journal
https://read.qxmd.com/read/38486613/different-in-different-ways-a-network-analysis-approach-to-voice-and-prosody-in-autism-spectrum-disorder
#1
JOURNAL ARTICLE
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 by identifying different acoustic profiles of speakers which, while still perceived as atypical, might be characterized by different acoustic qualities. We modelled the speech from a selection of speakers (N = 26), with and without ASD, as a network of nodes defined by acoustic features. We used a community-detection algorithm to identify clusters of speakers who were acoustically similar and compared these clusters with atypicality ratings by naïve and expert human raters...
2024: Language Learning and Development
https://read.qxmd.com/read/38343396/models-of-variable-form-acquisition-should-be-informed-by-cross-dialect-studies-of-children-with-and-without-developmental-language-disorder-dld
#2
JOURNAL ARTICLE
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 post hoc and selective. Fortunately, Shin and Miller recognize this and encourage tests of their ideas. In support of their work, I share data from children with and without DLD within AAE and SWE to promote these child profiles and dialectal varieties in future studies.
2024: Language Learning and Development
https://read.qxmd.com/read/37849683/role-of-pitch-in-toddler-looking-to-new-and-given-referents-in-american-english
#3
JOURNAL ARTICLE
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 short discourse of three sets of images with the proportion of looking time to a target analyzed during the final image. At test, the information status of the referent was either new or given and the referring expression was presented with one of three pitch contours ( flat f0 , monotonal (~H*), or bitonal (~L+H*))...
2023: Language Learning and Development
https://read.qxmd.com/read/37771762/vocabulary-knowledge-and-reading-comprehension-account-for-ses-differences-in-how-school-aged-children-infer-word-meanings-from-sentences
#4
JOURNAL ARTICLE
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 peers on measures of language. The current study uses mediation and moderated mediation to examine how cognitive and language abilities (vocabulary, reading, phonological processing, working memory) account for individual differences in a children's ability to infer a novel word's meaning, a key component in word learning, in school-aged children from varying SES backgrounds...
2023: Language Learning and Development
https://read.qxmd.com/read/36844479/number-stroop-effects-in-arabic-digits-and-asl-number-signs-the-impact-of-age-and-setting-of-language-acquisition
#5
JOURNAL ARTICLE
Nina Semushina, Rachel Mayberry
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 Sign Language number signs) and the influence of age of first language exposure on both formats by using two versions of the Number Stroop Test...
2023: Language Learning and Development
https://read.qxmd.com/read/36643717/repetition-but-not-acoustic-differentiation-facilitates-pseudohomophone-learning-by-children
#6
JOURNAL ARTICLE
Erin Conwell, Felix Pichardo, Gregor Horvath, Amanda Lopez
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 factor is repetition of the new meaning (Storkel & Maekawa, 2005) and another is the acoustic differentiation of the two meanings (Conwell, 2017)...
2022: Language Learning and Development
https://read.qxmd.com/read/35685118/culture-at-play-a-cross-cultural-comparison-of-mother-child-communication-during-toy-play
#7
JOURNAL ARTICLE
Sirada Rochanavibhata, Viorica Marian
Maternal scaffolding and four-year-old children's linguistic skills were examined during toy play. Participants were 21 American-English monolingual and 21 Thai monolingual mother-child dyads. Results revealed cross-cultural differences in conversation styles between the two groups. American dyads adopted a high-elaborative style relative to Thai dyads. American and Thai mothers utilized unique sets of elicitation strategies to facilitate different aspects of children's language development, specifically American mothers focused on children's narrative skills whereas Thai mothers emphasized vocabulary learning...
2022: Language Learning and Development
https://read.qxmd.com/read/35685117/learning-a-language-from-inconsistent-input-regularization-in-child-and-adult-learners
#8
JOURNAL ARTICLE
Alison C Austin, Kathryn D Schuler, Sarah Furlong, Elissa L Newport
When linguistic input contains inconsistent use of grammatical forms, children produce these forms more consistently, a process called ' regularization .' Deaf children learning American Sign Language from parents who are non-native users of the language regularize their parents' inconsistent usages (Singleton & Newport, 2004). In studies of artificial languages containing inconsistently used morphemes (Hudson Kam & Newport, 2005, 2009), children, but not adults, regularized these forms. However, little is known about the precise circumstances in which such regularization occurs...
2022: Language Learning and Development
https://read.qxmd.com/read/35664680/difference-or-delay-syntax-semantics-and-verb-vocabulary-development-in-typically-developing-and-late-talking-toddlers
#9
JOURNAL ARTICLE
Sabrina Horvath, Justin B Kueser, Jaelyn Kelly, Arielle Borovsky
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, N Late Talkers = 821; N Typically Developing = 4699, cutoff = 15th percentile) of vocabulary checklist data from the MacArthur- Bates Communicative Development Inventory (MBCDI)...
2022: Language Learning and Development
https://read.qxmd.com/read/35603229/consistency-and-inconsistency-in-caregiver-reporting-of-vocabulary
#10
JOURNAL ARTICLE
Sudha Arunachalam, Valeryia Avtushka, Rhiannon J Luyster, Whitney Guthrie
Vocabulary checklists completed by caregivers are a common way of measuring children's vocabulary knowledge. We provide evidence from checklist data from 31 children with and without autism spectrum disorder. When asked to report twice about whether or not their child produces a particular word, caregivers are largely consistent in their responses, but where they are inconsistent, these inconsistencies affect verbs more than nouns. This difference holds both for caregivers of children with autism spectrum disorder and caregivers of typically-developing children...
2022: Language Learning and Development
https://read.qxmd.com/read/35603228/emergent-morphology-in-child-homesign-evidence-from-number-language
#11
JOURNAL ARTICLE
Natasha Abner, Savithry Namboodiripad, Elizabet Spaepen, Susan Goldin-Meadow
Human languages, signed and spoken, can be characterized by the structural patterns they use to associate communicative forms with meanings . One such pattern is paradigmatic morphology, where complex words are built from the systematic use and re-use of sub-lexical units. Here, we provide evidence of emergent paradigmatic morphology akin to number inflection in a communication system developed without input from a conventional language, homesign . We study the communication systems of four deaf child homesigners (mean age 8;02)...
2022: Language Learning and Development
https://read.qxmd.com/read/35600505/change-is-hard-individual-differences-in-children-s-lexical-processing-and-executive-functions-after-a-shift-in-dimensions
#12
JOURNAL ARTICLE
Ron Pomper, Margarita Kaushanskaya, Jenny Saffran
Language comprehension involves cognitive abilities that are specific to language as well as cognitive abilities that are more general and involved in a wide range of behaviors. One set of domain-general abilities that support language comprehension are executive functions (EFs), also known as cognitive control. A diverse body of research has demonstrated that EFs support language comprehension when there is conflict between competing, incompatible interpretations of temporarily ambiguous words or phrases. By engaging EFs, children and adults are able to select or bias their attention towards the correct interpretation...
2022: Language Learning and Development
https://read.qxmd.com/read/34539262/is-10-better-than-1-the-effect-of-speaker-variability-on-children-s-cross-situational-word-learning
#13
JOURNAL ARTICLE
Kimberly Crespo, Margarita Kaushanskaya
The current study examined the effect of speaker variability on children's cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children and 40 Spanish-English bilingual children ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL. While monolingual children outperformed bilingual children, speaker-variability effects did not fluctuate across the two language groups...
2021: Language Learning and Development
https://read.qxmd.com/read/34483779/practice-and-experience-predict-coarticulation-in-child-speech
#14
JOURNAL ARTICLE
Margaret Cychosz, Benjamin Munson, Jan R Edwards
Much research in child speech development suggests that young children coarticulate more than adults. There are multiple, not mutually-exclusive, explanations for this pattern. For example, children may coarticulate more because they are limited by immature motor control. Or they may coarticulate more if they initially represent phonological segments in larger, more holistic units such as syllables or feet. We tested the importance of several different explanations for coarticulation in child speech by evaluating how four-year-olds' language experience, speech practice, and speech planning predicted their coarticulation between adjacent segments in real words and paired nonwords...
2021: Language Learning and Development
https://read.qxmd.com/read/34326711/an-object-lesson-objects-non-objects-and-the-power-of-conceptual-construal-in-adjective-extension
#15
JOURNAL ARTICLE
Alexander LaTourrette, Sandra R Waxman
Despite the seemingly simple mapping between adjectives and perceptual properties (e.g., color, texture), preschool children have difficulty establishing the appropriate extension of novel adjectives. When children hear a novel adjective applied to an individual object, they successfully extend the adjective to other members of the same object category but have difficulty extending it more broadly to members of different categories. We propose that the source of this difficulty lies at the interface of the linguistic and conceptual systems: children initially limit the extension of an adjective to the category of the object on which it was introduced...
2021: Language Learning and Development
https://read.qxmd.com/read/33716583/plasticity-in-second-language-learning-the-case-of-mandarin-tones
#16
JOURNAL ARTICLE
Tianlin Wang, Christine E Potter, Jenny R Saffran
Adults typically struggle to perceive non-native sound contrasts, especially those that conflict with their first language. Do the same challenges persist when the sound contrasts overlap but do not conflict? To address this question, we explored the acquisition of lexical tones. While tonal variations are present in many languages, they are only used contrastively in tonal languages. We investigated the perception of Mandarin tones by adults with differing experience with Mandarin, including naïve listeners, classroom learners, and native speakers...
2020: Language Learning and Development
https://read.qxmd.com/read/33505227/nouns-and-verbs-in-parent-input-in-american-sign-language-during-interaction-among-deaf-dyads
#17
JOURNAL ARTICLE
Zoe Fieldsteel, Aiken Bottoms, Amy M Lieberman
Parent input during interaction with young children varies across languages and contexts with regard to the relative number of words from different lexical categories, particularly nouns and verbs. Previous work has focused on spoken language input. Little is known about the lexical composition of parent input in American Sign Language (ASL). We investigated parent input in ASL in a sample of deaf mothers interacting with their young deaf children (n = 7) in a free play setting. Children ranged in age from 21 to 39 months (M = 31 months)...
2020: Language Learning and Development
https://read.qxmd.com/read/33013240/linguistic-context-in-verb-learning-less-is-sometimes-more
#18
JOURNAL ARTICLE
Angela Xiaoxue He, Maxwell Kon, Sudha Arunachalam
Linguistic contexts provide useful information about verb meanings by narrowing the space of candidate concepts. Intuitively, the more information, the better. For example, "the tall girl is fezz ing," as compared to "the girl is fezz ing," provides more information about which event, out of multiple candidate events, is being labeled; thus, we may expect it to better facilitate verb learning. However, we find evidence to the contrary: in a verb learning study, preschoolers (N = 60, mean age = 38 months) only performed above chance when the subject was an unmodified determiner phase, but not when it was modified (Experiment 1)...
2020: Language Learning and Development
https://read.qxmd.com/read/32256251/the-limits-of-infants-early-word-learning
#19
JOURNAL ARTICLE
Loukia Taxitari, Katherine E Twomey, Gert Westermann, Nivedita Mani
In this series of experiments, we tested the limits of young infants' word learning and generalization abilities in light of recent findings reporting sophisticated word learning abilities in the first year of life. Ten-month-old infants were trained with two word-object pairs and tested with either the same or different members of the corresponding categories. In Experiment 1, infants showed successful learning of the word-object associations, when trained and tested with a single exemplar from each category...
2020: Language Learning and Development
https://read.qxmd.com/read/32952462/reconsidering-retrieval-effects-on-adult-regularization-of-inconsistent-variation-in-language
#20
JOURNAL ARTICLE
Carla L Hudson Kam
The phenomenon of regularization - learners imposing systematicity on inconsistent variation in language input - is complex. Studies show that children are more likely to regularize than adults, but adults will also regularize under certain circumstances. Exactly why we see the pattern of behaviour that we do is not well understood, however. This paper reports on an experiment investigating whether it is possible to induce regularization in adults by varying the conditions of learning and/or testing in ways that made retrieval more difficult, something predicted by Hudson Kam and Newport (2009)...
2019: Language Learning and Development
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