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The Role of Attention, Language Ability, and Language Experience in Children's Artificial Grammar Learning
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Crespo, Kimberly; Kaushanskaya, Margarita – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The current study examined the role of attention and language ability in nonverbal rule induction performance in a demographically diverse sample of school-age children. Method: The participants included 43 English-speaking monolingual and 65 Spanish-English bilingual children between the ages of 5 and 9 years. Core Language Index…
Descriptors: Role, Learning Processes, Attention Control, Language Skills
The Role of Timing and Prototypical Causality on How Preschoolers Fast-Map Novel Verb Meanings
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Abbot-Smith, Kirsten; Imai, Mutsumi; Durrant, Samantha; Nurmsoo, Erika – First Language, 2017
In controlled contexts, young children find it more difficult to learn novel words for actions than words for objects: Imai et al. found that English-speaking three-year-olds mistakenly choose a novel object as a referent for a novel verb about 42% of the time despite hearing the verb in a transitive sentence. The current two studies investigated…
Descriptors: Cognitive Mapping, Native Language, Language Acquisition, Preschool Children
Early Language Milestones and Specific Language Impairment
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Rudolph, Johanna M.; Leonard, Laurence B. – Journal of Early Intervention, 2016
Delayed appearance of early language milestones can be one of the first signs of a developmental disorder. In this study, we investigated how well late acquisition of language milestones predicted an outcome of specific language impairment (SLI). The sample included 150 children (76 SLI), aged 4 to 7 years old. Milestone information was collected…
Descriptors: Language Acquisition, Language Impairments, Accuracy, Developmental Delays
Do Bilingual and Monolingual Preschoolers Acquire False Belief Understanding Similarly? The Role of Executive Functioning and Language
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Diaz, Vanessa; Farrar, M. Jeffrey – First Language, 2018
Bilingual children often show advanced executive functioning (EF) and false belief (FB) understanding compared to monolinguals. The latter has been attributed to their enhanced inhibitory control EF, although this has only been examined in a single study which did not confirm this hypothesis. The current study examined the relation of EF and…
Descriptors: Bilingualism, Monolingualism, Language Acquisition, Second Language Learning
The Relative Roles Played by Structural and Pragmatic Language Skills in Relation to Behaviour in a Population of Primary School Children from Socially Disadvantaged Backgrounds
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Law, J.; Rush, R.; McBean, K. – Emotional & Behavioural Difficulties, 2014
Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent…
Descriptors: Disadvantaged, Elementary School Students, Role, Pragmatics
Developing Relationships between Language and Behaviour in Preschool Children from the Early Language in Victoria Study: Implications for Intervention
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Bretherton, Lesley; Prior, Margot; Bavin, Edith; Cini, Eileen; Eadie, Patricia; Reilly, Sheena – Emotional & Behavioural Difficulties, 2014
Following a biopsychosocial model, the study investigated the role of child factors (gender, IQ), maternal factors (psychological distress, maternal education and vocabulary, maternal distress) and environmental factors (SES) in the relationship between language impairment and behaviour problems in preschool children. Participants were drawn from…
Descriptors: Social Development, Emotional Development, Mothers, Parent Child Relationship