Spoken or sung? Examining word learning in child-directed speech and in song [0.03%]
说的还是唱的？探讨儿童指向性言语和歌曲中的词汇学习
Mackensie Blair,Lindsay Hawtof,Giovanna Morini
Mackensie Blair
The present study examines whether presenting words in song versus spoken sentences can lead to differences in word learning in 47-50-month-old children. This work extends previous findings on this topic and evaluates whether the location o...
Acoustic characteristics of stop consonants in Vietnamese children and adults [0.03%]
越南儿童和成人辅音的声学特征研究
Tam Minh Nguyen-Phuoc,Sue Ann S Lee
Tam Minh Nguyen-Phuoc
The current study characterized voice onset time (VOT) and vowel onset fundamental frequency (F0) in the production of three Vietnamese alveolar stops (i.e. /t̪ʰ/, /t/, and /d/) by monolingual Vietnamese children and adults. Eighty Vietna...
Children's simultaneous or successive acquisition of vocabulary and grammar: Evidence from cross-situational learning [0.03%]
儿童词汇和语法的同时或相继习得：跨情境学习的证据
Wensi Zhang,Padraic Monaghan,Sophie Bennett et al.
Wensi Zhang et al.
Recent evidence from cross-situational learning (CSL) studies have shown that adult learners can acquire words and grammar simultaneously when sentences of the novel language co-occur with dynamic scenes to which they refer. Syntactic boots...
From Understanding to Mindreading: The Role of Scenario Comprehension and Verbal Demand on Theory of Mind [0.03%]
从理解到心灵解读：情节理解和言语要求在心理理论中的作用
Teresa Facchetti,Gianna Cocchini,Evelyne Mercure
Teresa Facchetti
While a role of language in the development of Theory of Mind (ToM) is well established, the interplay with a child's ability to understand structured scenarios remains unclear. A new scale (Pictorial Theory of Mind Scale), assessing true a...
A corpus analysis of child and child-directed speech in Palestinian Arabic: A first approach to syntactic development [0.03%]
基于巴勒斯坦阿拉伯语儿童和成人语言的语料库分析：语法发展的初步研究
Tala Nazzal,Anna Gavarró
Tala Nazzal
We present a new corpus of child and child-directed speech (CDS) in Palestinian Arabic. It includes transcriptions following the CHILDES guidelines and features recordings of 16 monolingual Palestinian Arabic-speaking children with an age r...
Early home learning environment and children's concurrent and longitudinal language development [0.03%]
早期家庭学习环境与儿童的语言发展关系研究
Irena Lovčević
Irena Lovčević
This study assessed the association between home learning environment (HLE) at 3 years of age and children's concurrent and longitudinal vocabulary skills. HLE consisted of the following activities done with primary caregivers: storytelling...
A Typological Approach to Child Language Research - The Case of Whole-Word Phonology [0.03%]
从类型学视角研究儿童语言：整词音韵学的案例分析
Clifton Pye,Donald N Stengel,Elena Babatsouli et al.
Clifton Pye et al.
We present the typological approach to child language research. The typological approach places language diversity at the centre of acquisition research, thereby limiting arbitrary adjustments to theory and practice. We apply the typologica...
The Role of Home Literacy Environment in Word Reading and Listening Comprehension in Chinese [0.03%]
家庭读写环境在培养儿童汉语字词解码和听力理解中的作用
Tomohiro Inoue,Su-Zhen Zhang,Yu Meng et al.
Tomohiro Inoue et al.
We examined the direct and indirect associations between home literacy environment (HLE) and children's listening comprehension and word reading in Chinese. Three hundred forty-seven Chinese kindergarten children (mean age = 74.01 months, 5...
Exploring the Influence of Socioeconomic Status on Pragmatic Language: Do Executive Function and Grammar Comprehension Have a Mediating Role? [0.03%]
探究社会经济地位对实用语言的影响:执行功能和语法理解起到中介作用吗？
Elena Cravet,Maria Carmen Usai
Elena Cravet
This study explores the relationships among socioeconomic status (SES), executive function (EF), grammar comprehension (GC), and pragmatic language (PL) in children aged 8-11. By employing a structural equation modelling approach, we aimed ...
Reaching Meaning through Language: What can Children Tell Us about Distributivity? [0.03%]
透过语言达至内涵的路径——儿童可以告诉我们什么样的分布量化关系吗？
Chiara Saponaro,Desiré Carioti,Martina Riva et al.
Chiara Saponaro et al.
Sentences with a plural subject receive a distributive reading if the predicate refers to the atomic members, or a collective one if it relates to the whole group. Previous accounts suggest that the distributive representation includes an a...