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article

Edukacja tubylcza a procesy rewitalizacji etnicznej autochtonicznych mniejszości – wybrane modele i egzemplifikacje

Tomasz Gmerek

Studia Edukacyjne > 2016 > 42 > 97-118

The article deals with the issue of the relation between indigenous education and mainstream schooling in processes of autochtonous minorities ethnic revitalization. Particular emphasis was placed on reconstructing educational practices of indigenous schooling that is implemented toward indigenous minorities. An attempt was made at examining selected models of indigenous education concerning the relationship...

article

Early vocabulary in full term and preterm Estonian children

Astra Schults, Tiia Tulviste, Elis Haan, A. Schults, more

Early Human Development > 2013 > 89 > 9 > 721-726

Background: Preterm birth is considered to be a high risk factor for child development and early vocabulary can be used as an indicator for later development. Aims: The aim of the present study is to compare the size of early vocabulary, proportional use of different word categories, and mean length of utterance (henceforth MLU) of preterm and full term children. Method: The sample consisted of 40...

article

How does social contingency facilitate vocabulary development?

Elena Luchkina, Fei Xu

Developmental Science > 27 > 5 > n/a - n/a

Previous research shows that infants of parents who are more likely to engage in socially contingent interactions with them tend to have larger vocabularies. An open question is how social contingency facilitates vocabulary growth. One possibility is that parents who speak in response to their infants more often produce larger amount of language input, which accelerates vocabulary growth. Another...

article

Is vision necessary for the timely acquisition of language‐specific patterns in co‐speech gesture and their lack in silent gesture?

Şeyda Özçalışkan, Ché Lucero, Susan Goldin‐Meadow

Developmental Science > 27 > 5 > n/a - n/a

Blind adults display language‐specificity in their packaging and ordering of events in speech. These differences affect the representation of events in co‐speech gesture–gesturing with speech–but not in silent gesture–gesturing without speech. Here we examine when in development blind children begin to show adult‐like patterns in co‐speech and silent gesture. We studied speech and gestures produced...

article

Preschoolers benefit from sentential context in familiar‐ and unfamiliar‐accented speech

Naz Deniz Atik, Alexander LaTourrette, Sandra R. Waxman

Developmental Science > 27 > 5 > n/a - n/a

To learn the meaning of a new word, or to recognize the meaning of a known one, both children and adults benefit from surrounding words, or the sentential context. Most of the evidence from children is based on their accuracy and efficiency when listening to speech in their familiar native accent: they successfully use the words they know to identify other words’ referents. Here, we assess how accurately...

article

Toddlers’ Verb‐Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well‐Formed Child‐Directed Speech: A Preregistered Corpus Analysis

Hannah Sawyer, Colin Bannard, Julian Pine

Language Learning > 74 > 3 > 547 - 573

Verb‐marking errors such as she play football and daddy singing are a hallmark feature of English‐speaking children's speech. We investigated the proposal that these errors are input‐driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well‐formed child‐directed speech. We tested this proposal via a preregistered corpus analysis and asked at...

article

Exposure to sign language prior and after cochlear implantation increases language and cognitive skills in deaf children

A. Delcenserie, F. Genesee, F. Champoux

Developmental Science > 27 > 4 > n/a - n/a

Recent evidence suggests that deaf children with CIs exposed to nonnative sign language from hearing parents can attain age‐appropriate vocabularies in both sign and spoken language. It remains to be explored whether deaf children with CIs who are exposed to early nonnative sign language, but only up to implantation, also benefit from this input and whether these benefits also extend to memory abilities,...

article

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

Hiromichi Hagihara, Mikako Ishibashi, Yusuke Moriguchi, Yuta Shinya

Developmental Science > 27 > 4 > n/a - n/a

Scale errors are intriguing phenomena in which a child tries to perform an object‐specific action on a tiny object. Several viewpoints explaining the developmental mechanisms underlying scale errors exist; however, there is no unified account of how different factors interact and affect scale errors, and the statistical approaches used in the previous research do not adequately capture the structure...

article

The role of vision in the acquisition of words: Vocabulary development in blind toddlers

Erin Campbell, Robyn Casillas, Elika Bergelson

Developmental Science > 27 > 4 > n/a - n/a

What is vision's role in driving early word production? To answer this, we assessed parent‐report vocabulary questionnaires administered to congenitally blind children (N = 40, Mean age = 24 months [R: 7–57 months]) and compared the size and contents of their productive vocabulary to those of a large normative sample of sighted children (N = 6574). We found that on average, blind children showed...

article

Sustained pacifier use is associated with smaller vocabulary sizes at 1 and 2 years of age: A cross‐sectional study

Luis E. Muñoz, Natalia Kartushina, Julien Mayor

Developmental Science > 27 > 4 > n/a - n/a

Pacifier use during childhood has been hypothesized to interfere with language processing, but, to date, there is limited evidence revealing detrimental effects of prolonged pacifier use on infant vocabulary learning. In the present study, parents of 12‐ and 24‐month‐old infants were recruited in Oslo (Norway). The sample included 1187 monolingual full‐term born (without visual, auditory, or cognitive...

article

Applying behaviour change theory to parent‐led language interventions for children in the early years

Sarah E. Barnett, Helen Stringer, Carolyn Letts

International Journal of Language & Communication Disorders > 59 > 3 > 1194 - 1210

Background The aim of many interventions used by speech and language therapists (SLTs) is to change behaviours related to communication and interaction. Parent‐led language interventions for children in the early years (0–5 years) rely on SLTs supporting parents to change their behaviour in child‐focused interactions to effect a change in the child's communication. Therapeutic techniques used by...

article

Speech disfluencies in children with developmental dyslexia: How do they differ from typical development?

Aurélie Pistono, Stéphanie Maziero, Yves Chaix, Mélanie Jucla

International Journal of Language & Communication Disorders > 59 > 3 > 1032 - 1042

Background Disfluency is a multifactorial concept that can be linked to several of the language production levels, in both typical and atypical populations. In children, the language system is still developing and few studies have explored disfluency patterns. In typical development (TD), in particular, studies have shown discrepancies according to the language being considered. In neurodevelopmental...

article

Language development, linguistic input, and linguistic racism

Megan Figueroa

Wiley Interdisciplinary Reviews: Cognitive Science > 15 > 3 > n/a - n/a

Language development is both remarkable and unremarkable. It is remarkable because children learn the language(s) around them, signed or spoken, without explicit instruction or correction. It is unremarkable because children have done this for thousands of years without worldwide incident or catastrophe. Yet, much research on this organic developmental phenomenon relies on an empirical falsehood:...

article

Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

Adriana Weisleder, Margaret Friend, Angeline Sin Mei Tsui, Virginia A. Marchman

Language Learning > 74 > 2 > 468 - 505

A large number of children are exposed to more than one language. One well‐established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual...

article

Variability and patterns in children's media use and links with language development

Sarah C. Kucker, Lynn K. Perry, Rachel Barr

Acta Paediatrica > 113 > 5 > 1032 - 1039

Aim Media use is widespread and rising, but how often and for what purpose young children use media varies, which has differential impacts on development. Yet little work has measured how and why children under 36 months use digital media or media's consequences for language. Methods The current study measures how and why 17‐ to 30‐month‐old children use digital media and associations with their...

article

Language and drawing development after a combined intervention: A single‐subject case study

Ceyhun Servi

British Journal of Special Education > 51 > 1 > 35 - 49

Language and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in‐depth case study is to find out how a combined intervention affects...

article

Children build their vocabularies in noisy environments: The necessity of a cross‐disciplinary approach to understand word learning

Katherine R. Gordon, Tina M. Grieco‐Calub

Wiley Interdisciplinary Reviews: Cognitive Science > 15 > 2 > n/a - n/a

Research within the language sciences has informed our understanding of how children build vocabulary knowledge especially during early childhood and the early school years. However, to date, our understanding of word learning in children is based primarily on research in quiet laboratory settings. The everyday environments that children inhabit such as schools, homes, and day cares are typically...

article

Socio‐familial environment influence on cognitive and language development in very preterm children

Stéphanie De Leeuw, Gilda Delens, Laura Vanden Brande, Elisabeth Henrion, more

Child: Care, Health and Development > 50 > 2 > n/a - n/a

Background Preterm children are at increased risk of cognitive and language delay compared with term‐born children. While many perinatal factors associated with prematurity are well established, there is limited research concerning the influence of the socio‐familial environment on the development of preterm children. This study aims to assess the relative impact of perinatal and socio‐familial risk...

article

Impact of ventilation tube insertion on long‐term language outcomes at 6 and 10 years of age: A prospective pregnancy cohort study

Eman M. A. Alenezi, Monique Robinson, Elizabeth J. McKinnon, Samuel D. Calder, more

Clinical Otolaryngology > 49 > 2 > 191 - 198

Objective Investigating the impact of early childhood ventilation tube insertion (VTI) on long‐term language outcomes. Design Longitudinal cohort study. Setting A total of 2900 pregnant women participated in the Raine Study between 1989 and 1991 in Western Australia, and 2868 children have been followed up. Participants Based on parental reports, 314 children had a history of recurrent otitis...

article

Examining the female‐talker default in experimental language acquisition research

Annie Holtz, Brandon T. Papineau

Infant and Child Development > 33 > 1 > n/a - n/a

Experimental research on language acquisition and development regularly employs auditory stimuli as part of the methodology. This project analyses the apparent standard practice of using female speakers to produce these experimental materials and the potential consequences of such a practice. To situate the discussion in the current scientific landscape we present a systematic review of published...

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Edukacja tubylcza a procesy rewitalizacji etnicznej autochtonicznych mniejszości – wybrane modele i egzemplifikacje

Early vocabulary in full term and preterm Estonian children

How does social contingency facilitate vocabulary development?

Is vision necessary for the timely acquisition of language‐specific patterns in co‐speech gesture and their lack in silent gesture?

Preschoolers benefit from sentential context in familiar‐ and unfamiliar‐accented speech

Toddlers’ Verb‐Marking Errors Are Predicted by the Relative Frequency of Uninflected Sequences in Well‐Formed Child‐Directed Speech: A Preregistered Corpus Analysis

Exposure to sign language prior and after cochlear implantation increases language and cognitive skills in deaf children

Large‐scale data decipher children's scale errors: A meta‐analytic approach using the zero‐inflated Poisson models

The role of vision in the acquisition of words: Vocabulary development in blind toddlers

Sustained pacifier use is associated with smaller vocabulary sizes at 1 and 2 years of age: A cross‐sectional study

Applying behaviour change theory to parent‐led language interventions for children in the early years

Speech disfluencies in children with developmental dyslexia: How do they differ from typical development?

Language development, linguistic input, and linguistic racism

Using Parent Report to Measure Vocabulary in Young Bilingual Children: A Scoping Review

Variability and patterns in children's media use and links with language development

Language and drawing development after a combined intervention: A single‐subject case study

Children build their vocabularies in noisy environments: The necessity of a cross‐disciplinary approach to understand word learning

Socio‐familial environment influence on cognitive and language development in very preterm children

Impact of ventilation tube insertion on long‐term language outcomes at 6 and 10 years of age: A prospective pregnancy cohort study

Examining the female‐talker default in experimental language acquisition research

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