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Direct linkPalma, Pauline; Lee, Sarah; Hodgins, Vegas; Titone, Debra – Cognitive Science, 2023
Studies of language evolution in the lab have used the iterated learning paradigm to show how linguistic structure emerges through cultural transmission--repeated cycles of learning and use across generations of speakers . However, agent-based simulations suggest that prior biases crucially impact the outcome of cultural transmission. Here, we…
Descriptors: Bilingualism, Language Acquisition, Language Research, Adults
Sun, Xin; Nancekivell, Shaylene E.; Shah, Priti; Gelman, Susan A. – Cognitive Research: Principles and Implications, 2023
How people conceptualize learning is related to real-world educational consequences across many domains of education. Despite its centrality to the educational system, we know little about how the public reasons about language acquisition, and the potential consequences for their thinking about real-world issues (e.g., policy endorsements). The…
Descriptors: Learning Processes, Language Acquisition, Individual Differences, Misconceptions
Armon-Lotem, Sharon; Haman, Ewa; de López, Kristine Jensen; Smoczynska, Magdalena; Yatsushiro, Kazuko; Szczerbinski, Marcin; van Hout, Angeliek; Dabašinskiene, Ineta; Gavarró, Anna; Hobbs, Erin; Kamandulyte-Merfeldiene, Laura; Katsos, Napoleon; Kunnari, Sari; Nitsiou, Chrisa; Olsen, Lone Sundahl; Parramon, Xavier; Sauerland, Uli; Torn-Leesik, Reeli; van der Lely, Heather – Language Acquisition: A Journal of Developmental Linguistics, 2016
This cross-linguistic study evaluates children's understanding of passives in 11 typologically different languages: Catalan, Cypriot Greek, Danish, Dutch, English, Estonian, Finnish, German, Hebrew, Lithuanian, and Polish. The study intends to determine whether the reported gaps between the comprehension of active and passive and between short and…
Descriptors: Language Research, Form Classes (Languages), Language Processing, Language Acquisition
Nedwick, Kelly M. – ProQuest LLC, 2014
Negation is a unique and fascinating property of human language which has been given extensive theoretical and typological treatment. One categorization divides negation use into metalinguistic negation and descriptive negation (Horn, 1985). Descriptive negation (DN) is the truth-functional semantic operator which has received the most attention…
Descriptors: Metalinguistics, Morphemes, Classification, Morphology (Languages)
Schwieter, John W., Ed.; Benati, Alessandro, Ed. – Cambridge University Press, 2019
Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are…
Descriptors: Language Acquisition, Second Language Learning, Second Language Instruction, Educational Theories
Vihman, Marilyn; Keren-Portnoy, Tamar – Journal of Child Language, 2011
Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And…
Descriptors: Phonology, Role, Individual Differences, Vocabulary Development
Dornyei, Zoltan – Language Learning, 2009
The notion of language as a complex adaptive system has been conceived within an agent-based framework, which highlights the significance of individual-level variation in the characteristics and contextual circumstances of the learner/speaker. Yet, in spite of this emphasis, currently we know relatively little about the interplay among language,…
Descriptors: Language Acquisition, Individual Differences, Context Effect, Language Research
Peer reviewedFoster-Cohen, Susan – Second Language Research, 2001
Examines the possible and specific relationships between first language (L1) acquisition and second language (L2) acquisition to show that a number of assumptions warrant closer inspection. Explores problems in distinguishing L1 from L2 acquisition from three different perspectives: individual language learner histories, the data, and the…
Descriptors: Individual Differences, Language Acquisition, Language Research, Second Language Instruction
Carey, Susan; Bartlett, Elsa – 1978
Twenty children aged 3;0 to 3;10 were studied for behavior related to the acquisition of a single new word ("chromium," which was presented as designating the color olive green). The research was conducted in three cycles: prior to exposure to "chromium," at the time of a single encounter with that word, and about a week after the first encounter.…
Descriptors: Child Language, Individual Differences, Language Acquisition, Language Research
Peer reviewedBretherton, Inge; And Others – Journal of Child Language, 1983
Results of a statistical study of language in 30 infants suggest that two acquisition styles (nominal/pronominal and referential/expressive) are developing in parallel. Only for children heavily emphasizing one strategy can a distinctive style be determined. Results at 20 months were only partially predictive of performance at 28 months. (MSE)
Descriptors: Cognitive Style, Individual Differences, Infants, Language Acquisition
Peer reviewedLocke, John L. – Journal of Child Language, 1988
Suggests that Goad & Ingram's (1987) argument in favor of a cognitive model of phonological development failed to recognize the uniqueness of each individual's neural and vocal structures, ignored documented variability in the phonetic patterns of prelexical infants, and inexplicably assumed that inter-child variability implied the operation of…
Descriptors: Child Language, Cognitive Development, Individual Differences, Language Acquisition
Peer reviewedFoster-Cohen, Susan H. – Annual Review of Applied Linguistics, 1999
Discusses themes that relate to the connections between first- and second-language acquisition. Specific focus is on the following issues: whether there is a language instinct; what input could and does teach the child; rules and representations (i.e., how language resides in the individual); individual differences in language acquisition; and…
Descriptors: Grammar, Individual Differences, Language Acquisition, Language Research
Peer reviewedDemetras, M. J.; And Others – Journal of Child Language, 1986
Describes two types of feedback (explicit and implicit) in the responses of four mothers to their two-year-old children and investigates whether these mothers respond differentiallly to their children's well-formed and ill-formed utterances with either type of feedback. Results demonstrate that a high proportion of maternal responses qualify as…
Descriptors: Child Language, Dialogs (Language), Feedback, Individual Differences
Processing Limitations in Children with Specific Language Impairment: The Role of Executive Function
Im-Bolter, Nancie; Johnson, Janice; Pascual-Leone, Juan – Child Development, 2006
Research suggests that children with specific language impairment (SLI) have processing limitations; however, the mechanisms involved have not been well defined or investigated in a theory-guided manner. The theory of constructive operators was used as a framework to explore processes underlying limited processing capacity in children with SLI.…
Descriptors: Language Impairments, Children, Language Skills, Language Acquisition
Peer reviewedDale, Philip S.; Crain-Thoreson, Catherine – Journal of Child Language, 1993
The role of cognitive and linguistic individual differences as well as contextual factors and processing complexity were examined as determinants of pronoun reversal (I/you). It is proposed that pronoun reversals commonly result from a failure to perform a deicitic shift, which is especially likely when children's psycholinguistic processing…
Descriptors: Child Language, Cognitive Development, Context Effect, Individual Differences
