To what extent do children's expressions of time actually refer to time? An investigation into the temporal and discursive usages of temporal adverbs in family interaction
We report two corpus-based studies that investigated temporal adverbs in Finnish child-parent interaction between the children's ages of 1;7 and 4;11. Study 1 shows that the two corpus children used temporal adverbs to construe both temporal and discursive meanings from their early adverb production and that the children's usage syntactically broadly reflected the input received. Study 2 shows that the discursive uses of adverbs appeared to be learned from contextually anchored caregiver constructions that convey discourse functions like urging and reassuring, and that the usage is related to the children's and caregivers'...
Source: Journal of Child Language - April 22, 2024 Category: Speech-Language Pathology Authors: Maija Surakka Minna Kirjavainen Source Type: research
"They sure aren't from around here": Children's perception of accent distance in L1 and L2 varieties of English
J Child Lang. 2024 Apr 22:1-24. doi: 10.1017/S0305000924000138. Online ahead of print.ABSTRACTChildren exhibit preferences for familiar accents early in life. However, they frequently have more difficulty distinguishing between first language (L1) accents than second language (L2) accents in categorization tasks. Few studies have addressed children's perception of accent strength, or the relation between accent strength and objective measures of pronunciation distance. To address these gaps, 6- and 12-year-olds and adults ranked talkers' perceived distance from the local accent (i.e., Midland American English). Rankings we...
Source: Journal of Child Language - April 22, 2024 Category: Speech-Language Pathology Authors: Malachi Henry Tessa Bent Rachael F Holt Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
Comparing parent-child interaction during wordless book reading, print book reading and imaginative play
This study investigated differences in adult-child language interactions when parents and their three-to-four-year old children engage in wordless book reading, text-and-picture book reading and a small-world toy play activity. Twenty-two parents recorded themselves completing each activity at home with their child. Parent input was compared across contexts, focusing on interactive and conceptual domains: use of open prompts, expansions or extensions of children's utterances, and use of decontextualised (abstract) language. Use of linguistic expansions was greater during book reading than toy play. Parents used open questi...
Source: Journal of Child Language - March 18, 2024 Category: Speech-Language Pathology Authors: Sandra J Mathers Alex Hodgkiss Pinar Kolancali Sophie A Booton Zhaoyu Wang Victoria A Murphy Source Type: research
