Does Asking Questions Help Preschoolers Retain More Words Than Listening? [0.03%]
提问有助于学龄前儿童记住更多的单词吗？
Laura Janakiefski,Megan Saylor
Laura Janakiefski
Children appear well positioned to use questions as a tool to learn words. We investigate whether asking questions improves children's word retention compared to listening. Four- to six-year-olds (N = 64, English speaking) were randomly ass...
When less is more: Evidence from Korean-learning children's verb acquisition [0.03%]
从韩国儿童学习动词的过程看“少即是多”理论的证据
Angela Xiaoxue He,Hyun-Joo Song,Kyong-Sun Jin et al.
Angela Xiaoxue He et al.
Linguistic context supports children's verb learning. For example, upon hearing "the boy is pilking," children can infer that the novel verb pilk names an action that a boy (rather than a girl) engages in. However, more information, such as...
German-Speaking Preschoolers' Comprehension and Production of Case Assigned by Local One-Case and Two-Case Prepositions [0.03%]
德语幼儿对局部一价和二价介词所指代的格的理解和表达能力研究
Tanja Diederich,Flavia Adani
Tanja Diederich
The study explored monolingual German-speaking preschoolers' skills in accusative and dative case marking with local prepositions, the types of errors they made, and whether age can explain their performance. To test the ability of preschoo...
Speech sound skills, language comprehension, and early reading development in poor readers [0.03%]
阅读障碍儿童的发音技能、语言理解力和早期阅读能力的发展
Line Walquist-Sørli,Monica Melby-Lervåg,Oddgeir Friborg et al.
Line Walquist-Sørli et al.
This retrospective study investigates two questions: (a) whether speech sound difficulties, reported by parents looking back on their children's early speech sound skills and concurrently at ages 7-8, can predict language comprehension and ...
Flexible Use of Word Learning Strategies: Monolingual and Bilingual Children's Word Learning Under Different Language Contexts [0.03%]
词汇学习策略的灵活运用：不同语言背景下单语和双语儿童的词汇习得
Kin Chung Jacky Chan,Padraic Monaghan
Kin Chung Jacky Chan
Monolingual children tend to assume that a word labels only one object, and this mutual exclusivity supports referent selection and retention of novel words. Bilingual children accept two labels for an object (lexical overlap) for referent ...
Case Clozed: Young Children Can Explicitly Predict Upcoming Words in a Naturalistic, Story-based Cloze Task [0.03%]
故事型完形填空任务中幼儿能够预测即将出现的词项
Briony Waite,Anthony Yacovone,Jesse Snedeker
Briony Waite
Prediction is a central feature of mature language comprehension, but little is known about how and when it develops. This study investigates whether lexical prediction emerges before seven using a novel, naturalistic cloze task. Five and s...
Aspectual Production in Preschool Mandarin-speaking Children with Developmental Language Disorder [0.03%]
学龄前汉语发育性语言障碍儿童的方面生产研究
Lijun Chen,Xiaowei He,Stephanie Durrleman
Lijun Chen
Using a priming picture-description, a digital recall and a non-word repetition task, this study tested 18 four- to six-year-old Mandarin-speaking children with Developmental Language Disorder (DLD) and 25 age-matched typically developing (...
Spontaneous Lexical Overlap in Early Conversations: Automated Sequential Coding of Parents and Toddlers [0.03%]
早期对话中的自发词汇重叠：父母和幼儿互动的自动化序列编码
Emily K Harrington,Pamela A Hadley,Matthew Rispoli
Emily K Harrington
This study piloted CHIPUTIL, an automated tool in CLAN for analysing sequential lexical overlap in parent-child conversations. In a sample of 44 dyads (child age M = 1;9), child spontaneous lexical overlap was positively associated with par...
Production of only/zhi(you)-Focus by Bilingual Children and Parents in Naturalistic Interactions: A Multi-Domain Analysis [0.03%]
双语儿童和父母在自然互动中的唯一焦点生成的多领域分析
Jingyao Liu,Ziyin Mai
Jingyao Liu
Encoding only-type exclusive focus in discourse involves complex computation and integration of knowledge from multiple linguistic domains. We present a comprehensive analysis of syntactic, semantic, prosodic, and discourse contextual featu...
The clarity of word repetitions in American English infant-directed speech [0.03%]
美式英语幼儿指向性言语中词汇重复的清晰度
Daniel Swingley
Daniel Swingley
Words in infant-directed speech (IDS) are often phonetically reduced. This likely renders words harder for infants to learn and recognize. This difficulty might be mitigated by the repetitive nature of IDS, in particular if reduced instance...