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Young Infants' Word Comprehension Given an Unfamiliar Talker or Altered Pronunciations
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Bergelson, Elika; Swingley, Daniel – Child Development, 2018
To understand spoken words, listeners must appropriately interpret co-occurring talker characteristics and speech sound content. This ability was tested in 6- to 14-months-olds by measuring their looking to named food and body part images. In the "new talker" condition (n = 90), pictures were named by an unfamiliar voice; in the…
Descriptors: Infants, Language Processing, Infant Behavior, Food
Relation between Language Experiences in Preschool Classrooms and Children's Kindergarten and Fourth-Grade Language and Reading Abilities
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Dickinson, David K.; Porche, Michelle V. – Child Development, 2011
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in…
Descriptors: Reading Comprehension, Play, Low Income, Child Language
German Children's Comprehension of Word Order and Case Marking in Causative Sentences
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Dittmar, Miriam; Abbot-Smith, Kirsten; Lieven, Elena; Tomasello, Michael – Child Development, 2008
Two comprehension experiments were conducted to investigate whether German children are able to use the grammatical cues of word order and word endings (case markers) to identify agents and patients in a causative sentence and whether they weigh these two cues differently across development. Two-year-olds correctly understood only sentences with…
Descriptors: Sentences, Cues, Grammar, Word Order
Compliance and Comprehension in Very Young Toddlers.
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Kaler, Sandra R.; Kopp, Claire B. – Child Development, 1990
The relation of compliance to comprehension in toddlers of 12-18 months was studied. Requests were made to children in naturalistic play situations, and children's responses were coded. Significant shifts in the categories of compliance-comprehension and noncompliance-noncomprehension were found. (BC)
Descriptors: Compliance (Psychology), Listening Comprehension, Mothers, Nouns
Automatic Semantic Processing in a Picture-Word Interference Task
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Rosinski, Richard R.; And Others – Child Development, 1975
Presents two experiments which measured latencies in a picture-word interference task to assess semantic processing. Results suggest that picture-word interference is partly semantically based and that children and adults experience an equivalent amount of semantic interference. (Author/SDH)
Descriptors: Cognitive Processes, College Students, Elementary School Students, Pictorial Stimuli
Letter, Word, and Text Reading Times of Precocious and Average Readers.
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Jackson, Nancy Ewald; Biemiller, Andrew J. – Child Development, 1985
Compared comprehension of kindergarten-age precocious readers (who read at the third-grade level) with second- and third-grade-age children. Results on measures of letter, scrambled word, and text reading times indicated that, for precocious readers, efficiency in lower-order tasks is not a prerequisite for rapid text reading and good…
Descriptors: Exceptional Child Research, Gifted, Kindergarten Children, Phoneme Grapheme Correspondence
Understanding and Remembering: Children's Knowledge about the Differential Effects of Strategy and Task Variables on Comprehension and Memorization.
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Lovett, Suzanne B.; Flavell, John H. – Child Development, 1990
Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Style, Comprehension