Journal of Child Language最新文献

英文中文

Scaffolding and engagement are coupled during shared book reading's word-learning moments. 在共享阅读的单词学习时刻，脚手架和参与是结合在一起的。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-03-24 DOI: 10.1017/s0305000926100555

Laura Diprossimo,Kate Cain

This study tested the hypothesis that caregiver scaffolding and child engagement are tightly coupled during shared book reading's word-learning moments. It also examined whether this coupling is consistent or variable across print and digital reading media. Word-learning episodes were coded from a corpus of videorecorded shared-reading interactions between caregiver-child dyads (N = 78, children's age range = 4;0-5;11). Results support the prediction that scaffolding and engagement are coupled during word-learning moments. This coupling was robust across reading media. Further, child age was a significant predictor of engagement. These findings confirm that engagement is a critical social interaction mechanism involved in the scaffolding process that supports word learning.

这项研究验证了一个假设，即在共同阅读的单词学习时刻，照顾者的脚手架和孩子的参与是紧密结合的。它还研究了这种耦合在印刷和数字阅读媒体中是否一致或可变。单词学习片段是根据看护人-儿童二人组共享阅读互动的视频记录进行编码的（N = 78，儿童年龄范围= 4;0-5;11）。结果支持了脚手架和参与在单词学习时刻耦合的预测。这种耦合在各种阅读媒体中都很明显。此外，儿童年龄是参与的重要预测因素。这些发现证实，参与是一种关键的社会互动机制，参与了支持单词学习的脚手架过程。

引用次数: 0

Lexical Trajectories in Toddlers from Low-Income Bilingual Immigrant and Monolingual Families in Italy. 意大利低收入双语移民和单语家庭幼儿的词汇轨迹。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-03-11 DOI: 10.1017/s030500092610052x

Elena Florit,Chiara Barachetti,Pietro De Carli,Marinella Majorano,Manuela Lavelli

In the extant literature on the development of the SES-related vocabulary gap, effects of low-income status and immigrant background often overlap. This study compared vocabulary trajectories in Italian (societal language) with normative data and investigated environmental factors related to vocabulary development in 83 toddlers (49% girls) from equivalent lowincome monolingual (28) and bilingual immigrant (55) families, from 18 to 36 months. Childcare teachers assessed vocabulary every 6 months using the Italian MacArthur-Bates Communicative Development Inventory (CDI). Parents reported information about environmental factors. Results based on a simulation approach showed that, at each assessment time, the participants' median vocabulary scores were lower than normative data from the CDI. Mixed models considering environmental factors revealed that bilinguals' vocabulary in Italian was lower than monolinguals' from 18 to 30 but not at 36 months. In both groups, maternal education and home language activities positively predicted vocabulary from 18 to 36 months.

在现有的关于ses相关词汇差距发展的文献中，低收入地位和移民背景的影响往往重叠。本研究将意大利语（社会语言）的词汇轨迹与规范数据进行了比较，并调查了来自同等低收入单语（28）和双语移民（55）家庭的83名幼儿（49%的女孩）在18至36个月期间词汇发展的环境因素。幼儿教师每6个月使用意大利麦克阿瑟-贝茨交际发展量表（CDI）评估词汇量。家长们报告了有关环境因素的信息。基于模拟方法的结果表明，在每个评估时间，参与者的中位数词汇得分低于CDI的标准数据。考虑环境因素的混合模型显示，双语者的意大利语词汇量在18至30个月期间低于单语者，但在36个月时则不是这样。在两组中，母亲教育和家庭语言活动对18 - 36个月的词汇量都有积极的预测作用。

引用次数: 0

Risk of early language deprivation among deaf bilinguals with early signing experience: Evidence from American Sign Language basic word order and bilingual proficiency. 具有早期手语经验的聋人双语者早期语言剥夺的风险：来自美国手语基本词序和双语熟练程度的证据。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-03-05 DOI: 10.1017/s0305000926100518

Qi Cheng

This study aims to examine the role of early signing input on the robust reliance on ASL basic word order by deaf adult ASL signers who are exposed to different types of signing (ASL versus signing systems, SS) by early childhood. We used a sentence-picture matching task involving transitive ASL sentences in subject-verb-object order with consistent or conflicting animacy cues. All signers with early ASL input (12 native signers, 12 non-native signers with early ASL) showed robust reliance on ASL word order and good bilingual skills, while 37.5% (6/16) non-native signers with early exposure to SS showed a weak representation of ASL basic word order along with lower bilingual proficiency. These results suggest that the critical period effects for syntactic development are not limited to severe deprivation but can also manifest when early language is insufficient. Early, rich, and consistent language input during early childhood is required for syntactic development.

本研究旨在探讨早期手语输入对成年聋人手语手语基本语序依赖的影响，这些聋人成年手语手语手语手语学习者在儿童早期接触不同类型的手语（ASL和手语系统，SS）时，早期手语输入对其基本语序依赖的影响。我们使用了一个句子-图片匹配任务，该任务包括主-动-宾顺序的及物ASL句子，这些句子具有一致或冲突的动画提示。所有早期输入美国手语的签署者（12名母语签署者和12名早期输入美国手语的非母语签署者）都表现出对美国手语词序的强烈依赖和良好的双语技能，而37.5%（6/16）的早期接触美国手语的非母语签署者对美国手语基本词序的表征较弱，双语熟练程度较低。这些结果表明，关键时期对句法发展的影响不仅限于严重的剥夺，而且还可以在早期语言不足时表现出来。幼儿时期早期、丰富和一致的语言输入是句法发展的必要条件。

引用次数: 0

Voice quality modifications in Hungarian infant-directed speech: A longitudinal acoustic study. 匈牙利语婴儿指向语的音质改变：一项纵向声学研究。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-03-03 DOI: 10.1017/s0305000926100506

Anna Kohári,Uwe D Reichel,Katalin Mády

Adults exhibit different acoustic characteristics in infant-directed speech (IDS) compared to adult-directed speech (ADS). We investigate differences in voice quality between IDS and ADS in sentences read aloud by Hungarian mothers, using longitudinal data gathered at various child ages (4, 8, 18 months). Vowels in IDS are found to be breathier than those in ADS, regardless of the infant's age. Possible motivations for this difference may include emotional expressions, as breathiness relates to positive emotions, and speech entrainment, since the speech of children is breathier than that of adults.

成人在婴儿指向语（IDS）和成人指向语（ADS）中表现出不同的声学特征。我们研究了匈牙利母亲朗读句子时，IDS和ADS语音质量的差异，使用了不同儿童年龄（4、8、18个月）收集的纵向数据。无论婴儿的年龄如何，IDS的元音都比ADS的元音更有呼吸性。造成这种差异的可能原因可能包括情绪表达，因为呼吸与积极情绪有关，以及言语娱乐，因为儿童的言语比成人的呼吸更频繁。

引用次数: 0

Working Memory and Breadth of Vocabulary Knowledge in Foreign Language Young Learners: A Cross-Lagged Panel Design Approach 青年外语学习者的工作记忆与词汇知识广度：一个交叉滞后的面板设计方法

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-02-27 DOI: 10.1017/s0305000926100488

Mark Feng Teng

The connection between working memory (WM) and the breadth of vocabulary knowledge (BVK) in foreign language young learners remains underexplored, particularly with respect to how these constructs co-develop across the primary school years. Although growth in WM has been linked to early gains in BVK, the directionality and temporal dynamics of their association are not well understood. Utilizing a cross-lagged panel design, this study tracked the development of WM and BVK in 158 young learners from grade 1 to grade 5. Results unveiled lagged associations between WM and BVK, suggesting that working memory serves as a valuable indicator for future BVK acquisition, while also indicating that accumulated BVK may, in turn, exert an influence on WM. These findings highlight a complex, bi-directional relationship between WM and BVK throughout primary school students’ formative years, in line with the transactional model.

外语青年学习者的工作记忆（WM）和词汇知识广度（BVK）之间的联系仍未得到充分的研究，特别是关于这些构式在小学阶段是如何共同发展的。虽然WM的增长与BVK的早期增加有关，但其相关性的方向性和时间动态尚不清楚。本研究采用交叉滞后面板设计，对158名小学一年级至五年级学生的认知能力和认知能力进行了跟踪研究。结果揭示了WM和BVK之间的滞后关系，这表明工作记忆是未来BVK习得的一个有价值的指标，同时也表明积累的BVK可能反过来对WM产生影响。这些发现表明，在小学生的成长过程中，WM和BVK之间存在复杂的双向关系，符合交易模型。

引用次数: 0

The Development of Canonical Proportion as a Function of Community, Multilingualism, and Target Language's Syllable Complexity. 标准比例的发展与社区、多语和目标语音节复杂性的关系。

IF 1.7 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-02-19 DOI: 10.1017/S0305000926100476

Kai Jia Tey, Sarah Walker, Amanda Seidl, Camila Scaff, Loann Peurey, Bridgette L Kelleher, William Havard, Lisa Hamrick, Pauline Grosjean, Margaret Cychosz, Heidi Colleran, Marisa Casillas, Elika Bergelson, Kasia Hitczenko, Alejandrina Cristia

This study investigates the development of canonical proportion (CP), an indicator of speech development, across diverse language and environmental contexts. Using the Speech Maturity Dataset (SMD) comprising 366 children, aged 0;2-6;4, across 10 different languages and cultures, we explore the influence of multilingual exposure, language syllable complexity, and community type (industrialised, non-industrialised) on CP. We find that monolingual children display higher CP measures than their multilingual peers. In addition, CP is higher for children learning languages with simple syllable complexity than those with more complex syllables. We also find no significant differences in the CP trajectory of children from industrialised versus non-industrialised communities. Integrating these findings in the broader literature, we highlight the importance of diversifying participant samples to capture the complex relationship between language exposure, social environment, and language development.

本研究探讨了言语发展指标规范比例（CP）在不同语言和环境背景下的发展。使用包含366名儿童的语音成熟度数据集（SMD），年龄为0；2-6；4、在10种不同的语言和文化中，我们探索了多语言暴露、语言音节复杂性和社区类型（工业化和非工业化）对CP的影响。我们发现，单语儿童比多语儿童表现出更高的CP测量。此外，学习简单音节复杂语言的儿童CP高于学习复杂音节复杂语言的儿童CP。我们还发现工业化社区和非工业化社区儿童的CP轨迹没有显著差异。将这些发现整合到更广泛的文献中，我们强调了多样化参与者样本的重要性，以捕捉语言暴露、社会环境和语言发展之间的复杂关系。

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引用次数: 0

Differential effects of sociolinguistic background, nonverbal reasoning, and phonological WM skills on heritage bilingual children's L1 and L2 competencies. 社会语言背景、非语言推理和语音WM技能对传统双语儿童L1和L2能力的差异影响。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-01-21 DOI: 10.1017/s0305000925100457

Martina Cangelosi,Alexandra Affranti,Claudia Borghetti,Paola Bonifacci

The study examined the effects of sociolinguistic background, nonverbal reasoning, and phonological working memory (WM) on heritage language (L1) and second language (L2) skills in Heritage Bilingual (HB) children attending preschool, considering relationships between L1 and L2 abilities. A total of 108 HB children completed vocabulary, morphosyntactic, nonverbal reasoning, and phonological WM tasks in both L1 and Italian (L2). Sociolinguistic background, including socio-economic status and linguistic history, was assessed through parental interviews. The analysis of reciprocal correlations between L1 and L2 showed within-language relationships and cross-language correlations only for morphosyntactic skills. Sociolinguistic background significantly influenced vocabulary skills, particularly in L1, while nonverbal reasoning impacted morphosyntactic skills, especially in L2. The findings highlight the importance of supporting families in enriching linguistic input in the heritage language and underscore the role of nonverbal reasoning and phonological WM in developing L2 competencies.

本研究考察了社会语言学背景、非语言推理和语音工作记忆（WM）对学龄前传统双语（HB）儿童继承语言（L1）和第二语言（L2）技能的影响，并考虑了L1和L2能力之间的关系。共有108名HB儿童完成了母语和意大利语（L2）的词汇、形态句法、非语言推理和语音WM任务。通过父母访谈评估社会语言学背景，包括社会经济地位和语言历史。对第一语言和第二语言相互关系的分析显示，只有形态句法技能存在语内关系和跨语关系。社会语言背景显著影响词汇技能，尤其是在第一语言中，而非语言推理影响形态句法技能，尤其是在第二语言中。研究结果强调了支持家庭丰富传统语言输入的重要性，并强调了非语言推理和语音WM在发展第二语言能力中的作用。

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引用次数: 0

Enhancing Phonological Awareness in First and Second Language by Jyutping Training: Evidence From Cantonese-English Bilingual Children. 通过语音学训练提高一、二语语音意识：来自粤英双语儿童的证据。

IF 1.7 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-01-14 DOI: 10.1017/S0305000925100433

Juan Zhang, Catherine Snow, Chenggang Wu, Yijun Liu, Yihui Wang, Kasin Che

Although a phonology-based coding system (i.e. Pinyin) is universally taught to beginning readers in mainland China, in Macau no such system is taught to children learning Cantonese. To examine whether providing such a system to Cantonese-speaking children is beneficial for reading development in both first (Cantonese) and second (English) language, the present study first attempted to implement a Cantonese phonology-based coding system (i.e. Jyutping) intervention with Cantonese-English bilingual children in Macau. Participants were 67 K3 children studying in a local kindergarten. Compared with the control group (N = 33, mean age 5.76 years), after five sessions of training, the children with Jyutping training (N = 34, mean age 5.85 years) showed a significant increase in Chinese and English phonological awareness at both syllable and phoneme levels. These results highlight the effectiveness of phonology-based coding systems in early literacy development and underscore the educational value of incorporating Jyutping instruction in kindergarten settings.

虽然在中国大陆，以语音为基础的编码系统（即拼音）被普遍教授给初级读者，但在澳门，学习广东话的孩子却没有这样的系统。为了研究为粤语儿童提供这种系统是否有利于第一语言（粤语）和第二语言（英语）的阅读发展，本研究首先尝试在澳门的粤英双语儿童中实施基于粤语语音的编码系统（即Jyutping）干预。参与者是67名在当地一所幼儿园学习的三年级儿童。与对照组（N = 33，平均年龄5.76岁）相比，经过5次训练后，Jyutping训练组（N = 34，平均年龄5.85岁）在音节和音素水平上的汉语和英语语音意识均有显著提高。这些结果突出了基于语音的编码系统在早期读写能力发展中的有效性，并强调了将Jyutping教学纳入幼儿园环境的教育价值。

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引用次数: 0

Effortful control and expressive language in deaf or hard-of-hearing children: The contributions of caregiver language and parenting stress. 失聪或听力障碍儿童的努力控制和表达语言：照顾者语言和养育压力的贡献。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-01-12 DOI: 10.1017/s0305000925100469

Kristina Bowdrie,Rachael Frush Holt,William Kronenberger

Caregiver-child interactions reflect an important dynamic that supports spoken language development in deaf and hard-of-hearing (DHH) children. This study examined how child effortful control interacts with caregiver language and parenting stress to affect child expressive language. Fifty-nine DHH children (mean age = 5;9) and their primary caregiver participated in a play interaction where expressive language was measured. Caregivers completed questionnaires measuring child effortful control and parenting stress. When caregivers used higher quality language, DHH children demonstrated stronger expressive language regardless of effortful control level compared to when caregivers used lower quality language. Additionally, a trend suggested DHH children with higher effortful control showed stronger expressive language skills when parenting stress was low. However, this trend was not observed when caregivers reported greater levels of parenting stress. These findings support the need to investigate caregiver characteristics that support DHH children in leveraging their inherent regulatory abilities to achieve better language outcomes.

照顾者与儿童的互动反映了一种重要的动态，它支持失聪和听力障碍儿童的口语发展。本研究探讨了儿童的努力控制如何与照顾者语言和父母压力相互作用，从而影响儿童的表达语言。59名DHH儿童（平均年龄= 5岁；9岁）和他们的主要照顾者参与了游戏互动，并测量了表达语言。照顾者完成了测量孩子努力控制和养育压力的问卷。当照顾者使用高质量的语言时，与照顾者使用低质量语言时相比，DHH儿童表现出更强的表达性语言，无论努力控制水平如何。此外，有一种趋势表明，当父母压力较低时，努力控制能力较高的DHH儿童表现出更强的语言表达能力。然而，当照顾者报告的育儿压力水平更高时，这种趋势就没有被观察到。这些发现支持了调查照顾者特征的必要性，这些特征支持DHH儿童利用其固有的调节能力来获得更好的语言结果。

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引用次数: 0

Lexical Knowledge in Arabic Diglossia among Kindergarten Children: The Role of Linguistic Distance, Modality, Grammatical Class, and the Spoken Variety 幼儿园儿童阿拉伯语词汇知识：语言距离、语态、语法等级和口语多样性的作用

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2026-01-06 DOI: 10.1017/s0305000925100445

Tufuul Tarabi-Juma’a, Sharon Armon-Lotem, Elinor Saiegh-Haddad

Lexical knowledge varies by modality, grammatical class, and, in Arabic diglossia, by the lexical distance between Modern Standard Arabic (MSA) and Spoken Arabic (SpA). We tested the effects of modality, grammatical class, and MSA–SpA distance on lexical knowledge, and interdependence between SpA and MSA. Palestinian Arabic (PA) speaking kindergarteners ( N =30; mean age 5:9) completed picture naming tasks manipulating modality (comprehension and production), grammatical class (nouns and verbs), and lexical distance (identical, cognate, and unique). Scores were higher for nouns than verbs and for comprehension than production in both varieties. A graded distance effect was found (identical > cognate >unique). PA lexical knowledge predicted MSA lexical knowledge across conditions in production. These findings highlight the importance of the spoken variety in acquiring MSA vocabulary and show that linguistic distance constrains lexical acquisition in Arabic diglossia. We argue that models of vocabulary acquisition should incorporate linguistic distance and interdependence between varieties.

词汇知识因情态、语法类别而异，而且，在阿拉伯语diglosia中，现代标准阿拉伯语（MSA）和口语阿拉伯语（SpA）之间的词汇距离而异。我们测试了情态、语法类和MSA - SpA距离对词汇知识的影响，以及MSA和MSA之间的相互依存关系。使用巴勒斯坦阿拉伯语（PA）的幼儿园儿童（N =30，平均年龄5:9）完成了情态（理解和产生）、语法类（名词和动词）和词汇距离（相同、同源和独特）的图片命名任务。在这两个类别中，名词得分高于动词，理解得分高于表达得分。发现了渐变距离效应（相同的>；同源的>；独特的）。PA词汇知识预测了MSA在生产条件下的词汇知识。这些发现强调了口语多样性对MSA词汇习得的重要性，并表明语言距离限制了阿拉伯语词汇习得。我们认为词汇习得模型应该考虑语言距离和词汇变体之间的相互依存关系。

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