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Yan Jiang; Alison Wishard Guerra; Shana R. Cohen; Timothy T. Brown; Naomi T. Lin; Monica Molgaard; John Iversen – Early Education and Development, 2024
Research Findings: Early elementary school is a crucial time for the development of executive functions, but less is known about the impact of parent-child narratives on executive function development in children of this age group. This study aims to investigate the influence of parental scaffolding styles in parent-child co-constructed narratives…
Descriptors: Parent Child Relationship, Parent Participation, Parents as Teachers, Scaffolding (Teaching Technique)
Jiao Du; Xiaowei He; Haopeng Yu – First Language, 2025
We used the elicited production task to explore the production of short and long passives in 15 Mandarin-speaking preschool children with Developmental Language Disorder (DLD; aged 4;2-5;11) in comparison with 15 Typically Developing Aged-matched (TDA) children (aged 4;3-5;8) and 15 Typically Developing Younger (TDY) children (aged 3;2-4;3). This…
Descriptors: Mandarin Chinese, Form Classes (Languages), Child Language, Language Impairments
Abbot-Smith, Kirsten; Schulze, Cornelia; Anagnostopoulou, Nefeli; Zajaczkowska, Maria; Matthews, Danielle – First Language, 2022
If a child asks a friend to play football and the friend replies, 'I have a cough', the requesting child must make a 'relevance inference' to determine the communicative intent. Relevance inferencing is a key component of pragmatics, that is, the ability to integrate social context into language interpretation and use. We tested which cognitive…
Descriptors: Young Children, Articulation (Speech), English, Thinking Skills
Shaalan, Saleh – Arab Journal of Applied Linguistics, 2017
This study describes the reliability and validity of four language tests: The Sentence Comprehension Test (SCT), the Expressive Language Test (ELT), the Sentence Repetition Test (SRT), and the Arabic Picture Vocabulary Test (APVT). These tests were administered to two groups of Qatari Arabic-speaking children: A typically developing group (n=81 to…
Descriptors: Test Validity, Test Reliability, Language Tests, Expressive Language
Dimroth, Christine; Narasimhan, Bhuvana – Language Acquisition: A Journal of Developmental Linguistics, 2012
When communicating with their interlocutors, adults have a robust preference to order previously mentioned ("old") referents in the discourse before mentioning referents that have not yet been introduced in the discourse ("new"). But in an experimental study investigating phrasal conjuncts, 3- to 5-year-olds acquiring German…
Descriptors: Child Language, Child Development, Discourse Analysis, Phrase Structure
What Works Clearinghouse, 2012
"Play-based interventions" are practices designed to improve socio-emotional, physical, language, and cognitive development through guided interactive play. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play…
Descriptors: Evidence, Quasiexperimental Design, Intervention, Play
Minai, Utako; Jincho, Nobuyuki; Yamane, Naoto; Mazuka, Reiko – Journal of Child Language, 2012
Recent studies on the acquisition of semantics have argued that knowledge of the universal quantifier is adult-like throughout development. However, there are domains where children still exhibit non-adult-like universal quantification, and arguments for the early mastery of relevant semantic knowledge do not explain what causes such…
Descriptors: Semantics, Language Acquisition, Child Language, Form Classes (Languages)
Mills, Candice M.; Legare, Christine H.; Grant, Meridith G.; Landrum, Asheley R. – Journal of Experimental Child Psychology, 2011
To obtain reliable information, it is important to identify and effectively question knowledgeable informants. Two experiments examined how age and the ease of distinguishing between reliable and unreliable sources influence children's ability to effectively question those sources to solve problems. A sample of 3- to 5-year-olds was introduced to…
Descriptors: Cognitive Development, Child Language, Identification, Experimental Psychology
Edwards, Carolyn, Ed.; Gandini, Lella, Ed.; Forman, George, Ed. – Praeger, 2011
Why does the city of Reggio Emilia in northern Italy feature one of the best public systems of early education in the world? This book documents the comprehensive and innovative approach that utilizes the "hundred languages of children" to support their well-being and foster their intellectual development. Reggio Emilia is a fast-growing…
Descriptors: Verbal Communication, Theater Arts, Quality of Life, Young Children
Reese, Elaine; Jack, Fiona; White, Naomi – Cognitive Development, 2010
Adolescents (N = 46; M = 12.46 years) who had previously participated in a longitudinal study of autobiographical memory development narrated their early childhood memories, interpreted life events, and completed a family history questionnaire and language assessment. Three distinct components of adolescent memory emerged: (1) age of earliest…
Descriptors: Young Children, Adolescents, Memory, Longitudinal Studies
Talking about Writing: What We Can Learn from Conversations between Parents and Their Young Children
Robins, Sarah; Treiman, Rebecca – Applied Psycholinguistics, 2009
In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity…
Descriptors: Semantics, Written Language, Freehand Drawing, Linguistic Input

Bonitatibus, Gary – Child Development, 1988
Two experiments test hypothesis that development of children's comprehension monitoring skills in the referential communication paradigm is based in part on ability to differentiate the literal sentence meaning of speaker's direction from the meaning or intention that speaker wished to convey. (Author/RWB)
Descriptors: Audiolingual Skills, Child Language, Cognitive Development, Language Acquisition
De Lisi, Richard – New York University Education Quarterly, 1981
Reviews and compares the theories of Piaget and Vygotsky on the relationships between child language and thought, as presented in their respective works, "The Language and Thought of the Child" and "Thought and Language." (SJL)
Descriptors: Child Language, Cognitive Development, Developmental Psychology, Language Acquisition

Benninga, Jacques S. – Educational Forum, 1980
Manifestations of egocentrism in preschool children's language, play, and ethical judgement are discussed in relation to Piagetian theory. The importance of cognitive development grounded in Piagetian principles is elaborated. (SK)
Descriptors: Child Language, Cognitive Development, Early Childhood Education, Egocentrism

Oller, D. Kimbrough; Seibert, Jeffrey M. – American Journal of Mental Retardation, 1988
Comparison of canonical (well-formed syllabic) babbling in 36 prelinguistic retarded children (17 to 62 months of age) with nonretarded children indicated a low correlation between babbling and developmental age suggesting substantial independence between cognitive development and babbling among retarded children. (Author/DB)
Descriptors: Child Development, Child Language, Cognitive Development, Infants