Journal of Child Language最新文献

英文中文

Disentangling bilingualism and developmental language disorder in the acquisition of Spanish articles and clitics: Quantitative and qualitative contributions. 解开西班牙语文章和评论习得中的双语和发展性语言障碍：定量和定性贡献。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-17 DOI: 10.1017/s0305000925100354

Patrick D Thane,Anny Patricia Castilla-Earls,Alejandra Auza Benavides,Ana Teresa Pérez-Leroux

This study explored the acquisition of Spanish nominal morphology in 116 children aged 4;0 to 6;11, grouped according to language ability (developmental language disorder [DLD] and typical development [TD]) and bilingualism (Spanish-English bilingual and Spanish monolingual). Monolinguals produced more target-like articles and direct object clitics than bilinguals, as did children with TD compared to peers with DLD. Bilinguals with TD produced more target-like morphology than monolinguals with DLD, particularly clitics. Children with DLD were more likely to omit clitics than peers with TD, but this contrast did not extend to bilinguals compared to monolinguals. Children produced singular default articles in plural contexts. Overall, our results suggest that clitics function better than articles for identifying DLD in bilinguals on quantitative and qualitative grounds.

本研究探讨了116名4岁儿童西班牙语名义形态的习得；0 ~ 6；11，根据语言能力（发展性语言障碍[DLD]和典型发展性语言障碍[TD]）和双语（西班牙语-英语双语和西班牙语单语）分组。单语者比双语者产生更多的目标类文章和直接宾语从句，患有TD的儿童与患有DLD的同龄人相比也是如此。患有TD的双语者比患有DLD的单语者产生更多的靶样形态，特别是clitics。患有DLD的儿童比患有TD的同龄人更有可能忽略政治因素，但与单语者相比，这种对比并不适用于双语者。孩子们在复数语境中产生单数默认冠词。总的来说，我们的研究结果表明，在定量和定性的基础上，评论文章比文章更能识别双语者的DLD。

引用次数: 0

Infants’ background television exposure and maternal language input: A home observation study 婴儿电视背景暴露与母亲语言输入：一项家庭观察研究

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-13 DOI: 10.1017/s0305000925100391

Dilara Keşşafoğlu, Ezgi Yıldız, Aylin C. Küntay, Berna A. Uzundağ

Parental reports and experimental studies indicate that parents speak less to their children in the presence of background television. However, there is a lack of home observations examining the relations between infants’ background TV exposure and maternal infant-directed speech. In the current study, 32 infants and their mothers were observed for 60 minutes in their homes at 8, 10, and 18 months of age. Results revealed that the number of words, the number of different words, and the number of questions in infant-directed speech were consistently lower in households with background TV. Furthermore, these aspects of maternal language input were negatively related to the duration of background TV, controlling for families’ socioeconomic background. These findings suggest that television may have a negative impact on young children’s language development via disrupted parent–child interactions in the presence of background TV in the home environment.

父母报告和实验研究表明，在有电视背景的情况下，父母对孩子说的话更少。然而，缺乏对婴儿背景电视暴露与母亲婴儿指示语之间关系的家庭观察。在目前的研究中，研究人员对32名8个月、10个月和18个月大的婴儿及其母亲在家中进行了60分钟的观察。结果显示，在有电视背景的家庭中，婴儿指示语的单词数量、不同单词的数量和问题的数量一直较低。此外，在控制家庭社会经济背景的情况下，母亲语言输入的这些方面与背景电视时长呈负相关。这些发现表明，在家庭环境中，电视可能会干扰亲子互动，从而对幼儿的语言发展产生负面影响。

引用次数: 0

A long way to long-distance movement: A study on the acquisition of factive islands. 长距离移动的漫漫长路：活动岛屿的获取研究。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-12 DOI: 10.1017/s0305000925100330

Irina Stoica

Factive islands have been argued to be a late acquired phenomenon (de Villiers et al. (1998). Acquisition of the quantificational properties of mental pedicates. In A. Greenhill, M. Hughes, H. Littlefield, & H. Walsh (Eds.), Proceedings of the 22nd Boston University conference on language development. Somerville, MA: Cascadilla Press), but existing experimental studies have focused on a very limited number of factive verbs and report variation between verbs. Seventy monolingual Romanian-speaking children (split into two age groups: 5-year-old and 7-year-old children) and 15 adults took part in a comprehension task, which tested the (un)availability of adjunct extraction from the clausal complements of both cognitive and emotive factive verbs. The results show that only at age 7 do children begin to observe the restrictions imposed by factive islands, regardless of the sub-type of factive verb, even though they do not reach full mastery of the phenomenon at this age.

活性岛被认为是一种后天现象（de Villiers et al., 1998）。心理蒂的定量性质的获得。格林希尔，M.休斯，H.利特菲尔德和H.沃尔什（编），第22届波士顿大学语言发展会议论文集。萨默维尔，麻萨诸塞州：卡斯卡迪拉出版社)，但是现有的实验研究集中在数量非常有限的主动动词上，并且报告了动词之间的变化。70名说单语罗马尼亚语的儿童（分为5岁和7岁两个年龄组）和15名成年人参加了一项理解任务，该任务测试了从认知动词和情感动词的小句补语中提取助词的（非）可用性。结果表明，儿童只有在7岁时才开始观察到活动岛屿所施加的限制，无论活动动词的子类型如何，即使他们在这个年龄没有完全掌握这一现象。

引用次数: 0

Unpacking the Richness of Language Experience as a Predictor of Bilingual Children's Language Proficiency. 语言经验的丰富性作为双语儿童语言能力的预测因子。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-12 DOI: 10.1017/s0305000925100305

Sharon Unsworth,Arief Gusnanto,Draško Kašćelan,Philippe Prévost,Ludovica Serratrice,Laurie Tuller,Cécile De Cat

The richness of bilingual children's language experience is typically expressed as a composite score using parental questionnaire data. This study unpacks the concept of input richness by examining one such composite score (Q-BEx) to determine whether it reliably predicts children's language abilities, is no more complex than required, and as user-friendly as possible. Data were collected from 173 bilingual children aged 5 to 8 across three countries (France, Netherlands, UK) with various heritage languages in each. Parents completed the Q-BEx questionnaire and children proficiency tasks in their societal language. We analysed the predictive power of the original score compared to several alternative scoring approaches. Results showed (i) these alternatives were not more informative, (ii) scores including qualitative aspects of richness fared better than those with only quantitative variables, (iii) the latent variables underlying richness were comparable across languages, and (iv) whether parental education was included made little difference.

双语儿童语言经验的丰富程度通常用父母问卷数据的综合分数来表示。本研究通过检查一个这样的综合分数（Q-BEx）来解开输入丰富度的概念，以确定它是否可靠地预测儿童的语言能力，是否比要求的更复杂，是否尽可能方便用户。数据来自三个国家（法国、荷兰、英国）173名5至8岁的双语儿童，每个国家都有不同的传统语言。家长完成了Q-BEx问卷和儿童社会语言能力测试。我们分析了原始评分与几种替代评分方法的预测能力。结果显示：(i)这些替代方案并没有提供更多的信息，（ii）包含丰富度定性方面的得分比仅包含定量变量的得分表现更好，（iii）丰富度潜在变量在不同语言之间具有可比性，（iv）是否包括父母教育没有什么区别。

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引用次数: 0

Caused motion events in Uyghur child language. 造成维吾尔族儿童语言的运动事件。

IF 1.7 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-07 DOI: 10.1017/S0305000925100299

Alimujiang Tusun

In view of recent typological work revealing important intra-typological variations among verb-framed languages in motion expression, we investigated children's acquisition of caused motion events in Uyghur. Four-, 6-, 8-, and 10-year-old children and adults participated in a cartoon narration task, and analyses of data in terms of syntactic packaging, semantic density, and information focus showed that, while children's use of packaging strategies involving complex syntax (i.e., subordination) - previously found to be challenging for children speaking verb-framed languages - was adult-like from age 8, they continued to diverge from the adult patterns for measures of semantic density and information focus at age 10. We take this developmental asymmetry as emanating from different kinds of knowledge entailed in encoding motion and suggest that they may be on different developmental timelines because they demand differential amount of experience with a language.

鉴于最近的类型学研究揭示了动词框架语言在动作表达中重要的类型学内变异，我们调查了维吾尔语儿童对引起的动作事件的习得。4岁、6岁、8岁和10岁的儿童和成人参与了一项卡通叙事任务，对句法包装、语义密度和信息焦点方面的数据分析表明，虽然儿童使用涉及复杂句法（即从属关系）的包装策略——之前发现这对使用动词框架语言的儿童来说是一个挑战——从8岁开始就与成人相似；在10岁时，他们在语义密度和信息集中的测量上继续偏离成人模式。我们认为这种发展的不对称源于编码运动的不同种类的知识，并认为他们可能处于不同的发展时间线上，因为他们需要不同数量的语言经验。

引用次数: 0

Exploring children's causal language production: The role of mothers and fathers across different tasks in dyadic interactions. 探索儿童的因果语言产生：母亲和父亲在二元互动中不同任务中的角色。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-05 DOI: 10.1017/s030500092510038x

Songul Kandemir,Asli Aktan-Erciyes

Causal language is essential for children's language development, helping them understand and explain the reasons behind events. This study focuses on children's causal language production and the role of parental input, aiming to (1) investigate differences in maternal and paternal language use, (2) analyse children's causal language production across tasks and communication partners, and (3) examine the relationship between parental input and children's causal language skills. Sixty children aged 4-5 and their parents participated in dyadic sessions, which included free play, guided play, and storytelling tasks. Results showed that fathers used more causal language than mothers during free play, and children also produced more causal language with their fathers in this context compared to storytelling. Overall, both maternal and paternal causal language inputs were linked to children's causal language production, highlighting the significant influence of parental input on language development.

因果语言对儿童的语言发展至关重要，可以帮助他们理解和解释事件背后的原因。本研究着眼于儿童因果语言的产生和父母输入的作用，旨在：(1)调查父母语言使用的差异，(2)分析儿童在任务和沟通伙伴之间的因果语言产生，(3)研究父母输入与儿童因果语言技能之间的关系。60名年龄在4-5岁的儿童和他们的父母参加了两分式的会议，其中包括自由游戏、指导游戏和讲故事的任务。结果显示，父亲在自由玩耍时比母亲使用更多的因果语言，而在这种情况下，与讲故事相比，孩子们也会与父亲使用更多的因果语言。总体而言，母亲和父亲的因果语言输入都与儿童的因果语言产生有关，突出了父母输入对语言发展的重要影响。

引用次数: 0

Does Asking Questions Help Preschoolers Retain More Words Than Listening? 问问题比听更能帮助学龄前儿童记住单词吗？

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-04 DOI: 10.1017/s0305000925100287

Laura Janakiefski,Megan Saylor

Children appear well positioned to use questions as a tool to learn words. We investigate whether asking questions improves children's word retention compared to listening. Four- to six-year-olds (N = 64, English speaking) were randomly assigned to a Question-Asking or a Listening condition. In both conditions, children were asked to retrieve a novel object from an array of novel objects. In the Question-Asking condition, children were given time to ask questions to help them select the correct object, but in the Listening condition they were not. Participants in both conditions received the same information about the objects, and both groups retained the novel words. Surprisingly, children who had the opportunity to ask questions selected targets at the same rates as those who passively listened. These results provide suggestive evidence that the simple act of asking a question about a new word does not provide a boost for retention.

孩子们似乎很擅长用问题作为学习单词的工具。我们调查问问题是否比听更能提高孩子的单词记忆。四到六岁的孩子（N = 64，说英语）被随机分配到提问组和听力组。在这两种情况下，孩子们都被要求从一组新对象中检索一个新对象。在提问条件下，孩子们有时间问问题来帮助他们选择正确的对象，但在听力条件下，他们没有时间。两种情况下的参与者都收到了关于物体的相同信息，两组都保留了新单词。令人惊讶的是，有机会提问的孩子和被动倾听的孩子选择目标的几率是一样的。这些结果提供了暗示性的证据，证明简单地问一个关于生词的问题并不能提高记忆力。

引用次数: 0

When less is more: Evidence from Korean-learning children's verb acquisition. 少即是多：来自韩语学习儿童动词习得的证据。

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-04 DOI: 10.1017/s0305000925100366

Angela Xiaoxue He,Hyun-Joo Song,Kyong-Sun Jin,Hyuna Lee,Sudha Arunachalam

Linguistic context supports children's verb learning. For example, upon hearing "the boy is pilking," children can infer that the novel verb pilk names an action that a boy (rather than a girl) engages in. However, more information, such as a modified subject (e.g. "the tall boy is pilking"), could hinder rather than aid due to increased processing load, as suggested by a previous study with English-learning toddlers (He et al., 2020, Language Learning and Development 16, 22-42). In the current study, we found that Korean-learning preschoolers also experienced difficulty when the verb appeared with a modified subject compared to an unmodified one; this difficulty persisted across three situational contexts, even when the additional information was necessary to identify the referent. Our findings, with a typologically different language and diverse contexts, provide cross-linguistic support for prior results in English, consistent with a conceptual replication of the idea that less information can sometimes be more beneficial for learning.

语言语境支持儿童的动词学习。例如，听到“the boy is pilking”，孩子们可以推断出这个新奇的动词“pilk”指的是一个男孩（而不是女孩）所从事的一种行为。然而，更多的信息，比如一个修改过的主题(例如：正如之前对英语学习幼儿的研究所表明的那样，“高个子男孩正在拣东西”，可能会阻碍而不是帮助处理负荷的增加（He et al., 2020, Language Learning and Development 16, 22-42）。在本研究中，我们发现学习韩语的学龄前儿童在动词出现修饰主语时也比出现未修饰主语时遇到困难；这种困难在三种情景上下文中持续存在，即使在需要额外的信息来识别指涉人时也是如此。我们的研究发现，在不同类型的语言和不同的背景下，为英语先前的结果提供了跨语言支持，这与概念上的重复观点一致，即信息较少有时对学习更有益。

引用次数: 0

Do children treat adjectives and nouns differently as modifiers in prenominal position? 儿童对形容词和名词作为名前修饰语的处理方式不同吗？

IF 1.7 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-11-01 Epub Date: 2024-11-06 DOI: 10.1017/S0305000924000448

Gail Moroschan, Elena Nicoladis, Farzaneh Anjomshoae

Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.

以用法为基础的儿童句法习得理论（如 Tomasello, 2000a）预测，儿童的抽象词法类别产生于他们在输入结构中使用特定词汇的经验。由于英语中的修饰词几乎都是前置词，因此当形容词用在前置词位置时，儿童最初可能会将其与名词类似对待。在本研究中，我们教说英语的学龄前儿童（2 到 6 岁）学习新名词（对象标签）和形容词（指代属性的词）在名前和名后位置的用法。孩子们把名词和形容词的名后位置都纠正到了名前位置，但对修饰名词的纠正比对形容词的纠正更频繁。这些结果表明，即使名词和形容词出现在相同的位置并具有相同的功能（即修饰），儿童也会将它们区分开来。随着年龄的增长，儿童更正名词后形容词（而非名词）的可能性越来越大。我们认为，当词序对意义有影响时，儿童会更注意词序。

引用次数: 0

German-Speaking Preschoolers’ Comprehension and Production of Case Assigned by Local One-Case and Two-Case Prepositions 德语学龄前儿童局部一格和二格介词对格的理解和产生

IF 2.2 2区文学 Q1 LINGUISTICS

Journal of Child Language

Pub Date : 2025-10-30 DOI: 10.1017/s0305000925100342

Tanja Diederich, Flavia Adani

The study explored monolingual German-speaking preschoolers’ skills in accusative and dative case marking with local prepositions, the types of errors they made, and whether age can explain their performance. To test the ability of preschoolers (n = 59, age range 4;5–6;5) to mark case assigned by one-case and two-case prepositions, a comprehension and a production task were designed. The children in general performed more accurately on accusative than on dative and on case marking with one-case prepositions than with two-case prepositions. A general production/comprehension asymmetry was not attested. However, the participants revealed the most difficulty in producing dative case and overgeneralized accusative to dative case contexts. Age affected the children’s case marking skills, with older children performing more accurately on one-case prepositions than younger children. Thus, the ability to mark case assigned by prepositions in German, especially dative case, is not completed by school entry.

该研究探讨了单语德语学龄前儿童用局部介词标注宾格和格格的技能，他们犯的错误类型，以及年龄是否可以解释他们的表现。为了测试59名4岁、5 - 6岁、5岁的学龄前儿童对单格介词和双格介词的标记能力，设计了理解和生成任务。一般来说，孩子们在宾格上比格上表现得更准确，在单格介词上比双格介词上表现得更准确。没有证明一般的生产/理解不对称。然而，被试表现出最困难的是在与格语境中产生与格和过度概括的宾格。年龄影响了孩子们的案例标记技能，年龄较大的孩子比年龄较小的孩子在单案例介词上表现得更准确。因此，在德语中标记介词的格的能力，特别是与格的能力，并没有在入学时完成。

引用次数: 0

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