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Peer reviewed
Direct linkMcGregor, Karla K.; Licandro, Ulla; Arenas, Richard; Eden, Nichole; Stiles, Derek; Bean, Allison; Walker, Elizabeth – Journal of Speech, Language, and Hearing Research, 2013
Purpose: To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. Method: Sixty-nine 18-to 25-year-olds with LI or without (the normal development [ND] group) took tests to measure learning of 16 word forms and meanings…
Descriptors: Language Impairments, Vocabulary, Learning Problems, Memory
Gervain, Judit; Werker, Janet F. – Journal of Child Language, 2013
One important mechanism suggested to underlie the acquisition of grammar is rule learning. Indeed, infants aged 0 ; 7 are able to learn rules based on simple identity relations (adjacent repetitions, ABB: "wo fe fe" and non-adjacent repetitions, ABA: "wo fe wo", respectively; Marcus et al., 1999). One unexplored issue is…
Descriptors: Language Acquisition, Grammar, Infants, Language Processing
Stites, Lauren J.; Ozcaliskan, Seyda – Journal of Child Language, 2013
Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Ozcaliskan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor…
Descriptors: Figurative Language, Child Development, Developmental Stages, Time
Syrett, Kristen; Musolino, Julien – Language Acquisition: A Journal of Developmental Linguistics, 2013
Sentences containing plural numerical expressions (e.g., "two boys") can give rise to two interpretations (collective and distributive), arising from the fact that their representation admits of a part-whole structure. We present the results of a series of experiments designed to explore children's understanding of this distinction…
Descriptors: Language Acquisition, Comprehension, Child Language, Preschool Children
Barlow, Jessica A.; Branson, Paige E.; Nip, Ignatius S. B. – Bilingualism: Language and Cognition, 2013
Spanish [l] is characterized as clear, and is associated with a high second formant (F2) frequency and a large difference between F2 and the first formant (F1) frequencies. In contrast, English [l] is darker (with a lower F2 and a relatively smaller F2-F1 difference) and also exhibits contextual variation due to an allophonic velarization rule…
Descriptors: Phonetics, Bilingualism, Monolingualism, Spanish
Bion, Ricardo A. H.; Borovsky, Arielle; Fernald, Anne – Cognition, 2013
When hearing a novel name, children tend to select a novel object rather than a familiar one, a bias known as disambiguation. Using online processing measures with 18-, 24-, and 30-month-olds, we investigate how the development of this bias relates to word learning. Children's proportion of looking time to a novel object after hearing a novel name…
Descriptors: Language Acquisition, Novels, Vocabulary Development, Infants
Rescorla, Leslie; Safyer, Paige – Journal of Child Language, 2013
For sixty-seven children with ASD (age 1;6 to 5;11), mean Total Vocabulary score on the Language Development Survey (LDS) was 65.3 words; twenty-two children had no reported words; and twenty-one children had 1-49 words. When matched for vocabulary size, children with ASD and children in the LDS normative sample did not differ in semantic category…
Descriptors: Autism, Pervasive Developmental Disorders, Young Children, Vocabulary Development
Ramirez, Naja Ferjan; Lieberman, Amy M.; Mayberry, Rachel I. – Journal of Child Language, 2013
Children typically acquire their native language naturally and spontaneously at a very young age. The emergence of early grammar can be predicted from children's vocabulary size and composition (Bates et al., 1994; Bates, Bretherton & Snyder, 1998; Bates & Goodman, 1997). One central question in language research is understanding what…
Descriptors: Native Language, Language Acquisition, Grammar, Vocabulary Development
Zosh, Jennifer M.; Brinster, Meredith; Halberda, Justin – Applied Developmental Science, 2013
Does making an inference lead to better learning than being instructed directly? Two experiments evaluated preschoolers' ability to learn new words, comparing their memory for words learned via inference or instruction. On Inference trials, one familiar and one novel object was presented and children were asked to "Point at the [object name (i.e.,…
Descriptors: Inferences, Novelty (Stimulus Dimension), Preschool Children, Language Acquisition
Wang, Jihong; Napier, Jemina – Journal of Deaf Studies and Deaf Education, 2013
This study investigated the effects of hearing status and age of signed language acquisition on signed language working memory capacity. Professional Auslan (Australian sign language)/English interpreters (hearing native signers and hearing nonnative signers) and deaf Auslan signers (deaf native signers and deaf nonnative signers) completed an…
Descriptors: Sign Language, Foreign Countries, Language Acquisition, Deafness
Sofologi, Maria, Ed.; Kougioumtzis, Georgios, Ed.; Koundourou, Christiana, Ed. – IGI Global, 2023
Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can…
Descriptors: Students with Disabilities, Learning Disabilities, Barriers, Learning Strategies
Harkins, Michelle – Childhood Education, 2018
Active involvement of multiple stakeholders is vital to ensuring effective implementation of education innovation. The ground-breaking collaboration described in this article addressed barriers to education through effective cross-sector collaboration among civil society, business, and government stakeholders.
Descriptors: Barriers, Educational Innovation, Cooperation, School Business Relationship
Ramey, M. Deanna – ProQuest LLC, 2018
Head Start is a federally funded program providing comprehensive social and early education services to children from low-income households and their families. Seeking to boost outcomes of Head Start students, in 1998 Congress amended Head Start's statement of purpose, specifying school readiness as the program's top priority. This mission change…
Descriptors: Language Acquisition, Preschool Education, Disadvantaged Youth, Low Income
Carroll, Catherine; Brackenbury, Gill; Herbert, Elisabeth; Lee, Frances; Roberts, Amelia; Cameron, Claire; Freitag, Sara; Crombie, Kerry; Farley, Claire; Parrott, Suzanne; Pike, Jo; Prodohl, Fiona; Connolley, Kelley; MacCarthy, Barbara; Buchanan, Anne-Marie; Brian, Rachael; Lawford, Sarah; Walkey, Amy; Barnes, Kieran; Lane, Sarah; Bettencourt, Michael; Black, Emma; Bland, Michelle; Borrell, Vicky; Middleton, Serena; de Bossart, Jennie; Stanbridge, Peter – Institute of Education - London, 2018
As of March 2017, there were 72,670 children and young people in care in England. The number of looked after children has continued to increase steadily over the last eight years. Sixty per cent of these children are in care because of abuse or neglect and three-quarters are placed in foster care arrangements. Children and young people who are in…
Descriptors: Foreign Countries, Foster Care, Low Achievement, Student Needs
Kelly, Barbara F.; Forshaw, William; Nordlinger, Rachel; Wigglesworth, Gillian – First Language, 2015
The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote…
Descriptors: Native Language, Language Acquisition, Language Research, Contrastive Linguistics
