Pub Date : 2025-12-01Epub Date: 2025-03-17DOI: 10.1177/01427237251326977
Rachel Miles, Shai Lynne Nielson, Deniz İlkbaşaran, Rachel I Mayberry
While many researchers working in spoken languages have used modality to distinguish language and gesture, this is not possible for sign language researchers. We argue that co-sign gestures must be considered alongside co-speech gestures in theories of language acquisition. Focusing on how the same function is served in embodied communication in speech and embodied communication in sign promotes a truly multimodal view of language acquisition. An embodied multi-articulatory multimodal framework is needed to make broader claims about language acquisition.
{"title":"An embodied multi-articulatory multimodal language framework: A commentary on Karadöller, Sümer and Özyürek.","authors":"Rachel Miles, Shai Lynne Nielson, Deniz İlkbaşaran, Rachel I Mayberry","doi":"10.1177/01427237251326977","DOIUrl":"10.1177/01427237251326977","url":null,"abstract":"<p><p>While many researchers working in spoken languages have used modality to distinguish language and gesture, this is not possible for sign language researchers. We argue that co-sign gestures must be considered alongside co-speech gestures in theories of language acquisition. Focusing on how the same function is served in embodied communication in speech and embodied communication in sign promotes a truly multimodal view of language acquisition. An embodied multi-articulatory multimodal framework is needed to make broader claims about language acquisition.</p>","PeriodicalId":47254,"journal":{"name":"First Language","volume":"45 6","pages":"764-768"},"PeriodicalIF":1.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826658/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047076","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 : 2025-07-14eCollection Date: 2026-02-01DOI: 10.1177/01427237251348529
Shirley Ong, Elizabeth S Nilsen
Children and adults use prosocial lies in their everyday conversational exchanges. However, their use of this language form varies across contexts. Extending work demonstrating the importance of conversational partner knowledge for communicative decisions, we examine whether children (ages 8-11 years old; N = 81) and adults' (N = 218) endorsement of prosocial lies (and truths) differ based on whether a recipient is/is not knowledgeable of the context. Additionally, we examine whether such endorsements varied based on whether the lie (or truth) was about their opinion or the objective reality. Participants were asked to imagine themselves within a scenario with another person who was unaware/aware of a negative event. They then rated how likely they would be to use truth/lie statements which varied in content (i.e., reference to opinion or reality). While children endorsed statements similarly for ignorant/knowledgeable recipients, adults were more likely to endorse telling a prosocial lie when the recipient was ignorant of the negative event. Both groups indicated higher likelihood of telling a prosocial lie about an opinion versus reality. Addressing individual factors, self-reported empathy was not associated with children's responses but was associated with adults' communicative choices. Together this work provides information as to how children (and adults) use varying language forms to navigate social situations.
{"title":"Children's endorsement of prosocial lies according to content and recipient knowledge.","authors":"Shirley Ong, Elizabeth S Nilsen","doi":"10.1177/01427237251348529","DOIUrl":"10.1177/01427237251348529","url":null,"abstract":"<p><p>Children and adults use prosocial lies in their everyday conversational exchanges. However, their use of this language form varies across contexts. Extending work demonstrating the importance of conversational partner knowledge for communicative decisions, we examine whether children (ages 8-11 years old; <i>N</i> = 81) and adults' (<i>N</i> = 218) endorsement of prosocial lies (and truths) differ based on whether a recipient is/is not knowledgeable of the context. Additionally, we examine whether such endorsements varied based on whether the lie (or truth) was about their opinion or the objective reality. Participants were asked to imagine themselves within a scenario with another person who was unaware/aware of a negative event. They then rated how likely they would be to use truth/lie statements which varied in content (i.e., reference to opinion or reality). While children endorsed statements similarly for ignorant/knowledgeable recipients, adults were more likely to endorse telling a prosocial lie when the recipient was ignorant of the negative event. Both groups indicated higher likelihood of telling a prosocial lie about an opinion versus reality. Addressing individual factors, self-reported empathy was not associated with children's responses but was associated with adults' communicative choices. Together this work provides information as to how children (and adults) use varying language forms to navigate social situations.</p>","PeriodicalId":47254,"journal":{"name":"First Language","volume":"46 1","pages":"20-42"},"PeriodicalIF":1.6,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12861506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107511","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 : 2024-09-06DOI: 10.1177/01427237241276902
{"title":"Corrigendum to “Does the processing advantage of formulaic language persist in its nonadjacent forms? Evidence from Chinese collocation processing in children”","authors":"","doi":"10.1177/01427237241276902","DOIUrl":"https://doi.org/10.1177/01427237241276902","url":null,"abstract":"","PeriodicalId":47254,"journal":{"name":"First Language","volume":"47 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178014","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 : 2024-08-30DOI: 10.1177/01427237241272523
Vered Vaknin-Nusbaum, Bahaa’ Makhoul
Reading acquisition in Arabic presents unique challenges, notably due to its complex morphological structure and the diglossic nature of the language. The discrepancy between written (Modern Standard) and spoken Arabic poses significant barriers for learners, particularly in decoding morphologically complex words. This study explored the role of inflectional morphology in reading comprehension among 173 Arabic-speaking second graders from a low SES background, where these challenges are most evident. These relations were examined at the beginning and the end of second grade, enabling the tracking of correlations between change in reading comprehension score and types of inflectional awareness throughout the year. Whereas findings demonstrated a positive correlation between inflectional awareness, phonological decoding, vocabulary, and reading comprehension at the beginning of the year, only inflectional awareness was correlated with reading comprehension at the end of the year. Regression results showed that initial inflectional awareness uniquely explained 12% of the variance in reading comprehension at the end of the year. In addition, readers who improved their reading comprehension throughout the year also improved their inflectional awareness and showed reading comprehension comparable to those who started high in reading comprehension. Results are discussed in accordance with previous research and the unique features of Arabic.
{"title":"Inflectional morphology and reading comprehension in low SES Arabic-speaking second graders","authors":"Vered Vaknin-Nusbaum, Bahaa’ Makhoul","doi":"10.1177/01427237241272523","DOIUrl":"https://doi.org/10.1177/01427237241272523","url":null,"abstract":"Reading acquisition in Arabic presents unique challenges, notably due to its complex morphological structure and the diglossic nature of the language. The discrepancy between written (Modern Standard) and spoken Arabic poses significant barriers for learners, particularly in decoding morphologically complex words. This study explored the role of inflectional morphology in reading comprehension among 173 Arabic-speaking second graders from a low SES background, where these challenges are most evident. These relations were examined at the beginning and the end of second grade, enabling the tracking of correlations between change in reading comprehension score and types of inflectional awareness throughout the year. Whereas findings demonstrated a positive correlation between inflectional awareness, phonological decoding, vocabulary, and reading comprehension at the beginning of the year, only inflectional awareness was correlated with reading comprehension at the end of the year. Regression results showed that initial inflectional awareness uniquely explained 12% of the variance in reading comprehension at the end of the year. In addition, readers who improved their reading comprehension throughout the year also improved their inflectional awareness and showed reading comprehension comparable to those who started high in reading comprehension. Results are discussed in accordance with previous research and the unique features of Arabic.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"10 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178012","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 : 2024-08-02DOI: 10.1177/01427237241274419
{"title":"Corrigendum to “Establishing Guidelines for MLU measurement in an agglutinating language: An illustration of Georgian”","authors":"","doi":"10.1177/01427237241274419","DOIUrl":"https://doi.org/10.1177/01427237241274419","url":null,"abstract":"","PeriodicalId":47254,"journal":{"name":"First Language","volume":"21 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882421","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}
The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was divided into four sub-groups at 3-month intervals. The children were examined using a tool designed to assess structures specific to the KA dialect, and they were assessed by trained research assistants at their nurseries and public schools. There were clear developmental trajectories in the derivational morphological structures studied in KA-speaking children across the five age groups. Results showed that KA-speaking children have not reached mastery level in most of the structures examined in this study. Among the two types of derivations examined, nominal derivations emerged later than verb derivations. Error analysis showed that most errors were morphological, affecting mainly the root. The results of this study enhance our knowledge of early language development in Arabic by showing that nominal derivations develop later than verb derivations. The results are discussed in light of previous cross-linguistic studies, which also found a similar trajectory in terms of morphological development. Further, Arabic morphological theory, as well as implications for practice and the need for further research, is discussed.
本研究旨在考察科威特阿拉伯语（KA）儿童生产语言中派生形态结构的发展情况。研究对象是 512 名发育正常的科威特儿童，年龄从 3.0 岁到 7.11 岁（其中男孩 243 名，女孩 269 名）。测试分为五个年龄组，每组间隔 1 年；每组又分为四个子组，每组间隔 3 个月。研究人员在托儿所和公立学校对这些儿童进行了评估，并使用了一种专门用于评估 KA 方言特有结构的工具。在五个年龄组中，讲卡拉语的儿童在派生形态结构方面有明显的发展轨迹。研究结果表明，说 KA 语的儿童对本研究中的大多数结构都没有达到熟练掌握的水平。在所研究的两类派生词中，名词派生词的出现晚于动词派生词。错误分析表明，大多数错误是形态错误，主要影响词根。本研究的结果表明，名词性派生比动词性派生出现得晚，从而增进了我们对阿拉伯语早期语言发展的了解。以往的跨语言研究也发现了类似的形态发展轨迹，本研究结合这些研究结果进行了讨论。此外，还讨论了阿拉伯语形态学理论、对实践的影响以及进一步研究的必要性。
{"title":"Development of derivational morphology in Kuwaiti Arabic-speaking children","authors":"Nailah Al-Sulaihim, Fauzia Abdalla, Abdessattar Mahfoudhi, Saleh Shaalan","doi":"10.1177/01427237241261793","DOIUrl":"https://doi.org/10.1177/01427237241261793","url":null,"abstract":"The objective of this study was to examine the development of derivational morphological structures in the productive language of Kuwaiti Arabic (KA)-speaking children. Participants were 512 typically developing Kuwaiti children aged 3;0 years to 7;11 years (243 boys and 269 girls). Five age groups at 1-year intervals were tested; each group was divided into four sub-groups at 3-month intervals. The children were examined using a tool designed to assess structures specific to the KA dialect, and they were assessed by trained research assistants at their nurseries and public schools. There were clear developmental trajectories in the derivational morphological structures studied in KA-speaking children across the five age groups. Results showed that KA-speaking children have not reached mastery level in most of the structures examined in this study. Among the two types of derivations examined, nominal derivations emerged later than verb derivations. Error analysis showed that most errors were morphological, affecting mainly the root. The results of this study enhance our knowledge of early language development in Arabic by showing that nominal derivations develop later than verb derivations. The results are discussed in light of previous cross-linguistic studies, which also found a similar trajectory in terms of morphological development. Further, Arabic morphological theory, as well as implications for practice and the need for further research, is discussed.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"54 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776781","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 : 2024-07-23DOI: 10.1177/01427237241261423
Daniel Fobi
{"title":"Book Review: Zarchy, R. M. & Geer, L. C., A family-centered signed language curriculum to support deaf children’s language acquisition","authors":"Daniel Fobi","doi":"10.1177/01427237241261423","DOIUrl":"https://doi.org/10.1177/01427237241261423","url":null,"abstract":"","PeriodicalId":47254,"journal":{"name":"First Language","volume":"21 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776784","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 : 2024-05-28DOI: 10.1177/01427237241252873
Anna Gavarró, Alejandra Keidel
This study delves into the syntactic parsing abilities of children and infants exposed to Catalan as their first language. Focusing first on ages 3 to 6, we conducted two sentence-picture matching tasks. In experiment 1, 3 to 4-year-old children failed in identifying singular third-person subjects within null-subject sentences, although they performed above chance in all other scenarios, including plural third-person subjects and sentences with overt full DP subjects. This is reminiscent of the results of Pérez-Leroux for Spanish. In experiment 2, with the same design but involving numeral distractors, children’s performance was above chance level across all conditions from age 3 to 4. Then, in experiment 3, we moved to a younger age range with the help of eye-tracking techniques. The findings revealed that infants at 22 months had the ability to parse subject–verb agreement in sentences with third-person null subjects, and at 19 months there was evidence of parsing for third-person plural null subjects. These findings are inconsistent with the perception of children grappling with syntactic agreement computation. We argue that instances of underperformance in subject–verb agreement parsing identified in the literature often stem from task-related and pragmatic issues rather than core syntactic delay. If so, the putative asymmetry between early production of verbal inflection and late comprehension disappears; rather, the results suggest early establishment of matching operations and mastery of language-specific agreement properties before production starts.
{"title":"Subject–verb agreement: Three experiments on Catalan","authors":"Anna Gavarró, Alejandra Keidel","doi":"10.1177/01427237241252873","DOIUrl":"https://doi.org/10.1177/01427237241252873","url":null,"abstract":"This study delves into the syntactic parsing abilities of children and infants exposed to Catalan as their first language. Focusing first on ages 3 to 6, we conducted two sentence-picture matching tasks. In experiment 1, 3 to 4-year-old children failed in identifying singular third-person subjects within null-subject sentences, although they performed above chance in all other scenarios, including plural third-person subjects and sentences with overt full DP subjects. This is reminiscent of the results of Pérez-Leroux for Spanish. In experiment 2, with the same design but involving numeral distractors, children’s performance was above chance level across all conditions from age 3 to 4. Then, in experiment 3, we moved to a younger age range with the help of eye-tracking techniques. The findings revealed that infants at 22 months had the ability to parse subject–verb agreement in sentences with third-person null subjects, and at 19 months there was evidence of parsing for third-person plural null subjects. These findings are inconsistent with the perception of children grappling with syntactic agreement computation. We argue that instances of underperformance in subject–verb agreement parsing identified in the literature often stem from task-related and pragmatic issues rather than core syntactic delay. If so, the putative asymmetry between early production of verbal inflection and late comprehension disappears; rather, the results suggest early establishment of matching operations and mastery of language-specific agreement properties before production starts.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"57 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165520","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 : 2024-05-28DOI: 10.1177/01427237241253315
Jaime Inocencio Chi Pech
This article uses cognitive measures previously developed within linguistic relativity research to explore the thinking patterns of Yucatec Maya-Spanish bilingual children in the Yucatan peninsula. These measures were designed to detect cognitive patterns associated with specific language patterns. Here, these measures are used to test whether 12 Yucatec Maya-Spanish bilingual children aged 9–11 years old differ cognitively from a similar sample of monolingual Maya children (nine Yucatec Maya-speaking and three Spanish-speaking). The study assesses cognitive associations for two language domains: number marking, a structure-based contrast, and spatial frames of reference, a usage-based contrast. For both number marking and spatial frames of reference, both bilingual and monolingual children provided cognitive responses more like Yucatec Maya monolingual speakers than like Spanish monolinguals. The study also assessed whether the results were affected by factors that have emerged in other studies of bilingual cognition: language status, social community, and language of assessment (‘language mode’). For number marking, there was an effect of the language of assessment, but not of social community or language status. For spatial frames of reference, there were effects of social community and language status but not of the language of assessment. Overall, the results suggest that Yucatec Maya's cognitive habits may continue for some time during the shift from Yucatec Maya monolingualism to bilingualism but with some sensitivity to these other factors. This study offers a positive outlook for efforts to maintain and revitalize the Yucatec Maya language in the Yucatan peninsula.
{"title":"Using cognitive measures from linguistic relativity research to assess thinking in Yucatec Maya-Spanish bilingual children","authors":"Jaime Inocencio Chi Pech","doi":"10.1177/01427237241253315","DOIUrl":"https://doi.org/10.1177/01427237241253315","url":null,"abstract":"This article uses cognitive measures previously developed within linguistic relativity research to explore the thinking patterns of Yucatec Maya-Spanish bilingual children in the Yucatan peninsula. These measures were designed to detect cognitive patterns associated with specific language patterns. Here, these measures are used to test whether 12 Yucatec Maya-Spanish bilingual children aged 9–11 years old differ cognitively from a similar sample of monolingual Maya children (nine Yucatec Maya-speaking and three Spanish-speaking). The study assesses cognitive associations for two language domains: number marking, a structure-based contrast, and spatial frames of reference, a usage-based contrast. For both number marking and spatial frames of reference, both bilingual and monolingual children provided cognitive responses more like Yucatec Maya monolingual speakers than like Spanish monolinguals. The study also assessed whether the results were affected by factors that have emerged in other studies of bilingual cognition: language status, social community, and language of assessment (‘language mode’). For number marking, there was an effect of the language of assessment, but not of social community or language status. For spatial frames of reference, there were effects of social community and language status but not of the language of assessment. Overall, the results suggest that Yucatec Maya's cognitive habits may continue for some time during the shift from Yucatec Maya monolingualism to bilingualism but with some sensitivity to these other factors. This study offers a positive outlook for efforts to maintain and revitalize the Yucatec Maya language in the Yucatan peninsula.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"26 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165522","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}
This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for calculating Georgian MLU was developed based on the analysis of a longitudinal corpus of two Georgian-speaking children aged 12–35 months. This was supported by the findings of previous studies on Georgian acquisition. Furthermore, the guidelines were used to compare MLU in morphemes (MLU-m) with MLU in words (MLU-w) and MLU in syllables (MLU-s) to determine the most suitable method for assessing morphological development in Georgian. These results indicate that MLU-m closely aligns with the description of language development in Georgian children. MLU-s is useful for demonstrating early linguistic development, while MLU-w correlates with age but does not capture changes within words over time. Further testing on a larger corpus is needed to refine the guidelines for more accurate assessment of Georgian-speaking children.
{"title":"Establishing guidelines for MLU measurement in an agglutinating language: An illustration of Georgian","authors":"Tinatin Tchintcharauli, Nino Tsintsadze, Teona Damenia, Tamar Kalkhitashvili, Nino Doborjginidze, Sigal Uziel-Karl","doi":"10.1177/01427237241247930","DOIUrl":"https://doi.org/10.1177/01427237241247930","url":null,"abstract":"This article explores the applicability of mean length of utterance (MLU) as a language assessment measure for Georgian child language, as to-date, Georgian, a morphologically rich language with numerous inflectional categories, experiences an extensive lack of instruments for early language assessment. To this end, a set of guidelines for calculating Georgian MLU was developed based on the analysis of a longitudinal corpus of two Georgian-speaking children aged 12–35 months. This was supported by the findings of previous studies on Georgian acquisition. Furthermore, the guidelines were used to compare MLU in morphemes (MLU-m) with MLU in words (MLU-w) and MLU in syllables (MLU-s) to determine the most suitable method for assessing morphological development in Georgian. These results indicate that MLU-m closely aligns with the description of language development in Georgian children. MLU-s is useful for demonstrating early linguistic development, while MLU-w correlates with age but does not capture changes within words over time. Further testing on a larger corpus is needed to refine the guidelines for more accurate assessment of Georgian-speaking children.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836103","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号