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Journal articles on the topic 'Language in child development'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Wood, David. "Culture, language and child development." Language and Education 6, no. 2-4 (January 1992): 123–40. http://dx.doi.org/10.1080/09500789209541332.

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2

Goldfus, Carol. "Child language: acquisition and development." Educational Review 65, no. 2 (May 2013): 250–51. http://dx.doi.org/10.1080/00131911.2011.634200.

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3

Koutsouvanou, Eugenia. "Television and child language development." International Journal of Early Childhood 25, no. 1 (March 1993): 27–32. http://dx.doi.org/10.1007/bf03174627.

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4

Yenealem Derbie, Abiot. "The child after cochlear implant: Implications for rehabilitation in language development." Medical and Health Science Journal 15, no. 02 (July 20, 2014): 54–64. http://dx.doi.org/10.15208/mhsj.2014.09.

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5

Hickmann, Maya. "Language and cognition in development." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 2 (June 1, 2001): 105–26. http://dx.doi.org/10.1075/prag.11.2.01hic.

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The relation between language and cognition in child development is one of the oldest and most debated questions, which has recently come back to the forefront of several disciplines in the social sciences. The overview below examines several universalistic vs. relativistic approaches to this question, stemming both from traditional developmental theories and from more recent proposals in psycholinguistics that are illustrated by some findings concerning space in child language. Two main questions are raised for future research. First, substantial evidence is necessary concerning the potential impact of linguistic variation on cognitive development, including evidence that can provide ways of articulating precocious capacities in the pre-linguistic period and subsequent developments across a variety of child languages. Second, relating language and cognition also requires that we take into account both structural and functional determinants of child language within a model that can explain development at different levels of linguistic organization in the face of cross-linguistic diversity.
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6

Wille, Beatrijs, Kimberley Mouvet, Myriam Vermeerbergen, and Mieke Van Herreweghe. "Flemish Sign Language development." Functions of Language 25, no. 2 (October 19, 2018): 289–322. http://dx.doi.org/10.1075/fol.15010.wil.

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Abstract This case study provides a first exploratory study on the early Flemish Sign Language acquisition of a deaf infant from the perspective of Halliday’s Systemic Functional Theory. It highlights some remarkable aspects of sign language acquisition with respect to interpersonal interaction between the child and its mother. The free play interactions of the Deaf mother and her moderately deaf daughter were recorded when the child was 6, 9, 12, 18 and 24 months old. These interactions were annotated in ELAN and transcribed in view of the analysis adapting Systemic Functional Linguistics. The analysis indicates that the early sign language development of the child chronologically correlates with Halliday’s descriptions of the universal functions of language. The infant’s first lexical signs appeared at 12 months. The child produced one-sign utterances (12 months and older), one-sign utterances along with a pointing sign (18 months and older) and two-sign utterances (24 months). The mother integrated attentional strategies to redirect the child’s attention. She also adopted techniques that are appropriate for child-directed signing, i.e. questions, recasts and expansions.
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7

Kuzina, Viktorija. "FACTORS INFLUENCING THE CHILD LANGUAGE DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 404. http://dx.doi.org/10.17770/sie2016vol2.1407.

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Childhood is the basis for both life and language acquisition. The child language is greatly influenced by the language environment – parents and other family members, teachers, as well as movies, TV and radio broadcasting, theatre performances, books. Meanwhile exploring the world and characterizing it, the child gradually acquires the skill to use in its language synonyms, antonyms, phraseology, comparisons, learns to understand foreign origin words used on daily basis, etc.In order to establish, which factors are influencing positively the child language development, a questionnaire was worked out. Students, general education school teachers, as well as the preschool education teachers completed the questionnaire. The research on the factors influencing the children's language development was accomplished in the framework of the Norwegian project in 2015. The results of the questionnaire and opinion polls prove, the childhood stage is very significant in the child language development, and really great is the responsibility of adults (parents and teachers), to ensure that this process develops as valid, interesting and exciting for the child. One of the conditions for successful acquisition of the Latvian language vocabulary stock is the example shown by the speech of adults. The use of illiterate language must also be eliminated from schools, mass media, etc.
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8

Ersan, Ceyhun. "Early Language Development and Child Aggression." World Journal of Education 10, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.5430/wje.v10n1p1.

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Aggression observed in early childhood is considered to be an important problem. Multiple factors may play a decisive role in children’s aggressive behaviors. The aim of this study was to examine whether the receptive and expressive language skills of preschool children (39-75 months-old) had predictive role on the levels of physical and relational aggression. The sample of the present study consists of 109 preschool children (47 girls and 62 boys). The language development levels of children in the sample were evaluated by TEDIL (Turkish Early Language Development Test) and their aggression levels were evaluated via Preschool Social Behavior Scale which were filled by their teachers. Pearson product moment correlation coefficient and stepwise regression analysis were used to analyze the data. According to the findings of the study, there was a significant and negative relationship between children’s receptive and expressive language skills and physical and relational aggression levels. The results of regression analysis revealed that physical aggression was negatively and significantly predicted by expressive language skills. In addition, relational aggression is negatively and significantly predicted by both receptive and expressive language skills. The increase in children's language skills significantly explains the decrease in physical and relational aggressive behaviors. The relationship between language skills and aggressive behaviors of Turkish preschool children was examined for the first time in this study. It is thought that the present study will contribute to the literature since it reveals the current situation in terms of the relationships between children's language skills and aggression levels and provide opportunities to make comparisons with the results of international studies.
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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 (January 1992): 28–33. http://dx.doi.org/10.1044/0161-1461.2301.28.

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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.
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10

Juan-Garau, Maria, and Carmen Pérez-Vidal. "Subject realization in the syntactic development of a bilingual child." Bilingualism: Language and Cognition 3, no. 3 (December 2000): 173–91. http://dx.doi.org/10.1017/s1366728900000328.

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The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In this case, Catalan is a null subject language in opposition to the overt subject properties of English. Such data allow us to provide evidence on a key issue in bilingual acquisition research: the question of language separation in the early stages of acquisition. The data available suggest the absence of any major influence of one language on the other. In other words, our subject seems to be acquiring word order patterns which are different in the two adult systems in a language-dependent manner from the beginning of his production in both languages.
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11

ROGOW, S. M. "Language development in a non-vocal child." Child: Care, Health and Development 20, no. 5 (September 1994): 339–48. http://dx.doi.org/10.1111/j.1365-2214.1994.tb00395.x.

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12

Haugen*, Margaretha, Kristine Vejrup, Helen E. Kvalem, Anne-Lise Brantsaeter, Helle K. Knutsen, Helle Margrete Meltzer, Synnve Schjølberg, and Per Magnus. "Prenatal Mercury Exposure and Child Language Development." ISEE Conference Abstracts 2014, no. 1 (October 20, 2014): 2226. http://dx.doi.org/10.1289/isee.2014.o-151.

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13

Geldard, Clare. "Book Review: Child language development–second edition." Child Language Teaching and Therapy 21, no. 1 (February 2005): 95. http://dx.doi.org/10.1177/026565900502100107.

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14

Paulson, James F., Heather A. Keefe, and Jenn A. Leiferman. "Early parental depression and child language development." Journal of Child Psychology and Psychiatry 50, no. 3 (March 2009): 254–62. http://dx.doi.org/10.1111/j.1469-7610.2008.01973.x.

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15

Williams, Gillian. "Dance, language development and the young child." Early Child Development and Care 79, no. 1 (January 1992): 107–24. http://dx.doi.org/10.1080/0300443920790111.

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16

Messenger, Katherine. "Book review: Child language: Acquisition and development." First Language 31, no. 2 (May 2011): 248–50. http://dx.doi.org/10.1177/0142723710390988.

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17

Dzwilewski, Kelsey L. C., and Susan L. Schantz. "Prenatal chemical exposures and child language development." Journal of Communication Disorders 57 (September 2015): 41–65. http://dx.doi.org/10.1016/j.jcomdis.2015.07.002.

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18

DeThorne, Laura S. "Rethinking environmental influences on child language development." Journal of Communication Disorders 57 (September 2015): 1–2. http://dx.doi.org/10.1016/j.jcomdis.2015.09.002.

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19

Dreyzehner, Jana Kaye. "48.1 THE SILENT CHILD AND LANGUAGE DEVELOPMENT." Journal of the American Academy of Child & Adolescent Psychiatry 59, no. 10 (October 2020): S73—S74. http://dx.doi.org/10.1016/j.jaac.2020.07.307.

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20

Schiff-Myers, Naomi B., Janine Djukic, Janine McGovern-Lawler, and Daisy Perez. "Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study." Exceptional Children 60, no. 3 (December 1993): 237–48. http://dx.doi.org/10.1177/001440299406000305.

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The learning of a second language before the primary language is fully developed may result in arrested development or loss of proficiency in the first language. Therefore, the finding that a child is delayed in both languages does not necessarily mean that the child has a language disorder. This article presents a case study of a child who was classified as communication disabled but seems to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English.
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21

Arakelyan, Rouzanna. "Child or Grown-up: Language Universals and Language Particula." Armenian Folia Anglistika 1, no. 1-2 (1) (October 17, 2005): 57–61. http://dx.doi.org/10.46991/afa/2005.1.1-2.057.

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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.
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22

MONTANARI, SIMONA. "Pragmatic differentiation in early trilingual development." Journal of Child Language 36, no. 3 (November 12, 2008): 597–627. http://dx.doi.org/10.1017/s0305000908009112.

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ABSTRACTThis study examines pragmatic differentiation in early trilingual development through a longitudinal analysis of language choice in a developing Tagalog–Spanish–English trilingual child. The child's patterns of language choice with different language users are analyzed at age 1 ; 10 and 2 ; 4 to examine: (1) whether evidence for pragmatic differentiation can be found even before age two and in simultaneous interactions with distinct language users; (2) whether lexical gaps determine the child's choice of one language over another; and (3) whether her patterns of language choice are affected by the interlocutors language use and their responses to mixing. The results indicate that the child was capable of selecting the appropriate language according to the interlocutors' language from the earliest sessions. However, switches to inappropriate languages were common due to vocabulary gaps, the interlocutors' acceptance of mixing and the possibilities determined by the existence of multiple lexical resources and multiple language users.
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23

Vafadar, Annette Capella. "A Comparison of Lexical Development in a Child With Normal Language Development and in a Child With Language Delay." NSSLHA Journal 20 (November 1992): 73–77. http://dx.doi.org/10.1044/nsshla_20_73.

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24

McCauley, Stewart M., and Morten H. Christiansen. "Language learning as language use: A cross-linguistic model of child language development." Psychological Review 126, no. 1 (January 2019): 1–51. http://dx.doi.org/10.1037/rev0000126.

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25

RINALDI, PASQUALE, and MARIA CRISTINA CASELLI. "Language development in a bimodal bilingual child with cochlear implant: A longitudinal study." Bilingualism: Language and Cognition 17, no. 4 (March 18, 2014): 798–809. http://dx.doi.org/10.1017/s1366728913000849.

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To address the negative effects of deafness on spoken language acquisition, many clinicians suggest using cochlear implant (CI) and oral education and advise against sign language, even when combined with spoken language (i.e., bilingualism), believing that it may slow down spoken language development. In a deaf child with CI who was exposed at an early age to Italian Sign Language and spoken Italian, we evaluated language development and the relationship between the two languages. The number of words/signs produced by the child consistently increased with age, and the vocabulary growth rate in spoken Italian was equivalent to that of hearing peers. Before CI, the child relied almost exclusively on sign language; after CI, he gradually shifted to spoken Italian yet still used sign language when unable to retrieve words in spoken Italian. We conclude that bimodal bilingualism may scaffold the development of spoken language also in deaf children with CI.
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26

Hammer, Carol Scheffner, and Amy L. Weiss. "Guiding Language Development." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1219–33. http://dx.doi.org/10.1044/jslhr.4205.1219.

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This investigation explored how African American mothers and their infants at the single-word stage of development structured their play and communicated with one another. Six mother-child dyads of low socioeconomic status (SES) and six of middle SES were observed at play. Few group differences were found, with the majority of the differences involving language behaviors. The middle-SES dyads included language goals more often in their play. Middle-SES infants initiated play verbally more frequently and produced over twice as many vocalizations as their low-SES peers. In addition, middle-SES mothers used a wider variety of words when playing with their children than their low-SES counterparts. A range of play styles was found within both groups. These were categorized into three general play styles: mothers and children actively involved in play; mothers' involvement varied; and children actively engaged and mothers attentive.
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27

장병현. "Language Use and Development of a Bilingual Child Learning Two Languages Simultaneously." Studies in Linguistics ll, no. 24 (July 2012): 217–39. http://dx.doi.org/10.17002/sil..24.201207.217.

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28

Clahsen, Harald, and Pieter Muysken. "How adult second language learning differs from child first language development." Behavioral and Brain Sciences 19, no. 4 (December 1996): 721–23. http://dx.doi.org/10.1017/s0140525x00043600.

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AbstractWe argue that the model developed in Epstein et al.'s target article does not explain differences between child first language (LI) acquisition and adult second language (L2) acquisition. We therefore sketch an alternative view, originally developed in Clahsen and Muysken (1989), in the light of new empirical findings and theoretical developments.
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29

Castiglia, Patricia T. "Speech-language development." Journal of Pediatric Health Care 1, no. 3 (May 1987): 165–67. http://dx.doi.org/10.1016/0891-5245(87)90032-0.

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30

Vintoni, Aridem. "Early Speech Acts in Child Language." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 195. http://dx.doi.org/10.29240/ef.v1i2.170.

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Abstract Each utterance is designed to serve a specific function. It may be meant to inform the listeners, warn them, order them to do something, question them about the fact, or thank them for a gift or act of kindness. All of these speech acts are called as the communicative functions of language or the functions of speech acts. Therefore, in communicating, people do not just “say things”, but also perform certain “actions”.In the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. The development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. However, how is the process of the evolution at the early stage of child language development? How do children use their language at the early stage of the development?In this short paper, the writer describes thesome forms of speech acts produced by children.
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31

Tul'viste, T. "The Development of Language Awareness in the Child." Soviet Psychology 26, no. 3 (April 1988): 59–83. http://dx.doi.org/10.2753/rpo1061-0405260359.

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32

Clibbens, John. "From theory to practice in child language development." Down Syndrome Research and Practice 1, no. 3 (1993): 101–6. http://dx.doi.org/10.3104/reviews.20.

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33

Godsland, Amanda. "Book Review: An introduction to child language development." Child Language Teaching and Therapy 16, no. 3 (October 2000): 309–10. http://dx.doi.org/10.1177/026565900001600310.

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34

McKee, Cecile. "Child language: Acquisition and development (review)." Language 87, no. 3 (2011): 655–58. http://dx.doi.org/10.1353/lan.2011.0058.

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35

Weintraub, Angela, Janice Lougeay-Mottinger, and Robert Stillman. "Facilitating communication development in a language-disordered child." Child Language Teaching and Therapy 7, no. 3 (October 1991): 260–72. http://dx.doi.org/10.1177/026565909100700302.

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36

Aldridge, Michelle. "Book Review: Child language development: learning to talk." Child Language Teaching and Therapy 15, no. 2 (June 1999): 182–84. http://dx.doi.org/10.1177/026565909901500209.

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37

Roberts, Megan Y., Philip R. Curtis, Bailey J. Sone, and Lauren H. Hampton. "Association of Parent Training With Child Language Development." JAMA Pediatrics 173, no. 7 (July 1, 2019): 671. http://dx.doi.org/10.1001/jamapediatrics.2019.1197.

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38

Foster, Susan H., and Martin Atkinson. "Explanations in the Study of Child Language Development." Language 61, no. 1 (March 1985): 206. http://dx.doi.org/10.2307/413434.

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39

Wyatt, Toya A. "Language development in African American English child speech." Linguistics and Education 7, no. 1 (January 1995): 7–22. http://dx.doi.org/10.1016/0898-5898(95)90017-9.

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40

Melson, Gail F. "Child development robots." Interaction Studies 11, no. 2 (June 30, 2010): 227–32. http://dx.doi.org/10.1075/is.11.2.08mel.

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41

Arora, Sonia, Elaine R. Smolen, Ye Wang, Maria Hartman, Amanda Howerton-Fox, and Ronda Rufsvold. "Language Environments and Spoken Language Development of Children With Hearing Loss." Journal of Deaf Studies and Deaf Education 25, no. 4 (July 17, 2020): 457–68. http://dx.doi.org/10.1093/deafed/enaa018.

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Abstract This study examined the relationships between adult language input and child language production in regard to the quantity and diversity of spoken language, as well as children’s knowledge of basic concepts and vocabulary. The quantity and diversity of language provided by teachers and parents were related to children’s language output and knowledge. Language ENvironment Analysis technology audio-recorded the language environments of 26 preschool children with hearing loss over 2 days. The language samples were analyzed for quantity (adult word count, child vocalization count, and conversational turn count) and diversity (lexical diversity, syntactical complexity, and clausal complexity) of language. Results indicated a relationship between adult language input and child language production, but only in regard to the quantity of language. Significant differences between the teachers and parents were reported in regard to the diversity of adult language input. These results suggest that the language input provided by adults across environments (school versus home) is considerably different and warrants further investigation.
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42

Kryeziu, Sindorela Doli. "Language Development Through Drama in Preschoolers." European Journal of Language and Literature 5, no. 1 (April 30, 2019): 15. http://dx.doi.org/10.26417/ejls-2019.v5i1-189.

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The child develops as a whole, in all developmental areas. The overestimation or underestimation of any field is a mistake because the child does not develop once in the physical aspect, then emotional, intellectual, and so on. Therefore, the division between the fields is also largely formal. Just as the child's development is thorough, specific areas of development must also be seen as part of a whole, the effectiveness of which depends largely on the level of integration between them. One of the most important infrastructures of today's society of information is education, the main purpose of which is the preparation of creative and innovative people. Education has developed an integrated approach to early childhood education, which naturally combines the process of education, health care, education, child play, artistic education and professional care to their development. In this context, important steps were taken regarding preschool education such as in designing methods for pre-school education, drafting general standards of pre-school education and pre-school curricula / preparatory classes. In order to have a genuine linguistic development an important step is artistic education, which includes a wide range of activities. In this field are summarized all the activities that enable the child to communicate through visual presentation, musical sound, dramatic expression, audiovisual means, etc. Artistic education introduces children with elements of art, entertains and offers them opportunities to develop artistic "gift". Fields of art, which traditionally take place in the activities of preparatory classes, are music, applied art, graphics and drawing. An important place in artistic education has won the theater activity and mass media. Therefore, we will deal in our paper with their language development through drama.
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43

Salleh, Rabiah Tul Adawiyah Mohamed, Bruno Di Biase, and Satomi Kawaguchi. "Lexical and morphological development: A case study of Malay English bilingual first language acquisition." Psychology of Language and Communication 25, no. 1 (January 1, 2021): 29–61. http://dx.doi.org/10.2478/plc-2021-0003.

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Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.
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44

Glennen, Sharon. "Language Development and Delay in Internationally Adoped Infants and Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 333–39. http://dx.doi.org/10.1044/1058-0360(2002/038).

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When children change cultures through adoption, they experience a transition from a birth first language to a new adoptive first language. Because adoptive families rarely speak the birth language, use of that language arrests at the time of adoption and undergoes attrition while the child learns the new adopted language. During this process, internationally adopted children have limited abilities in both languages. This makes it difficult to determine which children require speech and language services, and which will learn the new language spontaneously over time. This article reviews information on arrested language development in bilingual children and applies it to the internationally adopted child. The influence of cross-linguistic patterns of transfer and interference in infants and toddlers is explored, along with the medical and developmental risks associated with children adopted from orphanages. The primary goal of this article is to help professionals understand post-adoption language learning issues affecting internationally adopted children, as well as the impact of preadoption history on those developmental processes.
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45

Adnyani, Ni Luh Putu Sri, and I. Wayan Pastika. "Phonological development in the early speech of an Indonesian-German bilingual child." Research in Language 14, no. 3 (September 30, 2016): 329–50. http://dx.doi.org/10.1515/rela-2016-0017.

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Current research in bilingual children’s language development with one language dominant has shown that one linguistic system can affect the other. This is called Crosslinguistic Influence (CLI). This paper explores whether CLI is experienced by a bilingual child raised in two typologically distinct languages in terms of phonological development. It uses data from the study of a child simultaneously acquiring Indonesian and German between the ages of 12 months - 20 months, with Indonesian as the dominant language. The sound segments developed by the child showed universal tendencies, with the appearance of bilabials prior to alveolar sounds, followed by velar sounds. The sounds were produced mostly in the form of stops, nasals and glides. Three phonological processes were displayed by the child: substitution, assimilation and syllable structures. The front rounded vowel [ʏ], which exists in German but not in the Indonesian sound system, was systematically replaced by the palatal approximant [j]. This approximant exists in the Indonesian sound system but not in the German phonemic inventory. This provides evidence that, in terms of phonological development, the child experienced CLI, but only for certain sound transfers.
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46

Ma, Yue, Laura Jonsson, Tianli Feng, Tyler Weisberg, Teresa Shao, Zixin Yao, Dongming Zhang, et al. "Variations in the Home Language Environment and Early Language Development in Rural China." International Journal of Environmental Research and Public Health 18, no. 5 (March 6, 2021): 2671. http://dx.doi.org/10.3390/ijerph18052671.

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The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.
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47

Grizzle, K. L., and M. D. Simms. "Early Language Development and Language Learning Disabilities." Pediatrics in Review 26, no. 8 (August 1, 2005): 274–83. http://dx.doi.org/10.1542/pir.26-8-274.

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48

MORGAN, GARY, SARAH BARRETT-JONES, and HELEN STONEHAM. "The first signs of language: Phonological development in British Sign Language." Applied Psycholinguistics 28, no. 1 (January 2007): 3–22. http://dx.doi.org/10.1017/s0142716407070014.

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A total of 1,018 signs in one deaf child's naturalistic interaction with her deaf mother, between the ages of 19 and 24 months were analyzed. This study summarizes regular modification processes in the phonology of the child sign's handshape, location, movement, and prosody. First, changes to signs were explained by the notion of phonological markedness. Second, the child managed her production of first signs through two universal processes: structural change and substitution. Constraints unique to the visual modality also caused sign language-specific acquisition patterns, namely, more errors for handshape articulation in locations in peripheral vision, a high frequency of whole sign repetitions and feature group rather than one-to-one phoneme substitutions as in spoken language development.
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49

Weist, Richard M. "Whorfian potential in child language." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 467–91. http://dx.doi.org/10.2478/plc-2018-0021.

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Abstract As toddlers begin the language acquisition process, event memory and the capacity for dead-reckoning are developing in the cognitive domain, providing the potential to think about the relative location of events in time and objects in space. While the language they happen to be learning varies in structure, every language has a way of coding the location of events / objects in time / space. We can think of the toddler as a code breaker who arrives at the acquisition problem with a set of language information processing abilities. Depending how temporal and / or spatial location is coded in the language, it will make the toddler’s code-breaking problem more or less difficult, providing the potential to facilitate acquisition. Benjamin Whorf argued that the structure of a child’s language influences the course of conceptual development within the realms of temporal and spatial thinking. If the structure of a particular language matches the toddler’s processing capacities in either the temporal or spatial domain, then the resulting precocious acquisition in that domain provides the potential to influence conceptual development. This paper investigates such a potential in child language, i.e., a developmental Whorfian hypothesis.
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Rowe, Meredith L., and Adriana Weisleder. "Language Development in Context." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 201–23. http://dx.doi.org/10.1146/annurev-devpsych-042220-121816.

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Young children learn to communicate in the language(s) of their communities, yet the individual trajectories of language development and the particular language varieties and modes of communication children acquire vary depending on the contexts in which they live. This review describes how context shapes language development. Building on the bioecological model of development, we conceptualize context as a set of nested systems surrounding the child, from the national policies and cultural norms that shape the broader environment to the particular communicative interactions in which children experience language being used. In addition, we describe how children's developing sensory-motor, perceptual, and social-cognitive capacities respond to and are tuned by the surrounding environment. Closer integration of research on the mechanisms of language learning with investigation of the contexts in which this learning takes place will provide critical insights into the process of language development.
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