Pub Date : 2025-07-09DOI: 10.1080/15475441.2025.2529901
Anne Therese Frederiksen, Rachel I Mayberry
The present study investigated narrative abilities in five deaf adults who grew up with impoverished language access until learning American Sign Language (ASL) after age 12. We found that these signers generally provided sufficient information and structure, and that their referent tracking showed pragmatic awareness and ability to vary the explicitness of referring expressions according to addressee needs. However, both story structure and referent tracking patterns were highly variable among signers, resulting in incomplete stories and underspecified reference in some signers. Previous studies have argued that the narrative domain is resilient to age of acquisition effects, finding that narrative abilities in children who learn sign language in childhood are similar to those who learn from birth. Although based on a small sample, our results suggest that such resilience does not necessarily extend to cases where language is first acquired in adolescence. We offer suggestions for future research and discuss implications of comparing the language of individuals growing up deprived of accessible, conventional language input to the those with full access to language.
{"title":"Limits to resilience: Investigating narratives in ASL signers who acquired their first language in adolescence.","authors":"Anne Therese Frederiksen, Rachel I Mayberry","doi":"10.1080/15475441.2025.2529901","DOIUrl":"https://doi.org/10.1080/15475441.2025.2529901","url":null,"abstract":"<p><p>The present study investigated narrative abilities in five deaf adults who grew up with impoverished language access until learning American Sign Language (ASL) after age 12. We found that these signers generally provided sufficient information and structure, and that their referent tracking showed pragmatic awareness and ability to vary the explicitness of referring expressions according to addressee needs. However, both story structure and referent tracking patterns were highly variable among signers, resulting in incomplete stories and underspecified reference in some signers. Previous studies have argued that the narrative domain is resilient to age of acquisition effects, finding that narrative abilities in children who learn sign language in childhood are similar to those who learn from birth. Although based on a small sample, our results suggest that such resilience does not necessarily extend to cases where language is first acquired in adolescence. We offer suggestions for future research and discuss implications of comparing the language of individuals growing up deprived of accessible, conventional language input to the those with full access to language.</p>","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12360269/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-29DOI: 10.1080/15475441.2025.2524820
Qi Cheng, Rachel I Mayberry
Few studies to date have explored the role of early language experience on syntactic development during the early stages of language acquisition. Understanding the language outcomes of deaf individuals with severely delayed first language (L1) onset can provide valuable insights into the nature of the critical period for early syntactic development. The current study examines the use of linguistic versus extra-linguistic (plausibility, animacy) cues at the basic clausal level by deaf late first language (L1) signers of American Sign Language (ASL). Nine late L1 signers of ASL completed a sentence-picture matching task involving sentences that varied in linguistic structure, plausibility, and noun animacy. Overall, late L1 signers tended to rely on linguistic cues in noun-attribute and spatial classifier sentences even when the sentence meanings were implausible. In contrast, when faced with implausible and irreversible transitive sentences, they showed resilient but fragile use of word order, with overall high accuracy except when animacy conflicted with word order. These comprehension patterns resemble those of young children with an immersive early language environment, who often rely on a mix of linguistic and extra-linguistic cues before robustly relying on linguistic rules. Together, these findings suggest that late L1 signers exhibit a graded representation of basic syntactic structures, emphasizing the critical role of early language exposure in fostering the robust development of basic clausal structures.
{"title":"American Sign Language basic clause comprehension strategies used by late first-language learners: Plausibility, animacy, and linguistic structure.","authors":"Qi Cheng, Rachel I Mayberry","doi":"10.1080/15475441.2025.2524820","DOIUrl":"10.1080/15475441.2025.2524820","url":null,"abstract":"<p><p>Few studies to date have explored the role of early language experience on syntactic development during the early stages of language acquisition. Understanding the language outcomes of deaf individuals with severely delayed first language (L1) onset can provide valuable insights into the nature of the critical period for early syntactic development. The current study examines the use of linguistic versus extra-linguistic (plausibility, animacy) cues at the basic clausal level by deaf late first language (L1) signers of American Sign Language (ASL). Nine late L1 signers of ASL completed a sentence-picture matching task involving sentences that varied in linguistic structure, plausibility, and noun animacy. Overall, late L1 signers tended to rely on linguistic cues in noun-attribute and spatial classifier sentences even when the sentence meanings were implausible. In contrast, when faced with implausible and irreversible transitive sentences, they showed resilient but fragile use of word order, with overall high accuracy except when animacy conflicted with word order. These comprehension patterns resemble those of young children with an immersive early language environment, who often rely on a mix of linguistic and extra-linguistic cues before robustly relying on linguistic rules. Together, these findings suggest that late L1 signers exhibit a graded representation of basic syntactic structures, emphasizing the critical role of early language exposure in fostering the robust development of basic clausal structures.</p>","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12530140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1080/15475441.2024.2380686
Yiran Chen, Kathryn Schuler
A growing body of evidence suggests children acquire linguistic variation and follow grammatical constraints on its use from a young age. While prior research predominantly focuses on variables for...
{"title":"Acquisition of a rare variant: ne-realization in the negative utterances of French children and their caregivers","authors":"Yiran Chen, Kathryn Schuler","doi":"10.1080/15475441.2024.2380686","DOIUrl":"https://doi.org/10.1080/15475441.2024.2380686","url":null,"abstract":"A growing body of evidence suggests children acquire linguistic variation and follow grammatical constraints on its use from a young age. While prior research predominantly focuses on variables for...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"11 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1080/15475441.2024.2372663
Laurel Perkins, Tyler Knowlton, Alexander Williams, Jeffrey Lidz
Children use correlations between the syntax of a clause and the meaning of its predicate to draw inferences about word meanings. On one proposal, these inferences are underwritten by a structural ...
儿童利用句子的语法与其谓语的意义之间的关联来推断词义。根据一种提议，这些推论是由结构性的...
{"title":"Thematic Content, Not Number Matching, Drives Syntactic Bootstrapping","authors":"Laurel Perkins, Tyler Knowlton, Alexander Williams, Jeffrey Lidz","doi":"10.1080/15475441.2024.2372663","DOIUrl":"https://doi.org/10.1080/15475441.2024.2372663","url":null,"abstract":"Children use correlations between the syntax of a clause and the meaning of its predicate to draw inferences about word meanings. On one proposal, these inferences are underwritten by a structural ...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"43 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1080/15475441.2024.2372245
Trisha N. Patel, Zeynep B. Marasli, Alyssa Choi, Jessica L. Montag
There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to unde...
{"title":"An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months","authors":"Trisha N. Patel, Zeynep B. Marasli, Alyssa Choi, Jessica L. Montag","doi":"10.1080/15475441.2024.2372245","DOIUrl":"https://doi.org/10.1080/15475441.2024.2372245","url":null,"abstract":"There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to unde...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"64 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-20DOI: 10.1080/15475441.2024.2342873
Erin Conwell, Jesse Snedeker
Natural languages contain systematic relationships between verb meaning and verb argument structure. Artificial language learning studies typically remove those relationships and instead pair verb ...
{"title":"Semantic Cues Facilitate Structural Generalizations in Artificial Language Learning","authors":"Erin Conwell, Jesse Snedeker","doi":"10.1080/15475441.2024.2342873","DOIUrl":"https://doi.org/10.1080/15475441.2024.2342873","url":null,"abstract":"Natural languages contain systematic relationships between verb meaning and verb argument structure. Artificial language learning studies typically remove those relationships and instead pair verb ...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"34 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1080/15475441.2024.2336047
Ahmed Abdelaziz, Manuela Wagner, Letitia R. Naigles
Joint Attention (JA) and Supported Joint Engagement (Supported JE) have each been reported to predict later language development in typically developing (TD) children and children with Autism Spect...
{"title":"Associations Between Joint Attention, Supported Joint Engagement and Language in TD Children and Children with ASD: Potential Sources of Individual and Group Differences in Language Outcomes","authors":"Ahmed Abdelaziz, Manuela Wagner, Letitia R. Naigles","doi":"10.1080/15475441.2024.2336047","DOIUrl":"https://doi.org/10.1080/15475441.2024.2336047","url":null,"abstract":"Joint Attention (JA) and Supported Joint Engagement (Supported JE) have each been reported to predict later language development in typically developing (TD) children and children with Autism Spect...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"207 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140593661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has been proposed that an implicit learning deficit explains the difficulties with grammar commonly observed in children with Developmental Language Disorder (DLD). The present study further inv...
{"title":"Implicit Learning of Prepositions in Dutch Kindergartners with and without Developmental Language Disorder","authors":"Imme Lammertink, Eliane Segers, Annette Scheper, Loes Wauters, Constance Vissers","doi":"10.1080/15475441.2024.2313226","DOIUrl":"https://doi.org/10.1080/15475441.2024.2313226","url":null,"abstract":"It has been proposed that an implicit learning deficit explains the difficulties with grammar commonly observed in children with Developmental Language Disorder (DLD). The present study further inv...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.1080/15475441.2024.2313221
Leone Buckle, Holly P. Branigan, Laura Lindsay, Katherine Messenger
Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language ...
{"title":"Now You See Me, Now You don’t: Children Learn Grammatical Choices During Online Socially Contingent Video and Audio Interactions","authors":"Leone Buckle, Holly P. Branigan, Laura Lindsay, Katherine Messenger","doi":"10.1080/15475441.2024.2313221","DOIUrl":"https://doi.org/10.1080/15475441.2024.2313221","url":null,"abstract":"Previous research has established that children’s experiences of language during in-person interactions (e.g. individual and cumulative experiences of structural choices) implicitly shape language ...","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":"99 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140167476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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