NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Students1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 91 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Amanda Saksida; Alan Langus – Child Development, 2024
The account that word learning starts in earnest during the second year of life, when infants have mastered the disambiguation skills, has recently been challenged by evidence that infants during the first year already know many common words. The preliminary ability to rapidly map and disambiguate linguistic labels was tested in Italian-speaking…
Descriptors: Naming, Infants, Cognitive Mapping, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Provazza, Serena; Carretti, Barbara; Giofrè, David; Adams, Anne-Marie; Montesano, Lorena; Roberts, Daniel – Annals of Dyslexia, 2022
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic…
Descriptors: Orthographic Symbols, Visual Perception, Visual Impairments, Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Feng, Qiang; Busà, M. Grazia – Second Language Research, 2023
The acquisition of Italian stop consonants by Mandarin Chinese-speaking learners has hardly been investigated. This study was designed to fill this gap. To investigate Chinese learners' acquisition patterns of Italian voiced and voiceless stops, a perception experiment and a production experiment were conducted. Twenty Mandarin Chinese-speaking…
Descriptors: Phonemes, Phonology, Mandarin Chinese, Italian
Peer reviewed Peer reviewed
Direct linkDirect link
Lloyd-Smith, Anika – International Journal of Multilingualism, 2023
Bringing to the field of third language (L3) research a new population of speakers, namely heritage speaker (HS) L3 learners, this study investigates the accents of 19 German-Italian HSs in L3 English. In an accent rating experiment, the speech samples of the HSs and three control groups (monolingual speakers of English, Italian, and German) were…
Descriptors: Second Language Learning, German, Italian, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Belogi, Solène; Segerer, Robin; Volpin, Letizia; Skoruppa, Katrin – Journal of Speech, Language, and Hearing Research, 2022
Purpose: Both monolingual and bilingual children use learning constraints and heuristics to acquire new words from their environment. Overall, fast mapping abilities seem to be similar in both populations, but monolinguals rely more than bilinguals on the mutual exclusivity strategy. Our study probes the robustness of these results in a large…
Descriptors: Preschool Children, Monolingualism, Bilingualism, Vocabulary Development
Shuang Cheng – ProQuest LLC, 2023
Orthography-phonology mapping in world languages exhibits variations. Extensive research has investigated whether orthographic-phonological consistency impacts the cognitive processing of written words. A major body of work has focused on the recognition of phonographic first language (L1) written words. Results show that the more transparent the…
Descriptors: Chinese, Orthographic Symbols, Native Language, Phonology
Peer reviewed Peer reviewed
Direct linkDirect link
Barachetti, Chiara; Majorano, Marinella; Rossi, Germano; Antolini, Elena; Zerbato, Rosanna; Lavelli, Manuela – Journal of Child Language, 2022
The relationship between first and second language in early vocabulary acquisition in bilingual children is still debated in the literature. This study compared the expressive vocabulary of 39 equivalently low-SES two-year-old bilingual children from immigrant families with different heritage languages (Romanian vs. Nigerian English) and the same…
Descriptors: Toddlers, Vocabulary Development, Romance Languages, Italian
Peer reviewed Peer reviewed
Direct linkDirect link
Laurence B. Leonard; Mariel L. Schroeder – Language Acquisition: A Journal of Developmental Linguistics, 2024
The main goal of this tutorial is to promote the study of children with developmental language disorder (DLD) across different languages of the world. The cumulative effect of these efforts is likely to be a set of more compelling and comprehensive theories of language learning difficulties and, possibly, of language acquisition in general.…
Descriptors: English, Language Acquisition, Developmental Delays, Morphology (Languages)
Peer reviewed Peer reviewed
Direct linkDirect link
Moscati, Vincenzo; Rizzi, Luigi; Vottari, Ilenia; Chilosi, Anna Maria; Salvadorini, Renata; Guasti, Maria Teresa – Journal of Child Language, 2020
Agreement is a morphosyntactic dependency which is sensitive to the hierarchical structure of the clause and is constrained by the structural distance that separates the elements involved in this relation. In this paper we present two experiments, providing new evidence that Italian-speaking children with Developmental Language Disorder (DLD), as…
Descriptors: Morphology (Languages), Syntax, Phrase Structure, Italian
Peer reviewed Peer reviewed
Direct linkDirect link
Ruhl, Nadja; Polkina, Darya; Gorobets, Elena; Ozbic, Martina; Marini, Andrea – International Journal of Bilingual Education and Bilingualism, 2022
This study focuses on the assessment of working memory and linguistic skills in 21 Italian-Russian speaking bilingual children who were born in Italy and inherited Russian from their parents. Their performance was compared to that of 21 monolingual Russian-speaking and 21 monolingual Italian-speaking peers. For the assessment of the two languages…
Descriptors: Heritage Education, Russian, Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Navarrete, Eduardo; Peressotti, Francesca; Lerose, Luigi; Miozzo, Michele – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
In this study, we investigated how activation unfolds in sign production by examining whether signs that are not produced have their representations activated by semantics (cascading of activation). Deaf signers were tested with a picture-picture interference task. Participants were presented with pairs of overlapping pictures and named the green…
Descriptors: Foreign Countries, Semantics, Sign Language, Interference (Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Skarnitzl, Radek; Cermák, Petr; Šturm, Pavel; Obstová, Zora; Hricsina, Jan – Second Language Research, 2022
The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker's comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word…
Descriptors: Second Language Learning, Second Language Instruction, Speech Communication, Native Speakers
Eisenbarth, Brent Taylor – ProQuest LLC, 2018
While L2 production is widely understood to show traces of L1 interference and general cue availability, the role of visual cue strength on L2 production is previously unstudied. As such, this experiment compares the production of 10 L2 Italian speakers' intervocalic /p/ - /pp/ and /k/ - /kk/ contrasts, to see if the more visible labial pair is…
Descriptors: Phonology, Second Language Learning, Lipreading, Italian
Mirisis, Christina – ProQuest LLC, 2017
Although Spanish and Italian voiced stops are similar in articulatory (place of articulation) and acoustic (prevoicing) terms, there are important contrasts associated with these sounds in each language that may affect second language (L2) learners' acquisition. Spanish maintains an allophonic alternation between word-initial voiced stops and…
Descriptors: Second Language Learning, Spanish, Italian, Phonemes
Peer reviewed Peer reviewed
Direct linkDirect link
Marini, Andrea; Eliseeva, Nadezda; Fabbro, Franco – International Journal of Bilingual Education and Bilingualism, 2019
The present study aimed at investigating whether L2 learning affects phonological short-term and working memory and first language (L1) development. The performance of a group of 31 4- to-5-year-old sequential bilinguals attending an International School on tasks assessing phonological short-term and working memory and linguistic performance in L1…
Descriptors: Second Language Learning, Short Term Memory, Phonology, Cognitive Development
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7