, Self Concept
Vasil, Jared; Moore, Charlotte; Tomasello, Michael – First Language, 2023
Shared intentionality theory posits that at age 3, children expand their conception of plural agency to include 3- or more-person groups. We sought to determine whether this conceptual shift is detectable in children's pronoun use. We report the results of a series of Bayesian hierarchical generative models fitted to 479 English-speaking…
Descriptors: Form Classes (Languages), Preschool Children, Language Acquisition, Language Usage
Lustigman, Lyle; Berman, Ruth A. – Language Learning and Development, 2021
The study examines phases in developing specification of grammatical marking of emergent clause-combining (CC) as indicative of children's growing ability to integrate two or more independent predications. To this end, both intra- and inter-clausal analyses were applied to all CC utterances produced by three Hebrew-acquiring children aged 2;0-3;0,…
Descriptors: Phrase Structure, Grammar, Semitic Languages, Language Acquisition
Diessel, Holger; Monakhov, Sergei – Journal of Child Language, 2023
This paper examines the acquisition of demonstratives (e.g., "that," "there") from a cross-linguistic perspective. Although demonstratives are often said to play a crucial role in L1 acquisition, there is little systematic research on this topic. Using extensive corpus data of spontaneous child speech, the paper investigates…
Descriptors: Japanese, Chinese, Hebrew, Indonesian
Forbes, Samuel H.; Plunkett, Kim – Developmental Psychology, 2019
Previous research has highlighted the difficulty that infants have in learning to use color words. Even after acquiring the words themselves, infants are reported to use them incorrectly, or overextend their usage. We tested 146 infants from 5 different age groups on their knowledge of 6 basic color words, "red", "green",…
Descriptors: Infants, Comprehension, Color, Language Acquisition
Vogels, Jorrig; Lindgren, Josefin – Discourse Processes: A Multidisciplinary Journal, 2022
When telling a story, a speaker needs to refer to story characters using appropriate expressions, which requires a mental model of the discourse. We hypothesize that, compared to those of adults, children's discourse models are based more on factors that are less cognitively demanding, such as animacy, and as they grow older, discourse factors…
Descriptors: Swedish, Preschool Children, Discourse Analysis, Cues
Zhao, Shuyan; Ren, Jie; Frank, Michael C.; Zhou, Peng – Language Learning and Development, 2021
The present study reports a large, cross-sectional study of Mandarin-speaking children's ability to compute quantity implicatures. To chart the developmental trajectory of this pragmatic ability, we tested 225 Mandarin-speaking children aged 4-8 years on their interpretations of scalar and non-scalar implicatures, as well as numerals. Scalar…
Descriptors: Mandarin Chinese, Case Studies, Pragmatics, Language Skills
Cournane, Ailís – Language Acquisition: A Journal of Developmental Linguistics, 2021
This paper revisits the longstanding observation that children produce modal verbs (e.g., must, could) with their root meanings (e.g., abilities, obligations) by age 2, typically a year or more earlier than with their epistemic meanings (e.g., inferences). Established explanations for this "Epistemic Gap" argue that epistemic language…
Descriptors: Verbs, Language Acquisition, Inferences, Syntax
Jincho, Nobuyuki; Oishi, Hiroaki; Mazuka, Reiko – Language Learning and Development, 2019
This study investigated age differences in the utilization of visually contrastive information (i.e., differently colored identical objects) for temporary referential ambiguity resolution during spoken sentence comprehension. Five- and 6-year-old Japanese children and adults listened to sentences that contained a color adjective-noun combination…
Descriptors: Sentences, Eye Movements, Adults, Age Differences
Colletta, Jean-Marc; Pellenq, Catherine; Hadian-Cefidekhanie, Ali; Rousset, Isabelle – Journal of Child Language, 2018
This paper reports on an original study designed to investigate age-related change in the way French children produce speech during oral narrative, considering both prosodic parameters -- speaking rate and duration of the prosodic speech unit -- and linguistic structure. Eighty-five French children aged four to eleven years were asked to tell a…
Descriptors: Foreign Countries, Children, Articulation (Speech), Phonics