Learning to express motion events in English and Korean: the influence of language-specific lexicalization patterns.

Studies examining factors that influence when words are learned typically investigate one lexical category or a small set of words. We provide the first evaluation of the relation between input frequency and age of acquisition for a large sample of words. The MacArthur-Bates Communicative Development Inventory provides norming data on age of acquisition for 562 individual words collected from the parents of children aged 0;8 to 2;6. The CHILDES database provides estimates of frequency with which parents use these words with their children (age : 0 ;7–7;5; mean age: 36 months). For production, across all words higher parental frequency is associated with later acquisition. Within lexical categories, however, higher frequency is related to earlier acquisition. For comprehension, parental frequency correlates significantly with the age of acquisition only for common nouns. Frequency effects change with development. Thus, frequency impacts vocabulary acquisition in a complex interaction with category, modality and developmental stage. [*] Preparation of this article was made possible in part by a grant from the National Science Foundation (BCS-0131829) to PL. We thank Shihfen Tu for the initial calculations of age of acquisition from the CDI database and Janet Patterson for her helpful comments on the manuscript. We are grateful to the many child language researchers who contributed data to the CHILDES database that made possible the estimates of

Does frequency count? Parental input and the acquisition of vocabulary.

Beyond babytalk: Re-evaluating the nature and content of speech input to preverbal infants

The relation between pointing and language development: A meta-analysis

A theory of neurolinguistic development.

This paper is concerned with the strategies used by deaf mothers to ensure that their deaf infants are able to perceive both the signs addressed to them and the nonverbal contexts to which these signs relate. Four mother-child pairs were studied and observations were made when the children were aged between 7 and 20 months. A detailed analysis of the relationship between the mother's signing, the child's pattern of attention, and the nonverbal context of the signing revealed that a high proportion of signs were seen by the children and that, by 20 months of age, the majority of signs also had a nonverbal context which was salient for the child. There were general similarities in the pattern of strategies employed by the mothers to relate their signs to the nonverbal context but there were also interesting differ ences. The possible relationship of these differences to the children's sign language development is discussed in the light of the children's own sign production at two years of age.

The social context of early sign language development

Six children were visited in their homes every two weeks for 18 months from the age of six months in order to observe their developing comprehension and production of words. Controlled testing of the children's developing vocabulary was also carried out to provide a more detailed picture of the precise context in which a word was understood or produced. The results showed both similarities and individual differences among the children in patterns of early comprehension. For all six children there was a very close relationship between early production and comprehension of words: words that were contextually flexible in production tended also to be so in comprehension and words that were context-bound also tended to be so in both modalities although there was some evidence that the two types of word differed in the extent to which comprehension preceded production. All children were also similar in showing evidence of contextually flexible comprehension very early on. However, there were individual differences both in the rate at which comprehension developed and in the lag between comprehension and production. The significance of this pattern of development for accounts of lexical development is explored.

Symmetries and asymmetries in early lexical comprehension and production

This study investigates the relationship between the emergence of understanding of object names and the development of pointing during the first year of life. Detailed records of the developing lexical comprehension of six children were obtained from the age of six months together with information about the use of pointing gestures. A comparison of the development of comprehension and the use of pointing revealed the existence of a very specific relationship: there was a highly significant positive correlation between the first appearance of pointing and the first understanding of object names. There was no relationship between the development of pointing and more general measures of comprehension development. The significance of these findings for accounts of the development of referential understanding is discussed.

The Emergence of Referential Understanding: Pointing and the Comprehension of Object Names:

Six children were studied from the age of 0;6 to 1;6 in order to chart their developing comprehension vocabularies from the first to the 100th word. Observational data were used in the first instance to identify newly comprehended words and then controlled testing was carried out for each word to confirm and expand the observational data. Comprehension of words was divided into four categories - object names, context-bound object words, action words and personal names. The relative frequency of the different categories of word was found to change with the size of the comprehension vocabulary as personal names decreased in importance and both object names and action words became increasingly more common. There was considerable variation among the six children especially in the proportion of object names and action words that they understood but vocabulary composition became highly stable between 60 and 100 words.

Developments in early lexical comprehension: a comparison of parental report and controlled testing.

Patterns of visual attention during free-play in deaf children with deaf (Dd) and hearing mothers (Dh) were compared at 9, 12 and 18 months. Dd children were more likely to look at their mother’s face spontaneously than Dh children at all ages although spontaneous looking increased significantly at 18 months for both groups. The proportion of responsive looks declined at 12 months for the Dd group but not until 18 months for the Dh group. Elicited looking was more common in the Dd group and, at 12 months, a greater proportion of these looks were to the mother’s face. Overall the results suggest that Dd children show greater sensitivity to the communicative significance of their mother’s face in the second year of life.

/pdf/the-development-of-visual-attention-in-deaf-children-in-t203k0mhua.pdf

The development of visual attention in deaf children in relation to mother's hearing status

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