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Polka, Linda; Orena, Adriel John; Sundara, Megha; Worrall, Jennifer – Developmental Science, 2017
Previous research shows that word segmentation is a language-specific skill. Here, we tested segmentation of bi-syllabic words in two languages (French; English) within the same infants in a single test session. In Experiment 1, monolingual 8-month-olds (French; English) segmented bi-syllabic words in their native language, but not in an…
Descriptors: Infants, Syllables, English, French
Burling, Joseph M.; Yoshida, Hanako – Cognitive Science, 2017
The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However,…
Descriptors: Early Childhood Education, Young Children, Learning Processes, Bias
Scott, Jessica C.; Henderson, Annette M. E. – Developmental Psychology, 2013
Object labels are valuable communicative tools because their meanings are shared among the members of a particular linguistic community. The current research was conducted to investigate whether 13-month-old infants appreciate that object labels should not be generalized across individuals who have been shown to speak different languages. Using a…
Descriptors: Infants, Language Acquisition, Experiments, Habituation
Cimpian, Andrei; Scott, Rose M. – Cognition, 2012
The ability to acquire and store generic information (that is, information about entire categories) is at the core of human cognition. Remarkably, even young children place special value on generic information, often inferring that it holds important insights about the world. Here, we tested whether children's assumptions about the nature of…
Descriptors: Social Cognition, Language Acquisition, Experiments, Children
Brown, Helen; Weighall, Anna; Henderson, Lisa M.; Gaskell, M. Gareth – Journal of Experimental Child Psychology, 2012
Recent studies of adults have found evidence for consolidation effects in the acquisition of novel words, but little is known about whether such effects are found developmentally. In two experiments, we familiarized children with novel nonwords (e.g., "biscal") and tested their recognition and recall of these items. In Experiment 1, 7-year-olds…
Descriptors: Evidence, Language Acquisition, Recall (Psychology), Experiments
Lane, Liane Wardlow; Ferreira, Victor S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
To what extent do speaker-external communicative pressures versus speaker-internal cognitive pressures affect utterance form? Four experiments measured speakers' references to privately known (i.e., privileged) objects when naming mutually known (i.e., common ground) objects. Although speaker-external communicative pressures demanded that speakers…
Descriptors: Experiments, Cognitive Development, Language Acquisition
Fernald, Anne; Thorpe, Kirsten; Marchman, Virginia A. – Cognitive Psychology, 2010
Two experiments investigated the development of fluency in interpreting adjective-noun phrases in 30- and 36-month-old English-learning children. Using online processing measures, children's gaze patterns were monitored as they heard the familiar adjective-noun phrases (e.g. "blue car") in visual contexts where the adjective was either informative…
Descriptors: Nouns, Motor Vehicles, Language Processing, Computer Uses in Education
Thom, Emily E.; Sandhofer, Catherine M. – Journal of Experimental Child Psychology, 2009
This study experimentally tested the relationship between children's lexicon size and their ability to learn new words within the domain of color. We manipulated the size of 25 20-month-olds' color lexicons by training them with two, four, or six different color words over the course of eight training sessions. We subsequently tested children's…
Descriptors: Color, Training, Vocabulary, Language Acquisition
Palermo, David S. – Journal of Verbal Learning and Verbal Behavior, 1973
Research supported by a grant from the National Science Foundation; reports results of experiments in general cognitive development of children tested for their comprehension of the words more'' and less'' (RS)
Descriptors: Child Language, Cognitive Development, Comprehension, Experiments

Lidz, Jeffrey; Waxman, Sandra; Freedman, Jennifer – Cognition, 2003
Examined parental speech data demonstrating that linguistic input to children does not contain sufficient information to support unaided learning of the pronoun "one." Examined 18-month-olds' interpretation of sentences with a "one" substitution. Found that 18-month-olds have command of the syntax of "one." Because…
Descriptors: Cognitive Development, Experiments, Infants, Language Acquisition

Villiers, Peter A. de; Villiers, Jill G. de – Journal of Psycholinguistic Research, 1972
Research supported in part by a Public Health Service grant from the National Institute of Child Health and Development. (VM)
Descriptors: Child Language, Cognitive Development, Comprehension, Experiments
Gomez, Rebecca; Maye, Jessica – Infancy, 2005
We investigated the developmental trajectory of nonadjacent dependency learning in an artificial language. Infants were exposed to 1 of 2 artificial languages with utterances of the form [aXc or bXd] (Grammar 1) or [aXd or bXc] (Grammar 2). In both languages, the grammaticality of an utterance depended on the relation between the 1st and 3rd…
Descriptors: Age, Artificial Languages, Infants, Natural Language Processing
Wells, Gordon – 1973
"How does a child come to be able to relate his own experience to the formal means of communicating about that experience in the language to which he is exposed?" The author maintains that the innate predispositions that underlie the development of the cognitive ability to organize and structure experience also underlie the acquisition of the…
Descriptors: Child Development, Child Language, Cognitive Ability, Cognitive Development