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Discourse Effect on Children’s Interpretation of Pre-Subject Exclusive Zhiyou ‘Only’ Language Learning and Development (IF 1.48) Pub Date : 2024-03-03 Yi-Ching Su
It has been reported for decades that preschool children (age 4-7) tend to assign non-adult-like interpretations for sentences with pre-subject exclusive only. This study reports findings from two ...
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Underpinning the On-Line Processing of (Non-)Canonical Sentences in German-Speaking Four-Year-Olds: The Interplay of Cognitive Control and Memory Capacity Language Learning and Development (IF 1.48) Pub Date : 2024-02-28 Christine S. Schipke, Maja Stegenwallner-Schütz, Flavia Adani
This study investigates the interpretation of object-initial sentences in German-speaking children. We addressed the following questions: (1) Which morphosyntactic cues do children deploy to proces...
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More Than Looks: Exploring Methods to Test Phonological Discrimination in the Sign Language Kata Kolok Language Learning and Development (IF 1.48) Pub Date : 2024-02-17 Hannah Lutzenberger, Marisa Casillas, Paula Fikkert, Onno Crasborn, Connie de Vos
The lack of diversity in the language sciences has increasingly been criticized as it holds the potential for producing flawed theories. Research on (i) geographically diverse language communities ...
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Understanding How and When Morphosyntax is Acquired: Insights from English Allomorphic Variation and Sesotho ‘Optional’ Noun Class Prefixes Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Benjamin Luke Davies, Katherine Demuth
When acquiring the English plural, children correctly produce plural words long before they develop an understanding of morphological structure. When acquiring Sesotho noun prefixes, children are a...
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List of Reviewers Language Learning and Development (IF 1.48) Pub Date : 2024-02-06
Published in Language Learning and Development (Vol. 20, No. 1, 2024)
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Introduction to Commentaries on Shin and Miller (2022) Language Learning and Development (IF 1.48) Pub Date : 2024-02-06
Published in Language Learning and Development (Vol. 20, No. 1, 2024)
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Variation by Context: The Importance of Pragmatics and the Discourse Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Kristen Syrett
I argue that the variation within and across contexts detailed by Shin & Miller is indicative of a broader phenomenon in which morphosyntax and the discourse context are intertwined, including elem...
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In Support of Varying Approaches to the Study of Variation Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Katherine S. White, Thomas St. Pierre, Elizabeth K. Johnson
The acquisition of variation is a fundamental – but poorly understood – part of child language acquisition. We fully endorse Shin and Miller’s call for us to recognize the importance of this core i...
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Methodological Triangulation in the Study of Acquisition of Morphosyntactic Variation Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Pablo E. Requena
The well-known sampling limitation of most longitudinal corpus data can be even more consequential in the study of morphosyntactic variation in child language. An analysis of caregiver input sugges...
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Variability in Production is the Rule, Not the Exception, at the Onset of Multi-Word Speech Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Virginia Valian
The first stage of combinatorial speech is better described as variable than uniform. Talk of variants obscures two different aspects of language (knowledge and use) and two different aspects of la...
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Models of Variable Form Acquisition Should Be Informed by Cross-Dialect Studies of Children with and without Developmental Language Disorder (DLD) Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Janna B. Oetting
Shin and Mill (2021) propose four steps children go through when learning variable form use. Although I applaud Shin and Miller’s focus on morphosyntactic variation, their accrual of evidence is po...
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Children’s Acquisition of Morphosyntactic Variation: A Reply to Commentaries Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Naomi Shin, Karen Lynn Miller
Published in Language Learning and Development (Vol. 20, No. 1, 2024)
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Announcment of the Peter Jusczyk Best Paper Award Language Learning and Development (IF 1.48) Pub Date : 2024-02-06
Published in Language Learning and Development (Vol. 20, No. 1, 2024)
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Thinking About Shin & Miller (2022)’s Step 1 Language Learning and Development (IF 1.48) Pub Date : 2024-02-06 Carla L. Hudson Kam
Based on findings from a variety of research, Shin and Miller (2022) propose a 4-step process that children go through as they learn sociolinguistic variation. Their proposal raises many interestin...
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A Comparison of Perception-Based and Production-Based Training Approaches to Adults’ Learning of L2 Sounds Language Learning and Development (IF 1.48) Pub Date : 2023-11-30 Ying Li
While phonetic training in laboratory settings has been shown to be helpful for second language (L2) sounds learning in prior studies , it is still open to debate whether a perception- or a product...
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Ad-Hoc Conversational Implicatures in Two-Year-Olds Language Learning and Development (IF 1.48) Pub Date : 2023-11-17 Laura Franchin, Anna Teresa Porrini, Luca Surian
Young children’s (n = 108) and adults’ (n = 40) ability to compute ad-hoc quantity conversational implicatures was assessed using a new implicit task that relied on eye-tracking. The children were ...
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Cross-Situational Word Learning in Children and Adults: The Case of Lexical Overlap Language Learning and Development (IF 1.48) Pub Date : 2023-09-26 Viridiana L. Benitez, Ye Li
Cross-situational word learning, the ability to decipher word-referent links over multiple ambiguous learning events, has been documented across development and proposed to be key to vocabulary acq...
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Acknowledgement of Reviewers Language Learning and Development (IF 1.48) Pub Date : 2023-09-25
Published in Language Learning and Development (Vol. 19, No. 4, 2023)
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An Exploration of Voice Quality in Mothers Speaking Canadian English to Infants Language Learning and Development (IF 1.48) Pub Date : 2023-09-15 Andrew Cheng, Elise McClay, H. Henny Yeung
Research on the acoustic characteristics of Infant Directed Speech (IDS) in North American English indicates that it is generally higher-pitched than Adult Directed Speech (ADS) and has unique pros...
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Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children Language Learning and Development (IF 1.48) Pub Date : 2023-08-20 Larissa Maria Troesch, Jessica Carolyn Weiner-Bühler, Alexander Grob
ABSTRACT A good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive abilities unfold. The reported study investigates children’s
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Affect in Infant-Directed Speech of Swedish-Speaking Mothers and Fathers to 3-, 6-, 9-, and 12-Month-Old Infants Language Learning and Development (IF 1.48) Pub Date : 2023-08-07 Iris-Corinna Schwarz, Ellen Marklund, Ulrika Marklund, Lisa Gustavsson, Christa Lam-Cassettari
ABSTRACT Infant-directed speech (IDS) is characterized by a range of register-typical characteristics. Many of those can be objectively measured, such as acoustic-prosodic and structural-linguistic modifications. Perceived vocal affect, however, is a socio-emotional IDS characteristic and is subjectively assessed. Vocal affect goes beyond acoustic-prosodic and structural-linguistic IDS features and
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20-Month-Old infants’ Use of Noun and Verb Morphosyntactic Cues in Novel Word Learning in Dynamic Events Language Learning and Development (IF 1.48) Pub Date : 2023-06-28 Yuriko Oshima-Takane
ABSTRACT Using a habituation paradigm with a three-switch design, the present study investigated whether 20-month-old French-learning infants use noun and verb morphosyntactic cues to learn novel words in dynamic events differentially when both the agent and the action interpretations are possible. Of particular interest was whether infants’ initial interpretation of novel nouns referring to novel
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Different in Different Ways: A Network-Analysis Approach to Voice and Prosody in Autism Spectrum Disorder Language Learning and Development (IF 1.48) Pub Date : 2023-04-25 Ethan Weed, Riccardo Fusaroli, Elizabeth Simmons, Inge-Marie Eigsti
The current study investigated whether the difficulty in finding group differences in prosody between speakers with autism spectrum disorder (ASD) and neurotypical (NT) speakers might be explained ...
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How Does English Encode ‘Tight’ Vs. ‘Loose-fit’ Motion Events? It’s Complicated Language Learning and Development (IF 1.48) Pub Date : 2023-04-04 Barbara Landau, E. Emory Davis, Özge Gürcanlı, Colin Wilson
ABSTRACT Linguistic encoding of spatial events has long provided a forum for examining how languages encode space, how children learn their native encodings, and whether cross-linguistic differences affect non-linguistic representations of space. One prominent case concerns motion events in which objects are moved into tight or loose-fit relationships of containment or support. Seminal findings from
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Learning Verbs in English and Korean: The Roles of Word Order and Argument Drop Language Learning and Development (IF 1.48) Pub Date : 2023-01-22 Huanhuan Shi, Angela Xiaoxue He, Hyun-Joo Song, Kyong-Sun Jin, Sudha Arunachalam
To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this proce...
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A Challenge to Whole-word Phonology? A Study of Japanese and Mandarin Language Learning and Development (IF 1.48) Pub Date : 2023-01-04 Marilyn May Vihman, Mitsuhiko Ota, Tamar Keren-Portnoy, Rui Qi Choo, Shanshan Lou
Phonological models of early word learning often assume that child forms can be understood as structural mappings from their adult targets. In contrast, the whole-word phonology model suggests that...
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Announcement of the Peter Jusczyk Best Paper Award Language Learning and Development (IF 1.48) Pub Date : 2022-12-22
Published in Language Learning and Development (Vol. 19, No. 1, 2023)
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Role of Pitch in Toddler Looking to New and Given Referents in American English Language Learning and Development (IF 1.48) Pub Date : 2022-12-16 Jill C. Thorson, Lauren R. Franklin, James L. Morgan
This study examined how toddler looking to a discourse referent is mediated by the information status of the referent and the pitch contour of the referring expression. Eighteen-month-olds saw a sh...
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Infants’ Lexical Processing: Independent Contributions of Attentional and Clarity Cues Language Learning and Development (IF 1.48) Pub Date : 2022-12-15 Irena Lovcevic, Denis Burnham, Marina Kalashnikova
There is a long-standing debate in the literature about the benefits that acoustic components of Infant Directed Speech (IDS) might have for infants’ language acquisition. One of the highly contest...
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Early Development of Syllable Structure in French Language Learning and Development (IF 1.48) Pub Date : 2022-10-30 Mélanie Canault, Naomi Yamaguchi, Sophie Kern
Cross-linguistic studies describing the syllabic structures of babbling productions agree on the high prevalence of the CV structure, but few have addressed the other types of syllables emerging du...
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Acknowledgment of Reviewers Language Learning and Development (IF 1.48) Pub Date : 2022-10-17
Published in Language Learning and Development (Vol. 18, No. 4, 2022)
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Thanks or Tanks: Training with Tactile Cues Improves Learners’ Accuracy of English Interdental Consonants in an Oral Reading Task Language Learning and Development (IF 1.48) Pub Date : 2022-08-18 Alev Senem Ozakin, Xiaotong Xi, Peng Li, Pilar Prieto
The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a betw...
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Are Generics Defaults? A Study on the Interpretation of Generics and Universals in 3 Age-Groups of Spanish-Speaking Individuals Language Learning and Development (IF 1.48) Pub Date : 2022-07-28 Elena Castroviejo, José V. Hernández-Conde, Dimitra Lazaridou-Chatzigoga, Marta Ponciano, Agustín Vicente
ABSTRACT This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as Tigers have stripes and universally quantified statements (UQS) such as All tigers have stripes was acquired in Spanish-speaking children of two different
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Effects of Processing Limits on Computing Scalar Implicatures: Evidence from Child English and Child Mandarin Language Learning and Development (IF 1.48) Pub Date : 2022-07-26 Shuyan Wang
ABSTRACT Relatively late mastery of scalar implicatures has been suggested to correlate with children’s immature processing capacities, such as their limited working memory. Yet, many studies that tested for a link between children’s working memory and their computation of scalar implicatures have failed to find any correlation. One possible reason is that the children in these studies showed little
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Word by Word: Everyday Math Talk in the Homes of Hispanic Families Language Learning and Development (IF 1.48) Pub Date : 2022-07-13 Alexandra Mendelsohn, Catalina Suárez-Rivera, Daniel D. Suh, Catherine S. Tamis-LeMonda
Children learn math concepts long before they enter school. Across all cultures, children are exposed to number and spatial language to varying degrees during everyday home routines. Yet most studi...
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The Role of Perspective-Taking in Children’s Quantity Implicatures Language Learning and Development (IF 1.48) Pub Date : 2022-06-29 Elspeth Wilson, Rebecca Lawrence, Napoleon Katsos
ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In
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Copula Omission in Down Syndrome Language Learning and Development (IF 1.48) Pub Date : 2022-06-17 Christiana Christodoulou, Kenneth Wexler
ABSTRACT This paper explores the nature of copula omission in Cypriot Greek individuals with Down Syndrome (DS). Previous studies on DS have attributed high rates of copula omission to an overall grammatical/inflectional impairment without offering further analysis. In order to identify relevant conditioning factors, we examined copula productions and omissions from spontaneous and elicited experimental
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Vocabulary knowledge and reading comprehension account for SES-differences in how school-aged children infer word meanings from sentences Language Learning and Development (IF 1.48) Pub Date : 2022-06-11 J.M. Schneider, A.D. Abel, M.J. Maguire
Socioeconomic status (SES)-related language gaps are known to widen throughout the course of the school years; however, not all children from lower SES homes perform worse than their higher SES pee...
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Expressive Pragmatics and Prosody in Young Preschoolers are More Closely Related to Structural Language than to Mentalizing Language Learning and Development (IF 1.48) Pub Date : 2022-06-10 Mariia Pronina, Pilar Prieto, Luca Bischetti, Valentina Bambini
ABSTRACT Pragmatics lies at the point where language meets the social world and encompasses both the linguistic and the social dimensions of communication. However, the relationship between pragmatic abilities, other language skills, and socio-cognitive aspects such as mentalizing is still a matter of wide debate. This study sets out to investigate the status of pragmatic abilities by testing from
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One Is Not Enough: Interactive Role of Word Order, Case-marking, and Verbal Morphology in Children’s Comprehension of Suffixal Passive in Korean Language Learning and Development (IF 1.48) Pub Date : 2022-06-10 Gyu-Ho Shin, Kamil Ud Deen
ABSTRACT The present study investigates the role of three structural factors (word order, case-marking, and verbal morphology) in the comprehension of the Korean suffixal passive by Korean-speaking children. To measure the relative impact of each factor on the comprehension of the passive, we devise a novel method where these factors are obscured systematically by employing acoustic masking – chewing
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The Impact of Phonological Biases on Mispronunciation Sensitivity and Novel Accent Adaptation Language Learning and Development (IF 1.48) Pub Date : 2022-05-18 Katie Von Holzen, Sandrien van Ommen, Katherine S. White, Thierry Nazzi
ABSTRACT Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature mispronunciations typically disrupt English-learning
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The Influence of Exemplar Variability on Young Children’s Construal of Verb Meaning Language Learning and Development (IF 1.48) Pub Date : 2022-05-18 Weiyi Ma, Rufan Luo, Roberta Golinkoff, Kathy Hirsh-Pasek
ABSTRACT Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children
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The Causative-Inchoative Alternation and Age-of-Acquisition Effects on Multi-predicate Constructions in Turkish Sign Language Language Learning and Development (IF 1.48) Pub Date : 2022-05-10 Demet Kayabaşı, Kadir Gökgöz
ABSTRACT We discuss the causative-inchoative alternation in Turkish Sign Language (Türk İşaret Dili – TİD), and the age of acquisition effects on multi-predicate, complex constructions that are observed in both causative and inchoative events. We present a picture-description task performed by 24 adult signers, half of which were exposed to TİD from birth (native adult signers) and the other half after
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The Influence of Accent Distance on Perceptual Adaptation in Toddlers and Adults Language Learning and Development (IF 1.48) Pub Date : 2022-05-06 Angela Cooper, Melissa Paquette-Smith, Caterina Bordignon, Elizabeth K. Johnson
ABSTRACT Foreign accents can vary considerably in the degree to which they deviate from the listener’s native accent, but little is known about how the relationship between a speaker’s accent and a listener’s native language phonology mediates adaptation. Using an artificial accent methodology, we addressed this issue by constructing a set of three artificial accents (Near, Far, and Farther), varying
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Comprehension of Null and Pronominal Object Sentences in Japanese-speaking Children Language Learning and Development (IF 1.48) Pub Date : 2022-05-02 Yuko Okumura, Yuriko Oshima-Takane, Tessei Kobayashi, Michelle Ma, Yuhko Kayama
ABSTRACT In successful communication, it is critical to have the ability to identify what a speaker is referring to from previously mentioned information. This ability requires the identification of the topic initially introduced by lexical forms and its continuity in discourse expressed by anaphora such as null and pronominal forms in the subsequent sentences. While Japanese-speaking children are
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Auditory Word Recognition Ability in Babble Noise and Phonological Development in Children at 3;6 Years of Age Language Learning and Development (IF 1.48) Pub Date : 2022-04-27 Eija Aalto, Katri Saaristo-Helin, Suvi Stolt
ABSTRACT Background noise challenges auditory recognition of speech and may reveal the underlying deficits in auditory word recognition skills. Previous studies have reported an association between children’s auditory skills and various linguistic skills, including phonology, although in some languages only. However, language-specific features influence these connections. This study describes the associations
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The Relations between Cardinal Number Knowledge and Quantifier Comprehension Language Learning and Development (IF 1.48) Pub Date : 2022-04-19 Meiling Yang, Yunqi Wang
ABSTRACT How does linguistic structure affect children’s developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that the bootstrapping mechanism that children
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Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition Language Learning and Development (IF 1.48) Pub Date : 2022-04-08 Nina Semushina, Rachel Mayberry
ABSTRACT Multiple studies have reported mathematics underachievement for students who are deaf, but the onset, scope, and causes of this phenomenon remain understudied. Early language deprivation might be one factor influencing the acquisition of numbers. In this study, we investigated a basic and fundamental mathematical skill, automatic magnitude processing, in two formats (Arabic digits and American
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Correction Language Learning and Development (IF 1.48) Pub Date : 2022-03-30
(2022). Correction. Language Learning and Development: Vol. 18, No. 3, pp. 377-377.
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Announcement of the Peter Jusczyk Best Paper Award Language Learning and Development (IF 1.48) Pub Date : 2022-03-06
(2022). Announcement of the Peter Jusczyk Best Paper Award. Language Learning and Development: Vol. 18, No. 1, pp. 123-123.
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Acknowledgement of Reviewers Language Learning and Development (IF 1.48) Pub Date : 2022-03-06
(2022). Acknowledgement of Reviewers. Language Learning and Development: Vol. 18, No. 1, pp. i-i.
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Correction Language Learning and Development (IF 1.48) Pub Date : 2022-02-16
Published in Language Learning and Development (Vol. 18, No. 4, 2022)
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Correction Language Learning and Development (IF 1.48) Pub Date : 2022-02-14
(2022). Correction. Language Learning and Development: Vol. 18, No. 2, pp. 248-248.
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Home Literacy Environment and English as A Second Language Acquisition: A Meta-analysis Language Learning and Development (IF 1.48) Pub Date : 2022-01-25 Yang Dong, Bonnie Wing-Yin Chow
ABSTRACT This paper is a quantitative synthesis of research on home literacy environment (HLE) and children’s English as a second language (ESL) learning outcomes through a meta-analysis of 18 articles in kindergarten, primary, and secondary school students (N = 4401) carried out between 2000 and 2018. It examines the associations between HLE factors and children’s ESL performance. Results showed the
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Phonological Short-Term Memory: When Bilingualism Matters Language Learning and Development (IF 1.48) Pub Date : 2022-01-05 Eugen Zaretsky, Benjamin P. Lange, Christiane Hey
ABSTRACT Non-word repetition tasks are widely used to assess phonological short-term memory (PSTM). Results of previous research on the performance of monolingual and bilingual children in PSTM tasks are inconclusive. Although in some studies bilinguals did outperform monolinguals in the repetition of non-words, most studies reported comparatively weak results of bilingual children, especially when
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Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions Language Learning and Development (IF 1.48) Pub Date : 2021-12-28 Marta Casla Soler, Eva Murillo, Silvia Nieva, Jessica Rodríguez, Celia Mendez-Cabezas, Irene Rujas
ABSTRACT This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children’s and adults’ participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children’s and adults’ repetitions, considering whether they were verbal, verbal-gestural
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Repetition, but Not Acoustic Differentiation, Facilitates Pseudohomophone Learning by Children Language Learning and Development (IF 1.48) Pub Date : 2021-11-10 Erin Conwell, Felix Pichardo, Gregor Horvath, Amanda Lopez
ABSTRACT Children’s ability to learn words with multiple meanings may be hindered by their adherence to a one-to-one form-to-meaning mapping bias. Previous research on children’s learning of a novel meaning for a familiar word (sometimes called a pseudohomophone) has yielded mixed results, suggesting a range of factors that may impact when children entertain a new meaning for a familiar word. One such
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The Type of Feedback Provided Can Affect Morphological Rule Learning of Young Children Language Learning and Development (IF 1.48) Pub Date : 2021-11-02 Sara Ferman, Sapir Amira Shmuel, Yael Zaltz
ABSTRACT The acquisition of a new morphological rule can be influenced by numerous factors, including the type of feedback provided during learning. The present study aimed to test the effect of different feedback types on children’s ability to learn and generalize an artificial morphological rule (AMR). Two groups of eight-year-olds learned to judge and produce repeated and new (generalization) items
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Early Acquisition of Plural Morphology in a Classifier Language: Data from Korean 2-4 Year Olds Language Learning and Development (IF 1.48) Pub Date : 2021-10-12 Dorothy Ahn, Jesse Snedeker
ABSTRACT Korean is a classifier language in which bare nouns are not obligatorily number-marked. Children learning other classifier languages like Japanese and Mandarin are late in learning the plural morpheme. In this paper, we present two datasets that suggest that Korean plural marker -tul is acquired much earlier, in contrast to what has been previously claimed. In a comprehension study, we find
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Difference or Delay? Syntax, Semantics, and Verb Vocabulary Development in Typically Developing and Late-talking Toddlers Language Learning and Development (IF 1.48) Pub Date : 2021-10-04 Sabrina Horvath, Justin B. Kueser, Jaelyn Kelly, Arielle Borovsky
ABSTRACT While semantic and syntactic properties of verb meaning can impact the success of verb learning at a single age, developmental changes in how these factors influence acquisition are largely unexplored. We ask whether the impact of syntactic and semantic properties on verb vocabulary development varies with age and language ability for toddlers aged 16 to 30 months in a large sample (N = 5520