Children Learn Causatives Despite Pervasive Ellipsis: Evidence from Turkish [0.03%]
儿童如何学会因果动词：土耳其语证据
Guanghao You,Ebru Ger,Moritz M Daum et al.
Guanghao You et al.
In this study, we explore how children learn causatives from the language they are exposed to in their everyday lives. Previous research has argued that argument structure is a crucial facilitator for learning causatives. Here, we examine t...
Leamos Juntos! Bilingual books support Latine parents' Spanish language use during book-sharing interactions [0.03%]
《一起阅读吧！》双语书籍支持拉丁裔父母在共读互动中使用西班牙语
Alejandra Reinoso,Milton Guendica,Adriana Weisleder
Alejandra Reinoso
Book-sharing interactions expose children to diverse language input, yet most research on parent-child book-sharing has focused on monolingual parents reading monolingual books. This study investigated how Latine bilingual parents in the U....
Ye Feng,René Kager,Regine Lai et al.
Ye Feng et al.
This study investigated how infants deal with cross-talker variability in the perception of native lexical tones, paying specific attention to developmental changes and the role of task demands. Using the habituation-based visual fixation p...
" Panda" or " Bear, cat": Mandarin-speaking preschoolers use duration and pitch to distinguish compounds and lists [0.03%]
“熊猫”还是“猫熊”：说普通话的学龄前儿童利用音节长度和音高来区分合成词和并列结构
Feng Xu,Ping Tang,Katherine Demuth et al.
Feng Xu et al.
Compounds (e.g., jellybeans) and list forms (e.g., jelly, beans) can be distinguished by the presence or absence of boundaries, marked by durational and pitch cues. Studies have shown that 5-year-olds learning English have acquired both cue...
Learning to comprehend and explain spatial metaphors for time in Chinese [0.03%]
学习理解和解释汉语中空间方位隐喻的时间含义
Jing Paul,Lauren J Stites,Şeyda Özçalışkan
Jing Paul
Time is frequently structured in terms of motion as moving-time (e.g., "summer is coming"), moving-ego (e.g., "we approach winter"), or sequence-as-position (e.g., "winter follows autumn") across the world's languages, including Chinese - a...
Accent the positive: An investigation into five-year-olds' implicit attitudes towards different regional accents [0.03%]
凸显积极面：五年级儿童对不同地方口音的内在态度研究
Ella Jeffries,Laurel Lawyer,Amanda Cole et al.
Ella Jeffries et al.
Regional accent biases in 27 Essex five-year-olds are investigated. This study is the first to analyse implicit language attitudes by measuring children's neural activity (event-related potentials) while they take part in an Implicit Associ...
Pauline Wolfer,Franziska Baumeister,David Cohen et al.
Pauline Wolfer et al.
Co-speech gestures accompany or replace speech in communication. Studies investigating how autistic children understand them are scarce and inconsistent and often focus on decontextualized, iconic gestures. This study compared 73 three- to ...
The Developmental Puzzle of Irony Understanding: Is Epistemic Vigilance the Missing Piece? [0.03%]
讽刺理解的发展之谜：知识警惕性是缺失的一环吗？
Ana Milosavljevic,Thomas Castelain,Nausicaa Pouscoulous et al.
Ana Milosavljevic et al.
The prolonged developmental window of irony understanding opens up the question of which socio-cognitive repertoire underlies this pragmatic capacity. In the present study, we investigated the relationship between epistemic vigilance and ir...
Modeling monolingual and bilingual children's language attitudes towards variation in metropolitan France [0.03%]
法国大城市单语和双语儿童的语言态度模型化研究
Anna Ghimenton,Christophe Coupé,Nelly Bonhomme et al.
Anna Ghimenton et al.
This study investigates four factors (age, sex, SES, and bilingualism) influencing children's language attitude (LA) development. We examine LAs in monolingual (N = 46) and bilingual (N = 71) children (59-143 months) living in France using ...
Gendered speech development in early childhood: Evidence from a longitudinal study of vowel and consonant acoustics [0.03%]
基于纵向研究的儿童早期语音发展中的性别差异：元音和辅音声学特征证据
Eugene Wong,Kiana Koeppe,Margaret Cychosz et al.
Eugene Wong et al.
Adults rate the speech of children assigned male at birth (AMAB) and assigned female at birth (AFAB) as young as 2.5 years of age differently on a scale of definitely a boy to definitely a girl (Munson et al., 2022), despite the lack of con...