Log in

Relevant bibliographies by topics / Child language

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Child language'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Child language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Child language"

1

Kess, Joseph F., and Michelle Aldridge. "Child Language." Language 73, no. 2 (1997): 450. http://dx.doi.org/10.2307/416076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

Full text

Abstract:

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

APA, Harvard, Vancouver, ISO, and other styles

3

De Montfort Supple, Marie, and Ewa Söderpalm. "Child Language Disability." Topics in Language Disorders 30, no. 1 (2010): 72–78. http://dx.doi.org/10.1097/tld.0b013e3181d0a13e.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Lacoste, Véronique, and Lisa Green. "Child language variation." Linguistic Variation 16, no. 1 (2016): 1–11. http://dx.doi.org/10.1075/lv.16.1.01lac.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Van Kerckvoorde, Colette Marie-Christine Etienne. "Child Language (review)." Language 77, no. 3 (2001): 630–31. http://dx.doi.org/10.1353/lan.2001.0208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

BERMAN, RUTH A. "Cross-linguistic comparisons in child language research." Journal of Child Language 41, S1 (2014): 26–37. http://dx.doi.org/10.1017/s0305000914000208.

Full text

Abstract:

ABSTRACTMajor large-scale research projects in the early years of developmental psycholinguistics were English-based, yet even then numerous studies were available or under way in a range of different languages (Ferguson & Slobin, 1973). Since then, the field of cross-linguistic child language research has burgeoned in several directions. First, rich information is now available on the acquisition of dozens of languages from around the world in numerous language families, spearheaded by the five-volume series edited by Slobin (1985–1997) and complemented by in-depth examination of specific constructions – e.g. causative alternation, motion verbs, passive voice, subject elision, noun compounding – in various languages, culminating in an in-depth examination of the acquisition of ergativity in over a dozen languages (Bavin & Stoll, 2013). A second fruitful direction is the application of carefully comparable designs targeting a range of issues among children acquiring different languages, including: production of early lexico-grammatical constructions (Slobin, 1982), sentence processing comprehension (MacWhinney & Bates, 1989), expression of spatial relations (Bowerman, 2011), discourse construction of oral narratives based on short picture series (Hickmann, 2003) and longer storybooks (Berman & Slobin, 1994), and extended texts in different genres (Berman, 2008). Taken together, research motivated by the question of what is particular and what universal in child language highlights the marked, and early, impact of ambient language typology on processes of language acquisition. The challenge remains to operationalize such insights by means of psychologically sound and linguistically well-motivated measures for evaluating the interplay between the variables of developmental level, linguistic domain, and ambient language typology.

APA, Harvard, Vancouver, ISO, and other styles

7

Adnyani, Ni Luh Putu Sri, Ni Made Rai Wisudariani, and I. Wayan Swandana. "Lexical development in an Indonesian-Balinese bilingual child." Indonesian Journal of Applied Linguistics 12, no. 2 (2022): 476–88. http://dx.doi.org/10.17509/ijal.v12i2.51089.

Full text

Abstract:

It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.

APA, Harvard, Vancouver, ISO, and other styles

8

Müller, Natascha. "Crosslinguistic influence in early child bilingualism." EUROSLA Yearbook 2 (August 8, 2002): 135–54. http://dx.doi.org/10.1075/eurosla.2.10mul.

Full text

Abstract:

Previous approaches to early bilingualism have argued either that children exposed to two languages from birth are not able to separate their two languages and experience massive cross-linguistic influence or that they do separate their languages from birth and lack crosslinguistic influence. The present paper assumes that both early language separation and crosslinguistic influence coexist in one bilingual individual during the same developmental stage for different grammatical phenomena. The goal of the present paper is to show that how crosslinguistic influence manifests itself depends on particular grammatical properties and is independent of language dominance. The direction of the influence is related to computational complexity (in the sense of Jakubowicz 2000). Data from a bilingual Italian/German child are discussed with respect to argument omissions, V2, and finite verb placement in subordinate clauses. For argument omissions, the Germanic language influences the Romance language and has a delaying effect. For V2 and finite verb placement in subordinate clauses, the Romance language has an accelerating effect on the Germanic language in the case of V2 and a delaying effect in the case of finite verb placement in subordinate clauses.

APA, Harvard, Vancouver, ISO, and other styles

9

Schiff-Myers, Naomi B. "Considering Arrested Language Development and Language Loss in the Assessment of Second Language Learners." Language, Speech, and Hearing Services in Schools 23, no. 1 (1992): 28–33. http://dx.doi.org/10.1044/0161-1461.2301.28.

Full text

Abstract:

The evaluation of a child who is a second language learner should include an evaluation of the primary language (e.g., Spanish) as well as English. However, the discovery that a child is deficient in both languages does not necessarily mean that the child is not a normal language learner. The dialect and other variations of the language used in the child’s home may be different from the standard language used in the assessment. Furthermore, the learning of a second language before competency in the first language is fully developed may result in arrested development or loss of proficiency in the primary language. This negative effect on the primary language occurs most often if the native language is devalued.

APA, Harvard, Vancouver, ISO, and other styles

10

Arakelyan, Rouzanna. "Child or Grown-up: Language Universals and Language Particula." Armenian Folia Anglistika 1, no. 1-2 (1) (2005): 57–61. http://dx.doi.org/10.46991/afa/2005.1.1-2.057.

Full text

Abstract:

Language is a means of human cognitive activity. The knowledge of the natural process of the acquisition of each language, namely of a foreign one, is highly necessary in language learning process. The record of the characteristics of child language development acquires much significance in this regard. Evidently, each child is unique. However, the sequence of the development stages of native and foreign languages is almost the same and quite predictable, while the psycholinguistic investigation of a foreign language learning among grown-ups demonstrates evident differences. The acquisition of a foreign language differs not only in the content of the material studied, but also in the new linguistic nature of the coordination of the knowledge.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Child language"

1

Zhu, Zhongping. "Null arguments in child language." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bressan, Virginia. "Child Language Brokering: esperienze a confronto." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019.

Find full text

Abstract:

Il presente elaborato si propone di esplorare il fenomeno del Child Language Brokering sulla base di tre interviste condotte con delle giovani mediatrici non professionali che hanno riflettuto sulle loro esperienze presenti e passate. Il primo capitolo si concentra su alcuni cenni teorici riguardanti la mediazione linguistica e culturale. Inoltre, viene fornita una breve panoramica degli stranieri che vivono in Italia e dello stato dei servizi linguistici ai quali possono accedere. Nel secondo capitolo vengono analizzate le interviste condotte con le tre giovani mediatrici, evidenziando analogie e differenze in merito ad alcuni aspetti controversi riguardanti le attività di Child Language Brokering, ad esempio l'inversione del rapporto genitore-figlio o le sensazioni negative e positive provate dal mediatore. Infine, nelle conclusioni vengono riassunti i dati raccolti tramite le interviste mettendo in evidenza la varietà di percezioni che possono caratterizzare le singole esperienze di ciascun mediatore nel contesto del Child Language Brokering.

APA, Harvard, Vancouver, ISO, and other styles

3

Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

Full text

Abstract:

Thesis (Ph.D.)--University of Western Sydney, 2007.<br>A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

APA, Harvard, Vancouver, ISO, and other styles

4

Nix, Meghan. "The Relationship between Parental Stress, Parent-child Interaction Quality, and Child Language Outcomes." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/279.

Full text

Abstract:

Language skills developed in early childhood are important for literacy and communication in childhood as well as future adult literacy skills and health. Certain demographic characteristics and parent-child interaction skills have been identified through previous research as being influential in child language development. Parental stress has also been associated with child language outcomes. This study aims to explore whether parents’ interactive relational skills, measured by an observational method, are significantly related to children’s verbal outcome, while controlling for demographic variables and parental stress. Participants included mothers of children aged 4-6 who completed measures of parental interaction quality, parental stress, and demographic characteristics. Their children competed a language skill measure. Results indicated that even when controlling for demographic variables and parental stress, the relationship between parent-child interaction quality and child language outcomes remained significant. These findings suggest that increasing positive parent-child interaction skills may be beneficial for increasing children’s language skills.

APA, Harvard, Vancouver, ISO, and other styles

5

Wiebe, Cindee Mae. "Natural teaching strategies for child pragmatic language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22737.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Gerard, Kathryn Ann. "A systems approach to assessing child language." Thesis, City University London, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Wright, Judith. "Language training in the ESN(S) child." Thesis, Sheffield Hallam University, 1986. http://shura.shu.ac.uk/20571/.

Full text

Abstract:

A behavioural language training programme was implemented with a group of nine children with severe language and learning difficulties in a local authority day school in Sheffield. The study was conducted over a period of four and a half school terms. Detailed data and results are presented on five of the nine children. The language training programme focussed on the development of syntax and was organised into three categories; 1) pre-language training, 2) language training and 3) video training. One-to-one teaching strategies, combined with the techniques of imitation and reinforcement were used in each dimension of the programme. Systematic teaching procedures were also developed for training the generalisation of new syntax in non-training settings within the school. The child care assistant functioned as a second trainer. Significant improvements occurred in the language behaviour of each of the five children. Functional speech and language was established in one child who was non-verbal at baseline. The utterances of the four other children were extended in both length and structural complexity. Generalisation occurred in a range of settings with both familiar and unfamiliar adults. A teaching approach integrating a structured language training curriculum and one-to-one teaching strategies in an ordinary classroom setting combined with training for generalisation in non-training contexts within a school environment, proved both possible and successful in shaping effective communication in a group of children with severe learning difficulties.

APA, Harvard, Vancouver, ISO, and other styles

8

Scoville, Christine Beate. "Noun Clauses in Clinical Child Language Samples." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3545.

Full text

Abstract:

Noun clauses are grammatical constructions that are of relevance both to typical language development and impaired language development. These clauses have been part of published techniques for the clinical analysis of language samples, and computer software for the automated analysis of clinical language samples has attempted to identify noun clauses, with limited success. The present study examined the development and clinical use of noun clauses as well as the automated identification of these clauses. Two sets of language samples were examined. One set consisted of 10 children with specific language impairment (SLI) whose age ranged from 7;6 to 11;1 (years;months), 10 peers matched for language development equivalence, and 10 peers matched for chronological age. The second set of samples were from 30 children considered to be typically developing, who ranged in age from 2;6 to 7;11. Language sample utterances were manually coded for the presence of noun clauses (including wh- noun clauses, that- noun clauses, and gerunds.) Samples were then automatically tagged using software. Results were tabulated and compared for accuracy. ANCOVA revealed that differences in the frequencies of WH-infinitive noun clauses and gerunds were significant between the matched groups. "Zero that clauses" (that-noun clauses containing no subordinator that) and gerunds were significantly correlated with age. Kappa levels revealed that agreement between manual and automated coding was high on WH-infinitive clauses, gerunds, and finite wh-noun clauses.

APA, Harvard, Vancouver, ISO, and other styles

9

Courtney, Ellen Hazlehurst. "Child acquisition of Quechua morphosyntax." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288857.

Full text

Abstract:

The goal of this study is to inform child language acquisition theory by accomplishing a description of morphosyntactic development in Quechua speakers between the approximate ages of two and four years. The data analysis yields a description of language acquisition in two major areas: (1) overall development of syntax and of morphology directly relevant to the syntax; (2) development of verb morphology. No attempt is made to support any particular theory of language development. Instead, a number of theoretical perspectives are considered. Fieldwork was carried out in the community of Chalhuanca in the department of Arequipa, Peru, in 1996. The study relies largely on the naturalistic production of six Chalhuancan children between the ages of 2;0 years and 3;9 years. Five children were recorded for five to six hours over a period of four months; the sixth child was recorded for eleven hours over a period of six months. The child corpora, as well as child-directed adult speech, were transcribed by native speakers of Quechua. Also presented is the outcome of an elicitation procedure undertaken with few subjects. The description of overall syntactic development focuses on four topics: (1) the representation of arguments, both analytic and morphological; (2) case- and object-marking; (3) reduplication, ellipsis, and evidential focus; and (4) coordination and subordination. The analysis of the development of verb morphology considers the role of several factors in the acquisition of the verb suffixes: meaning, homophony, phonological aspects, frequency of occurrence, and processing constraints. This description also sheds light on the acquisition of causatives, especially change-of-state verbs, with data presented from naturalistic corpora and the experimental procedure. The analysis favors Strong Continuity: functional projections are available to children before they acquire full productivity of the corresponding morphology. Meaning is foremost in the development of verb morphology, with children seeking unique form-function correspondences. As children begin producing complex verbs, they tend initially to attach a small set of suffixes and their combinations to a wide variety of roots. Finally, the data suggest that children may initially assume that change-of-state verbs are basically transitive.

APA, Harvard, Vancouver, ISO, and other styles

10

Forrester, M. A. "Polyadic language processes and the pre-school child." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381491.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Child language"

1

Peccei, Jean Stilwell. Child Language. Taylor & Francis Group Plc, 2004.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Child language. 2nd ed. New York, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Child language. Cambridge Universityi Press, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Child language. New York, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Michelle, Aldridge, and Child Language Seminar (1994 : University of Wales), eds. Child language. Multilingual Matters, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kay, Mogford-Bevan, Sadler Jane, University of Newcastle upon Tyne. Dept. of Speech., and Sunderland Education Authority, eds. Child language disability. Multilingual Matters Ltd., 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bochner, Sandra, and Jane Jones, eds. Child Language Development. Whurr Publishers Ltd, 2003. http://dx.doi.org/10.1002/9780470699126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Rocca, Sonia. Child second language acquisition. John Benjamins, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Pfeiler, Barbara, ed. Learning Indigenous Languages: Child Language Acquisition in Mesoamerica. DE GRUYTER, 2007. http://dx.doi.org/10.1515/9783110923148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

E, Cullinan Bernice, and Strickland Dorothy S, eds. Language, literacy, and the child. 2nd ed. Harcourt Brace College Publishers, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Child language"

1

He, Kekang. "Child Language Development." In Semantic Perception Theory. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1104-2_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Roberts, Julie. "Child Language Variation." In The Handbook of Language Variation and Change. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470756591.ch13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Roberts, Julie. "Child Language Variation." In The Handbook of Language Variation and Change. John Wiley & Sons, Inc, 2013. http://dx.doi.org/10.1002/9781118335598.ch12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

von Tetzchner, Stephen. "Child-directed Language." In Typical and Atypical Child and Adolescent Development 5. Routledge, 2022. http://dx.doi.org/10.4324/9781003292524-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Stoll, Sabine, and Robert Schikowski. "Child-Language Corpora." In A Practical Handbook of Corpus Linguistics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46216-1_14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Meakins, Felicity, Jennifer Green, and Myfany Turpin. "Child language acquisition." In Understanding Linguistic Fieldwork. Routledge, 2018. http://dx.doi.org/10.4324/9780203701294-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

De Houwer, Annick, and Steven Gillis. "Dutch child language." In The Acquisition of Dutch. John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/pbns.52.04deh.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Klee, Thomas, and Stephanie F. Stokes. "Language Development." In Child Psychology and Psychiatry. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119170235.ch8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Klee, Thomas, and Stephanie F. Stokes. "Language Development." In Child Psychology and Psychiatry. John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781119993971.ch8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Semrud-Clikeman, Margaret, and Phyllis Anne Teeter Ellison. "Language-Related and Learning Disorders." In Child Neuropsychology. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88963-4_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Child language"

1

El Maarouf, Ismaïl, Jeanne Villaneau, Farida Saïd, and Dominique Duhaut. "Comparing child and adult language." In the 2nd Workshop. ACM Press, 2009. http://dx.doi.org/10.1145/1640377.1640389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ardulov, Victor, Zane Durante, Shanna Williams, Thomas Lyon, and Shrikanth Narayanan. "Identifying Truthful Language in Child Interviews." In ICASSP 2020 - 2020 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2020. http://dx.doi.org/10.1109/icassp40776.2020.9053386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Siregar, Putri Hotma Aryanti, and Agustina. "Child Language Disorder in ADHD Type." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

CASAS, BERNARDINO, NEUS CATALÀ, RAMON FERRER-I-CANCHO, and JAUME BAIXERIES. "THE EVOLUTION OF POLYSEMY IN CHILD LANGUAGE." In EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hadler Coudry, Maria Irma, and Isabella de Cássia Netto Moutinho. "Experimental linguistics in aphasia and child language." In 10th International Conference of Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2019/10/0028/000390.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Rao, P. V. S., and Nandini Bondale. "BSLP based language grammars for child speech." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-442.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schuster, Sebastian, Stephanie Pancoast, Milind Ganjoo, Michael C. Frank, and Dan Jurafsky. "Speaker-independent detection of child-directed speech." In 2014 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2014. http://dx.doi.org/10.1109/slt.2014.7078602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

NYAMAPFENE, ABEL. "A MULTIMODAL MODEL OF EARLY CHILD LANGUAGE ACQUISITION." In Proceedings of the Tenth Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812797322_0005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sagae, Kenji, Alon Lavie, and Brian MacWhinney. "Automatic measurement of syntactic development in child language." In the 43rd Annual Meeting. Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1219840.1219865.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kennedy, James, Paul Baxter, Emmanuel Senft, and Tony Belpaeme. "Social robot tutoring for child second language learning." In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451757.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Child language"

1

Melum, Arla. The effect of parent-child interaction on the language development of the hearing-impaired child. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.70.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Graham, Andrea. Language development and visual-motor integration in the preschool child. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3157.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Alvarez, Alexandra. "A Listening Child." The Language Life History of an American of Mexican Descent. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Frye, Sallie. A beginning investigation into the language development of the deaf child compared to that of the hearing child: some problems and solutions in data collection. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1267.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003920.

Full text

Abstract:

The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.

APA, Harvard, Vancouver, ISO, and other styles

6

Ganimian, alejandro, Karthik Muralidharan, and Christopher K. Walters. Augmenting State Capacity for Child Development: Experimental Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/080.

Full text

Abstract:

We use a large-scale randomized experiment to study the impact of augmenting staffing in the world’s largest public early childhood program: India’s Integrated Child Development Services (ICDS). Adding a half-time worker doubled net preschool instructional time and led to 0.29σ and 0.46σ increases in math and language test scores after 18 months for children who remained enrolled in the program. Rates of stunting and severe malnutrition were also lower in the treatment group. A cost-benefit analysis suggests that the benefits of augmenting ICDS staffing are likely to significantly exceed its costs even under conservative assumptions.

APA, Harvard, Vancouver, ISO, and other styles

7

Mateo Díaz, Mercedes, Laura Becerra Luna, Juan Manuel Hernández-Agramonte, Florencia López, Marcelo Pérez Alfaro, and Alejandro Vasquez Echeverria. Nudging Parents to Improve Preschool Attendance in Uruguay. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002901.

Full text

Abstract:

Uruguay has increased it preschool enrollment, reaching almost universal coverage among four- and five-year-olds. However, more than a third of children enrolled in preschool programs have insufficient attendance, with absenteeism higher in schools in lower socioeconomic areas and among younger preschool children. This paper presents the results of a behavioral intervention to increase preschool attendance nationwide. Most previous experiments using behavioral sciences have looked at the impact of nudging parents on attendance and learning for school-age children; this is the first experiment looking at both attendance and child development for preschool children. It is also the first behavioral intervention to use a government mobile app to send messages to parents of preschool children. The intervention had no average treatment effect on attendance, but results ranged widely across groups. Attendance by children in the 25th 75th percentiles of absenteeism rose by 0.320.68 days over the course of the 13-week intervention, and attendance among children in remote areas increased by 1.48 days. Among all children in the study, the intervention also increased language development by 0.10 standard deviations, an impact similar to that of very labor-intensive programs, such as home visits. The intervention had stronger effects on children in the remote provinces of Uruguay, increasing various domains of child development by about 0.33 to 0.37 standard deviations. Behavioral interventions seeking to reduce absenteeism and raise test scores usually nudge parents on both the importance of attendance and ways to improve child development. In this experiment, the nudges focused only on absenteeism but had an effect on both.

APA, Harvard, Vancouver, ISO, and other styles

8

Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

Full text

Abstract:

In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.

APA, Harvard, Vancouver, ISO, and other styles

9

Children with a language disorder are vulnerable to sexual abuse. Acamh, 2018. http://dx.doi.org/10.13056/acamh.10585.

Full text

Abstract:

Preliminary data suggest that children with language disorder may be at an increased risk of child sexual abuse (CSA),1,2 but few have studied the CSA experiences, disclosure patterns or reactions to disclosure in these children.

APA, Harvard, Vancouver, ISO, and other styles

10

Professor Maggie Snowling – Reading and language – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, 2019. http://dx.doi.org/10.13056/acamh.6856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!