This study assessed the relationship between preschoolers’ directly and indirectly assessed emotion word comprehension. Forty-nine two-to-five-year-old Norwegian children were assessed in a tablet-based 4-alternative forced choice (AFC) task on their comprehension of six basic and six complex emotions using facial expression photographs. Parents reported emotion word comprehension and production of the same words. Parent-reported emotion word production interacted with age to predict preschoolers’ performance, with a parent-child alignment only observed for older children. Parent-reported word comprehension did not significantly predict accuracy. The results suggest that, in preschoolers, direct and indirect assessments might address distinct representational levels of emotion word comprehension.

This study aims to investigate the practice patterns used by Portuguese speech-language pathologists (SLPs) with preschool-age children with pragmatic impairment and to identify the actual need(s) perceived by SLPs in this field. A total of 351 SLPs responded. The results reveal that 81.5 per cent of the respondents (n=286) reported working or had previously worked with preschool-age children with pragmatic impairment arising from autism spectrum disorder, developmental language disorder, or both. Considering the clinical practice, similarities and differences were found, many of which are due not to the inherent characteristics of each disorder but to the scarcity of research in clinical pragmatics. These results are also reflected in the needs perceived by SLPs and the degree of confidence with which they work with these children. Implications for clinical practice and directions for future research are discussed.

This study examined the acquisition of numeral classifiers in 120 monolingual Japanese children. Previous research has argued that the complex semantic system underlying classifiers is late acquired. Thus, we set out to determine the age at which Japanese children are able to extend the semantic properties of classifiers to novel items/situations. Participants completed a comprehension task with a mouse-tracking extension and a production task with nonce and familiar items. While the comprehension results showed ceiling effects on familiar and nonce items, age significantly modulated a difference in accuracy between familiar and nonce items in the production task. The findings suggest that the acquisition of the underlying semantic system is acquired much earlier than previously argued. Previously attested issues with Japanese classifier production in young(er) children are more likely to reflect accessing difficulties than indexing the underlying grammatical competence of the classifier system.

Using both online and offline measures, this study investigates how maternal education and work status (stay-at-home, part-time, full-time) are jointly associated with infants’ word learning ability and vocabulary size. One hundred 24-month-old infants completed a lab-based mutual exclusivity task, which assesses infants’ novel word learning ability. Caregivers reported infants’ productive vocabulary size using the MCDIs. There was no evidence for an association between infants’ productive vocabulary size and maternal education, maternal work status, or their interaction. However, infants’ novel word learning ability was significantly related to both maternal factors and their interaction. The positive association between maternal education and word learning performance was attenuated for infants of part-time and full-time working mothers compared to infants with at home mothers. These findings suggest that using real-time measures with high task demand may better capture developmental differences in infants and expand our understanding of maternal factors contributing to early language development.

Metaphors are key to how children conceptualise the world around them and how they engage socially and educationally. This study investigated metaphor comprehension in typically developing Arabic-speaking children aged 3;01-6;07. Eighty-seven children were administered a newly developed task containing 20 narrated stories and were asked to point at pictures that best illustrated the metaphoric expression. The results were examined through a mixed ANCOVA, testing the effects of chronological age, metaphor type (primary, perceptual) and metaphor conventionality (conventional, novel) on metaphor comprehension. Children could understand some metaphors just after their third birthday, and their comprehension increased with age. Children’s performance was somewhat better on primary than perceptual, and much better on conventional than novel metaphors. These findings are discussed in light of conceptual metaphor theory (Lakoff & Johnson, 2008) and structure mapping theory (Gentner & Markman, 1997), confirming differences in the acquisition of different metaphor types.

As a result of the Covid-19 pandemic, public life in many countries ground to a halt in early 2020. The aims of this study were (i) to uncover the language practices of multilingual families during the pandemic, in general and especially regarding homeschooling; and (ii) to determine to what extent the changes in circumstance caused by the pandemic impacted children’s language use and proficiency, and family well-being. Parents from 587 families completed an online survey for 1051 children. Data were analysed using ordinal logistic regression. Our results showed that for most children, there were no changes in language use, proficiency or well-being. When there were changes, these were more likely for (families with) preschool children. Using the heritage language for homeschooling (some or all of the time) did not have a negative impact on Dutch language proficiency, but it did have a positive impact on the heritage language proficiency.

The process by which infants learn verbs through daily social interactions is not well-understood. This study investigated caregivers’ use of verbs, which have highly abstract meanings, during unscripted toy-play. We examined how verbs co-occurred with distributional and embodied factors including pronouns, caregivers’ manual actions, and infants’ locomotion, gaze, and object-touching. Object-action verbs were used significantly more often during caregiver-infant joint attention interactions. Movement and cognition verbs showed distinct co-occurrences with different contexts. Cognition and volition verbs were differentiated by pronouns. These findings provide evidence for how verb acquisition may be supported by the distributional and embodied contexts in caregiver-infant interactions.

Combining adjective meaning with the modified noun is particularly challenging for children under three years. Previous research suggests that in processing noun-adjective phrases children may over-rely on noun information, delaying or omitting adjective interpretation. However, the question of whether this difficulty is modulated by semantic differences among (subsective) adjectives is underinvestigated.

A visual-world experiment explores how Italian-learning children (N=38, 2;4–5;3) process noun-adjective phrases and whether their processing strategies adapt based on the adjective class. Our investigation substantiates the proficient integration of noun and adjective semantics by children. Nevertheless, alligning with previous research, a notable asymmetry is evident in the interpretation of nouns and adjectives, the latter being integrated more slowly. Remarkably, by testing toddlers across a wide age range, we observe a developmental trajectory in processing, supporting a continuity approach to children’s development. Moreover, we reveal that children exhibit sensitivity to the distinct interpretations associated with each subsective adjective.

Children’s early grammatical constructions, e.g., SVO, exhibit a learning curve with cumulative verb types (CVT) increasing exponentially. According to Ninio (2006), the fact that learning curves, though nonlinear, can be modelled by a continuous regression suggests instant generalisation. Moreover, differences in initial verbs across children indicate minimal involvement of semantics. This study tested these claims on the Spanish “se” constructions (SSCs) in two children, Juan and Lucía (Aguado-Orea & Pine, 2015). Ninio’s findings were replicated. Nonetheless, exploratory analyses indicated that curves are driven by the temporal distribution of tokens (instances of the SSC irrespective of verb type) and therefore may reflect non-productivity-related mechanisms, e.g., retrieval-based learning. Furthermore, hapax verbs were relatively late to emerge in the children’s data, suggesting emergent generalisation. Analyses of raw lexical frequencies indicated relative semantic homogeneity across the two children’s verb types, suggesting a semantic prototype. Nonetheless, ecological factors may also explain these lexical similarities.

We investigated older children’s (7–12 years) ability to comprehend before and after sentences. Results found that three factors that influence pre-school aged children’s learning of these words continues to influence older children’s comprehension. Specifically, children’s accuracy is improved when the events can be naturally (vs. arbitrarily) ordered; when the clauses in the sentence iconically match (vs. mismatch) the order of the events in the world; and when sentences use before (vs. after). The first two factors are argued to directly facilitate the building of mental models while the last one does so indirectly because of patterns of input usage.

Quantifier spreading (Q-spreading), children’s incorrect falsification of a universally-quantified sentence based on an ‘extra-object’ picture, may persist beyond childhood, and children adhere to Q-spreading without changing responses throughout testing. We examined the error patterns across wider age groups (aged 4-79) with a picture-sentence verification eye-tracking task. We also examined whether prosodic emphasis affects their comprehension and processing of universally-quantified sentences. Whereas adults’ comprehension was ceiling, children/adolescents (aged 4-17) showed various comprehension patterns, splitting into: ‘Adult-like responders’ (consistently adult-like), ‘Q-spreaders’ (consistently showing Q-spreading), and ‘Switchers’ (shifted from Q-spreading to adult-like). While adults rarely looked at the extra-object, ‘Q-spreaders’ showed frequent looks throughout testing, and both ‘Switchers’ and ‘Adult-like responders’ exhibited reduced looks to the extra-object, suggesting that avoidance and correction of Q-spreading requires inhibition of the visual attention to the extra-object. The effect of prosodic emphasis on eye movement emerged later for children/adolescents than adults.

Daily language interactions predict child outcomes. For multilingual families who rear neurodiverse children and who may be minoritized for their language use, a dearth of research examines families’ daily language interactions. Utilizing a language socialization framework and a case study methodology, 4,991 English and Spanish utterances from a 5-year old autistic child and his family were collected during naturally occurring interactions over 10 days. Utterances were analyzed for patterns of code-switching by speaker, activity setting, English or Spanish initial language, and code-switch function. Spanish was spoken in most activities. For reading, both languages were equally employed by the father. While participants used both languages across all activity settings, significant variations in code-switching type and function were observed by activity setting and speaker. We discuss implications for how home language resources can be integrated into autism interventions.

Mental State Talk (MST) is utterances describing invisible mental aspects. The first aim of this study was to investigate the characteristics of Parental MST and Child MST and their concurrent association in a Swedish population, and the second aim was to relate these MST measures to the children’s general language abilities. Seventy-seven dyads of parents and their 25-month-old toddlers participated. MST was assessed by videotaping the dyads during free-play sessions in a laboratory and general language abilities were based on parental reports. Forty-nine toddlers did not produce MST, while all parents used MST. Child MST was positively associated with vocabulary and grammar. Parental MST was not associated with Child MST nor the children’s general language abilities. In exploratory analyses, Parental MST referred to another than the child was positively correlated with vocabulary and grammar. Further studies are needed to confirm these findings and continue studying MST in different linguistic contexts.

Young Romance speakers can structure their sentences by dislocating multiple constituents to the left periphery, resulting in non-canonical word orders. Production data, however, show that this ordering is rigid: only SOV sequences are attested, an observation reminiscent of Superiority. The first goal of the paper is to replicate this observation in comprehension; the second is to derive the Subject-over-Object pattern in terms of Intervention, with the additional assumption that only nested chains count as interveners. Three experiments are reported here. Experiment 1 and Experiment 2 show that SOVs interpretations are systematically favored over OSV and that not only Number features, but also a [+Topic] feature help to overcome intervention. Experiment 3 addresses a potential confound related to the clitic. These results integrate existing intervention-based accounts, traditionally built on relatives, providing not only new evidence coming from matrix clauses, but also investigating the role of information-structure features.

Extensive research has shown that children’s early words are learned through sensorimotor experience. Thus, early-acquired words tend to have more concrete meanings. Abstract word meanings tend to be learned later but less is known about their acquisition. We collected meaning-specific concreteness ratings and examined their relationship with age-of-acquisition data from large-scale vocabulary testing with children in grade 2 to college age. Earlier-acquired meanings were rated as more concrete while later-acquired meanings as more abstract, particularly for words typically considered to be concrete. The results suggest that sensorimotor experiences are important to early-acquired word meanings, and other experiences (e.g., linguistic) are important to later-acquired meanings, consistent with a multi-representational view of lexical semantics.

A wide variety of language skills has been shown to be compromised in children from low socioeconomic status (SES). However, few studies have investigated the effect of SES on language development in infants. The aim of this study is two-fold: to investigate when the first SES-effects on language can be observed and to explore the effects of three variables often claimed to be linked to SES – gestational duration, stress and parent-child interaction – on language development. Parents/caregivers of 539 Dutch-acquiring infants aged 8-13 months from mid to high SES backgrounds completed a questionnaire including the LENA Developmental Snapshot (Gilkerson et al., 2017a) and the Brigance Parent-Child Interaction Scale (Glascoe & Brigance, 2002). No association was found between SES and language development. However, the results suggest that corrected age and parent-child interaction positively influence language development at this early age.

Previous research on infant-directed speech (IDS) and its role in infants’ language development has largely focused on mothers, with fathers being investigated scarcely. Here we examine the acoustics of IDS as compared to adult-directed speech (ADS) in Norwegian mothers and fathers to 8-month-old infants, and whether these relate to direct (eye-tracking) and indirect (parental report) measures of infants’ word comprehension. Forty-five parent-infant dyads participated in the study. Parents (24 mothers, 21 fathers) were recorded reading a picture book to their infant (IDS), and to an experimenter (ADS), ensuring identical linguistic context across speakers and registers. Results showed that both mothers’ and fathers’ IDS had exaggerated prosody, expanded vowel spaces, as well as more variable and less distinct vowels. We found no evidence that acoustic features of parents’ speech were associated with infants’ word comprehension. Potential reasons for the lack of such a relationship are discussed.

The ability to process plural marking of nouns is acquired early: at a very young age, children are able to understand if a noun represents one item or more than one. However, little is known about how the segmental characteristics of plural marking are used in this process. Using eye-tracking, we aim at understanding how five to twelve-year old children use the phonetic, phonological, and morphological information available to process noun plural marking in German (i.e., a very complex system) compared to adults. We expected differences with stem vowels, stem-final consonants or different suffixes, alone or in combination, reflecting different processing of their segmental information. Our results show that for plural processing: 1) a suffix is the most helpful cue, an umlaut the least helpful, and voicing does not play a role; 2) one cue can be sufficient and 3) school-age children have not reached adult-like processing of plural marking.

This study reports on the feasibility of using the Test of Complex Syntax- Electronic (TECS-E), as a self-directed app, to measure sentence comprehension in children aged 4 to 5 ½ years old; how testing apps might be adapted for effective independent use; and agreement levels between face-to-face supported computerized and independent computerized testing with this cohort. A pilot phase was completed with 4 to 4;06-year-old children, to determine the appropriate functional app features required to facilitate independent test completion. Following the integration of identified features, children completed the app independently or with adult support (4–4;05 (n = 22) 4;06–4;11 months (n = 55) and 5 to 5;05 (n = 113)) and test re-test reliability was examined. Independent test completion posed problems for children under 5 years but for those over 5, TECS-E is a reliable method to assess children’s understanding of complex sentences, when used independently.