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Individual differences in first language acquisition and their theoretical implications
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Non-adjacent dependency learning in infancy, and its link to language development
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Abstract:
To acquire language, infants must learn how to identify words and linguistic structure in speech. Statistical learning has been suggested to assist both of these tasks. However, infants’ capacity to use statistics to discover words and structure together remains unclear. Further, it is not yet known how infants’ statistical learning ability relates to their language development. We trained 17-month-old infants on an artificial language comprising non-adjacent dependencies, and examined their looking times on tasks assessing sensitivity to words and structure using an eye-tracked head-turn-preference paradigm. We measured infants’ vocabulary size using a Communicative Development Inventory (CDI) concurrently and at 19, 21, 24, 25, 27, and 30 months to relate performance to language development. Infants could segment the words from speech, demonstrated by a significant difference in looking times to words versus part-words. Infants’ segmentation performance was significantly related to their vocabulary size (receptive and expressive) both currently, and over time (receptive until 24 months, expressive until 30 months), but was not related to the rate of vocabulary growth. The data also suggest infants may have developed sensitivity to generalised structure, indicating similar statistical learning mechanisms may contribute to the discovery of words and structure in speech, but this was not related to vocabulary size.
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URL: http://usir.salford.ac.uk/id/eprint/56706/1/1-s2.0-S0010028520300207-main.pdf https://doi.org/10.1016/j.cogpsych.2020.101291 http://usir.salford.ac.uk/id/eprint/56706/
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Does speed of processing or vocabulary size predict later language growth in toddlers?
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The role of timing and prototypical causality on how preschoolers fast-map novel verb meanings
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'It's a big world': understanding the factors guiding early vocabulary development in bilinguals
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British English infants segment words only with exaggerated infant-directed speech stimuli
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In: Cognition, March 01, 2016 (2016)
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British English infants segment words only with exaggerated infant-directed speech stimuli.
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Linguistic distance between languages and exposure affect the development of vocabulary in bilingual toddlers: a large-scale study.
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Evaluating the vocabulary of bilingual toddlers: a large-scale study.
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Implicit meaning in 18-month-old toddlers.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2014)
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Monodialectal and multidialectal infants’ representation of familiar words
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Parent or community: where do 20-month-olds exposed to two accents acquire their representation of words?
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Do children find it easier to learn verb meanings for ‘punctual / change-of-location’ actions than for non-causative events?
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Neural prediction of higher-order auditory sequence statistics
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In: NEUROIMAGE , 54 (3) 2267 - 2277. (2011) (2011)
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Priming or practice? Frequency or reverse frequency effects in how English children comprehend full passives.
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