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Showing 1 to 15 of 35 results Save | Export
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Claudio-Rafael Vasquez-Martinez; Francisco Flores-Cuevas; Felipe-Anastacio Gonzalez-Gonzalez; Luz-Maria Zuniga-Medina; Graciela-Esperanza Giron-Villacis; Irma-Carolina Gonzalez-Sanchez; Joaquin Torres-Mata – Bulgarian Comparative Education Society, 2024
Language is the basis of human communication and is the most important key to complete mental development and thinking. Therefore, children must learn to communicate using appropriate language. For this to happen, the development of language in the child must be understood as a biological process, complete with internal laws and with marked stages…
Descriptors: Infants, Morphology (Languages), Syntax, Phonology
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Pearl, Lisa – Language Learning and Development, 2022
Poverty of the stimulus has been at the heart of ferocious and tear-filled debates at the nexus of psychology, linguistics, and philosophy for decades. This review is intended as a guide for readers without a formal linguistics or philosophy background, focusing on what poverty of the stimulus is and how it's been interpreted, which is…
Descriptors: Language Acquisition, Learning Processes, Syntax, Semantics
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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
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Jisun R. Oh; Gregory A. Cheatham; Teran A. Frick – Young Exceptional Children, 2024
Children with disabilities and developmental delays (DD) often face challenges within education systems, which are typically unprepared to meet their language needs nor equipped to support bilingualism because of the current early intervention (EI) workforce. Given this, the five-language domains framework can help bilingual EI educators to…
Descriptors: Bilingualism, Infants, Toddlers, Culturally Relevant Education
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Davis, E. Emory; Landau, Barbara – Language Learning and Development, 2021
Perception verbs and mental verbs have significant overlap in their syntax and semantics; both reference mental representations when taking embedded clauses, as in "I see that Maria was here" and "I think that Maria was here." Some have suggested that perception is more accessible for young children than mental states, raising…
Descriptors: Verbs, Semantics, Phrase Structure, Perception
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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
Ruthe Foushee; Dan Byrne; Marisa Casillas; Susan Goldin-Meadow – Grantee Submission, 2022
Linguistic alignment--the contingent reuse of our interlocutors' language at all levels of linguistic structure--pervades human dialogue. Here, we design unique measures to capture the degree of linguistic alignment between interlocutors' linguistic representations at three levels of structure: lexical, syntactic, and semantic. We track these…
Descriptors: Semantics, Syntax, Vocabulary Skills, Models
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Dracos, Melisa; Requena, Pablo; Miller, Karen – Language Acquisition: A Journal of Developmental Linguistics, 2019
Previous research indicates that the development of mood selection in Spanish spans several years and ends in the mastery of mood selection with sentential complements to express complex semantic meanings. The present study investigates this underexplored late stage by examining how Spanish-speaking children acquire adultlike mood selection in…
Descriptors: Spanish, Language Acquisition, Verbs, Semantics
Dudley, Rachel – ProQuest LLC, 2017
This dissertation focuses on when and how children learn about the meanings of the propositional attitude" verbs know" and "think". "Know" and "think" both express belief. But they differ in their veridicality: "think" is non-veridical and can report a false belief; but "know" can only…
Descriptors: Beliefs, Cognitive Processes, Child Development, Verbs
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Wolf, Maryanne; Ullman-Shade, Catherine; Gottwald, Stephanie – Australian Journal of Learning Difficulties, 2016
This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises--both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader--is…
Descriptors: Reading Skills, Child Development, Brain Hemisphere Functions, Dyslexia
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Honig, Alice Sterling – Early Child Development and Care, 2017
How to help babies and young children right from birth to become competent in talking as well as emergent literacy is illustrated by research findings as well as with specific clinical stories. Both kinds of knowledge can serve to galvanize parents and teachers to increase awareness of infant and preschool language development and the crucial role…
Descriptors: Language Acquisition, Emergent Literacy, Preschool Children, Caregiver Role
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Cleave, Patricia; Bird, Elizabeth Kay-Raining; Czutrin, Rachael; Smith, Lindsey – Intellectual and Developmental Disabilities, 2012
The present study examined narrative development in children and adolescents with Down syndrome longitudinally. Narratives were collected from 32 children and adolescents with Down syndrome three times over a 1-year period. Both micro- and macrolevel analyses were conducted. Significant growth over the 1-year period was seen in semantic complexity…
Descriptors: Comprehension, Adolescents, Children, Semantics
FPG Child Development Institute, 2007
Young children follow a fairly consistent pattern in their acquisition of language. This pattern is important because language develops rapidly and has been shown to affect later school readiness. A study published in the Journal of Applied Developmental Psychology, examines for the first time how the quality of childcare affects the development…
Descriptors: Language Acquisition, Developmental Psychology, Child Development, Child Care
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Fisher, Cynthia; And Others – Cognitive Psychology, 1991
The relations between the meanings of verbs and the syntactic structures in which they appear were investigated in 5 experiments involving approximately 156 college students (most attended the University of Pennsylvania). Findings support the view that the syntax of verbs is a regular, although complex, projection from their semantics. (SLD)
Descriptors: Child Development, Classification, College Students, Higher Education
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Paul, Rhea; And Others – Journal of Autism and Developmental Disorders, 1988
Six autistic children and seven children with relatively specific language impairment were asked to act out a series of sentences. Both groups made little use of a semantically based probable event strategy but were more likely to use a syntactically based word order strategy, similar to normals matched for receptive language age. (Author/DB)
Descriptors: Autism, Child Development, Comprehension, Language Handicaps
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