Much research has focused on the expression of voluntary motion (Slobin, 2004; Talmy, 2000). The present study contributes to this body of research by comparing how children (three to ten years) and adults narrated short, animated cartoons in English and German (satellite-framed languages) vs. French (verb-framed). The cartoons showed agents displacing themselves in variable Manners along different

The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same majority language (Italian). Vocabulary size, vocabulary

Grammatical morphology often links small acoustic forms to abstract semantic domains. Deaf and hard-of-hearing (DHH) children have reduced access to the acoustic signal and frequently have delayed acquisition of grammatical morphology (e.g., Tomblin, Harrison, Ambrose, Walker, Oleson & Moeller, 2015). This study investigated the naturalistic use of aspectual morphology in DHH children to determine

Learning to use word versus phrase level prosody to identify compounds from lists is thought to be a protracted process, only acquired by 11 years (Vogel & Raimy, 2002). However, a recent study has shown that 5-year-olds can use prosodic cues other than stress for these two structures in production, at least for early-acquired noun-noun compounds (Yuen et al., 2021). This raises the question of whether

This study examined the characteristics of the vocal behaviors of parents and preterm infants, as compared to their term-born peers, at three months of age. Potential links between specific features of parental IDS and infants’ vocal activity were also sought. We analyzed the frequencies and durations of vocalizations and pauses during the dyadic interactions of 19 preterm and 19 full-term infants

This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about

We investigated how Central Swedish-speaking four to eleven-year-old children acquire the prosodic marking of narrow focus, compared to adult controls. Three measurements were analysed: placement of the prominence-marking high tone (prominence H), pitch range effects of the prominence H, and word duration. Subject-verb-object sentences were elicited in sentence-medial and sentence-final focus conditions

Maternal depression and anxiety are potential risk factors to children's language environments and development. Though existing work has examined relations between these constructs, further work is needed accounting for both depression and anxiety and using more direct measures of the home language environment and children's language development. We examined 265 mother-infant dyads (49.6% female, Mage

Recent studies have found correlations between sentence-level tests and reading comprehension. However, the task demands of sentence-level tests are not well understood. The present study investigated syntactic knowledge as a construct by examining the convergent and discriminant validity of two sentence-level tasks, sentence comprehension and sentence repetition, designed to test syntactic knowledge

Children's early vocabulary shows sex differences – with boys having smaller vocabularies than age-comparable girls – a pattern that becomes evident in both singletons and twins. Twins also use fewer words than their singleton peers. However, we know relatively less about sex differences in early gesturing in singletons or twins, and also how singletons and twins might differ in their early gesture

In Korean language, questions containing ambiguous wh-words may be interpreted as either wh-questions or yes-no questions. This study investigated 43 Korean three-year-olds’ ability to disambiguate eight indeterminate questions using prosodic and visual cues. The intonation of each question provided a cue as to whether it should be interpreted as a wh-question or a yes-no question. The questions were

Multisyllabic words constitute a large portion of children's vocabulary. However, the relationship between phonological neighborhood density and English multisyllabic word learning is poorly understood. We examine this link in three, four and six year old children using a corpus-based approach. While we were able to replicate the well-accepted positive association between CVC word acquisition and neighborhood

This article presents data on lexical development of 881 Israeli Hebrew-speaking monolingual toddlers ages 1;0 to 2;0. A Web-based version of the Hebrew MacArthur-Bates Communicative Development Inventories (H-MB-CDI) was used for data collection. Growth curves for expressive vocabulary, receptive vocabulary, actions and gestures were characterized. Developmental trajectories of toddlers with various

The role of children’s verbal repetition of parents’ utterances on vocabulary growth has been well documented (Masur, 1999). Nevertheless, few studies have analyzed adults’ and children’s spontaneous verbal repetition around the second birthday distinguishing between the types of repetition. We analyzed longitudinally Spanish-speaking parent-child dyads during spontaneous interaction at 21, 24 and

Polysemy, or the property of words having multiple meanings, is a prevalent feature of vocabulary. In this study we validated a new measure of polysemy knowledge for children with English as an additional language (EAL) and a first language (EL1) and examined the relationship between polysemy knowledge and age, language status, and reading comprehension. Participants were 112 British children aged

The Yucatec Maya language has a highly complex deictic system with interesting typological differences that in addition to demonstratives and locative adverbs also includes ostensive evidentials and modal adverbs. Given that deictic words are among the first that children produce, the aim of this study is to identify the early acquisition that Yucatec Mayan children follow to map out each deictic form

Emotion can influence various cognitive processes. Communication with children often involves exaggerated emotional expressions and emotive language. Children with autism spectrum disorder often show a reduced tendency to attend to emotional information. Typically developing children aged 7 to 9 years who varied in their level of autism-like traits learned the nonsense word names of nine novel toys

The looking-while-listening (LWL) paradigm is frequently used to measure toddlers’ lexical processing efficiency (LPE). Children's LPE is associated with vocabulary size, yet other linguistic, cognitive, or social skills contributing to LPE are not well understood. It also remains unclear whether LPE measures from two types of LWL trials (target-initial versus distractor-initial trials) are differentially

It remains unclear whether pragmatic language skills and core language skills (grammar and vocabulary) are distinct language domains. The present work aimed to tease apart these domains using a novel online assessment battery administered to almost 400 children aged 7 to 13 years. Confirmatory factor analysis indicated that pragmatic and core language domains could be measured separately, but that

Previous research has documented that children count spatiotemporally-distinct partial objects as if they were whole objects. This behavior extends beyond counting to inclusion of partial objects in assessment and comparisons of quantities. Multiple accounts of this performance have been proposed: children and adults differ qualitatively in their conceptual representations, children lack the processing

Young children struggle more with mapping novel words onto relational referents (e.g., verbs) compared to non-relational referents (e.g., nouns). We present further evidence for this notion by investigating children's extensions of noun-noun compounds, which map onto combinations of non-relational referents, i.e., objects (e.g., baby and bottle for baby bottle), and relations (e.g., a bottle FOR babies)

The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English and Spanish, 2) are exclusive to English, and 3) are exclusive to Russian, during Fall (age m = 57 months) and Spring (age m = 62 months

While voicing contrasts in word-onset position are acquired relatively early, much less is known about how and when they are acquired in word-coda position, where accurate production of these contrasts is also critical for distinguishing words (e.g., dog vs. dock). This study examined how the acoustic cues to coda voicing contrasts are realized in the speech of 4-year-old Australian English-speaking

Many children grow up hearing multiple languages, learning words in each. How does the number of languages being learned affect multilinguals’ vocabulary development? In a pre-registered study, we compared productive vocabularies of bilingual (n = 170) and trilingual (n = 20) toddlers aged 17–33 months growing up in a bilingual community where both French and English are spoken. We hypothesized that

This study examined the roles of parental gender and context in the communicative functions of parents’ child-directed speech. Seventy three families with toddlers participated in the study. Dyadic and triadic parent-toddler interactions were videotaped during structured play activities. Results indicated context-dependent variability in parents’ facilitative speech and gentle guidance. Parental gender

We test the comprehension of transitive sentences in very young learners of Mandarin Chinese using a combination of the weird word order paradigm with the use of pseudo-verbs and the preferential looking paradigm, replicating the experiment of Franck et al. (2013) on French. Seventeen typically-developing Mandarin infants (mean age: 17.4 months) participated and the same experiment was conducted with

Children's differing learning trajectories cross-linguistically have been at the forefront of gender acquisition research, often with conflicting results and conclusions. As a result, the source of children's different learning behaviors in gender acquisition has been unclear. I argue that children's gender acquisition is driven by the search for productive patterns. First, I provide corpus studies

Is noun dominance in early lexical acquisition a widespread or a language-specific phenomenon? Thirty Singaporean bilingual English–Mandarin learning toddlers and their mothers were observed in a mother-child play interaction. For both English and Mandarin, toddlers’ speech and reported vocabulary contained more nouns than verbs across book reading and toy playing. In contrast, their mothers’ speech

Children's vocabulary ability at school entry is highly variable and predictive of later language and literacy outcomes. Sleep is potentially useful in understanding and explaining that variability, with sleep patterns being predictive of global trajectories of language acquisition. Here, we looked to replicate and extend these findings. Data from 354 children (without English as an additional language)

The functions of acoustic-phonetic modifications in infant-directed speech (IDS) remain a question: do they specifically serve to facilitate language learning via enhanced phonemic contrasts (the hyperarticulation hypothesis) or primarily to improve communication via prosodic exaggeration (the prosodic hypothesis)? The study of lexical tones provides a unique opportunity to shed light on this, as lexical

We analysed both structural and functional aspects of sentences containing the four adverbials “after”, “before”, “because”, and “if” in two dense corpora of parent-child interactions from two British English-acquiring children (2;00–4;07). In comparing mothers’ and children's usage we separate out the effects of frequency, cognitive complexity and pragmatics in explaining the course of acquisition

The key aim of this special issue is to make developmental theory proposals concrete enough to evaluate with empirical data. With this in mind, I discuss proposals from the “Universal Grammar + statistics” (UG+stats) perspective for learning several morphology and syntax phenomena. I briefly review why UG has traditionally been part of many developmental theories of language, as well as common statistical

The Cross-linguistic Lexical Task (CLT; Haman, Łuniewska & Pomiechowska, 2015) is a vocabulary task designed to enable cross-linguistic comparisons both across and within (bilingual) children. In this paper we assessed the validity of the CLT as a measure of language proficiency in bilingual children, by determining the extent to which (i) age-matched, monolingual Spanish-speaking and Dutch-speaking

The aim of the present research is to investigate the development of left and right dislocation in child French through a corpus study of three children until age 2;7 from the corpus of Lyon (Demuth & Tremblay, 2008). We extracted a total of 704 dislocations and analysed their syntactic properties. We show that (i) right dislocations are more frequent than left dislocations and (ii) left dislocations

The study analysed spectral and tongue shape dynamics of voiceless alveolar and postalveolar fricatives produced by ten children learning Scottish English. Synchronised ultrasound tongue imaging data and acoustic data were used to characterise children's productions of the phonemic contrast. Six children had consistently accurate productions of both fricative targets, with some cross-consonant phonetic

The validity of the Language ENvironment Analysis (LENA) System was evaluated for Dutch. 216 5-min samples (six samples per age per child) were selected from daylong recordings at 5, 10 and 14 months of age of native Dutch-speaking younger siblings of children with autism spectrum disorder (N = 6) and of typically developing children (N = 6). Two native Dutch-speaking coders counted the amount of adult

Previous studies across languages (English, Spanish, French) have argued that perceptual salience and cue reliability can explain cross-linguistic differences in early comprehension of verbal agreement. Here we tested this hypothesis further by investigating early comprehension in Greek, where markers have high salience and reliability (compared to Spanish and English) predicting early comprehension

Categorical induction abilities are robust in typically developing (TD) preschoolers, while children with Autism Spectrum Disorders (ASD) frequently perform inconsistently on tasks asking for the transference of traits from a known category member to a new example based on shared category membership. Here, TD five-year-olds and six-year-olds with ASD participated in a categorical induction task; the

The study used naturalistic data on the production of nominal prefixes in the Otopamean language Northern Pame (autonym: Xi'iuy) to test Whole Word (constructivist) and Minimal Word (prosodic) theories for the acquisition of inflection. Whole Word theories assume that children store words in their entirety; Minimal Word theories assume that children produce words as binary feet. Northern Pame uses

Cross-cultural differences in book sharing practices of American and Thai mother-preschooler dyads were examined. Twenty-one Thai monolingual and 21 American-English monolingual mothers and their four-year-olds completed a book sharing task. Results revealed narrative style differences between the American and Thai groups: American mothers adopted a high-elaborative story-builder style and used affirmations

From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners (DLLs) have in common that they receive this developmental

This paper investigates whether typical stress patterns in English nouns and verbs are available as a prosodic cue for categorisation and accelerated word learning during first language acquisition. The stress typicality hypothesis states that left-stressed nouns and right-stressed verbs should be acquired earlier than the reverse configurations if stress effectively signals lexical class membership

This study investigated the acquisition of word-patterns and roots in the nominal system of the spoken language of Palestinian Arabic (PA) and its distance from Standard Arabic (StA). It described, analyzed, and quantified the nominal system (roots and word-patterns) as reflected in the language corpus of Palestinian-Arab kindergarteners 3 to 6 years old. The results showed that non-linear derived

The rate at which young children are directly spoken to varies due to many factors, including (a) caregiver ideas about children as conversational partners and (b) the organization of everyday life. Prior work suggests cross-cultural variation in rates of child-directed speech is due to the former factor, but has been fraught with confounds in comparing postindustrial and subsistence farming communities

Reading is one of the most important milestones a child achieves throughout development. Above the letter level, the syllable has been shown to play a relevant role at early stages of visual word recognition in adult skilled readers. However, studies aiming to examine when, during reading acquisition, the syllable emerges as a functional sublexical unit are scarce, and the studies conducted so far

Parents play an important role in creating home language environments that promote language development. A nonequivalent group design was used to evaluate the effectiveness of a community-based implementation of LENA Start™, a parent-training program aimed at increasing the quantity of adult words (AWC) and conversational turns (CT). Parent-child dyads participated in LENA Start™ (n = 39) or a generic

Associations have been observed between socioeconomic status (SES) and language outcomes from early childhood, but individual variability is high. Exposure to high levels of stress, often associated with low-SES status, might influence how parents and infants interact within the early language environment. Differences in these early language behaviors, and in early neurodevelopment, might underlie

Our motivation was to examine how toddler (2;6) and adult speakers of American English prosodically realize information status categories. The aims were three-fold: 1) to analyze how adults phonologically make information status distinctions; 2) to examine how these same categories are signaled in toddlers’ spontaneous speech; and 3) to analyze the three primary acoustic correlates of prosody (F0,

Infants struggle to understand familiar words spoken in unfamiliar accents. Here, we examine whether accent exposure facilitates accent-specific adaptation. Two types of pre-exposure were examined: video-based (i.e., listening to pre-recorded stories; Experiment 1) and live interaction (reading books with an experimenter; Experiments 2 and 3). After video-based exposure, Canadian English-learning 15-

Theories of language processing differ with respect to the role of abstract syntax and semantics vs surface-level lexical co-occurrence (n-gram) frequency. The contribution of each of these factors has been demonstrated in previous studies of children and adults, but none have investigated them jointly. This study evaluated the role of all three factors in a sentence repetition task performed by children

Multiword units play an important role in language learning and use. It was proposed that learning from such units can facilitate mastery of certain grammatical relations, and that children and adults differ in their use of multiword units during learning, contributing to their varying language-learning trajectories. Accordingly, adults learn gender agreement better when encouraged to learn from multiword

Previous research has shown that the quality of mother-child interactions between pre-term children and their mothers tends to be poorer than that of full-term children and their mothers (Forcada-Guex, Pierrehumbert, Borghini, Moessinger & Muller-Nix, 2006). Mothers of pre-term children are less responsive and more intrusive in interactions with their children than mothers of full-term children (Forcada-Guex

Pierce et al. (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear

Researchers agree that early literacy activities, like book sharing and parent-child play, are important for stimulating language development. We hypothesize that book sharing is most powerful because it elicits more interactive talk in young children than other activities. Parents of 43 infants (9–18 months) made two daylong audio recordings using the LENA system. We compared a typical day, with spontaneous

Several studies investigated preschoolers’ ability to compute scalar and ad-hoc implicatures, but only one compared children's performance with both kinds of implicature with the same task, a picture selection task. In Experiment 1 (N = 58, age: 4;2-6;0), we first show that the truth value judgment task, traditionally employed to investigate children's pragmatic ability, prompts a rate of pragmatic

Behavioral and neural evidence indicates that young children who engage in more conversations with their parents have better later language skills such as vocabulary and academic language abilities. Previous studies find that the extent to which parents engage in conversational turn-taking with children varies considerably. How, then, can we promote extended conversations between parents and their

Young Latino children of immigrants typically speak primarily Spanish at home and are exposed to varying amounts of English. As a result, they often enter school with a wide range of proficiencies in each language. The current study investigated family background, language use at home and early childhood settings as predictors of Spanish and English language proficiencies among Latino dual language

In this paper we consider the order of emergence of comprehension of wh-questions and polar-questions. We argue that considerations of complexity and input favour the earlier emergence of polar questions; on the other hand, if one assumes that question understanding emerges as a consequence of interactive learning this favours (certain) wh-questions, as well as a small subclass of polar questions.

Parent report data on 82 preschool children with complex neurodevelopmental disabilities including Down syndrome, dyspraxia, autism, and global developmental delay suggests communicative language use must reach a threshold level before vocabulary size becomes the best predictor of word combining. Using the Language Use Inventory and the MacArthur-Bates CDI (with sign vocabulary option), statistical

We examined the relation between maternal responsiveness and children's acquisition of mental and non-mental state vocabulary in 59 pairs of mothers and children aged 10 to 26 months as they engaged in a free-play episode. Children wore a head camera and responsiveness was defined as maternal talk that commented on the child's actions (e.g., when the child reached for or manipulated an object visible