In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

This article explores the kinds of cues young children use as a basis for extending early works in an effort to label novel referent objects. Proposals that intend to explain how first words are extended and used to refer to objects or events for which no words explicitly exist are discussed. (DF)

Six young children (ages 25 to 40 months) with delays in language comprehension were presented with stimulus items in 3 conditions: (1) object cue and speech, (2) movement cue and speech, or (3) speech alone. All children identified referents with fewer trials when object or movement cues were used with speech compared to use of speech alone.…

Developmental changes in the interaction between word order and structural cues were investigated. Hebrew-speaking children between 4 and 10 years old interpreted noun-verb-noun utterances. Both word order and structural cues affected interpretation by all subjects, though the role of structural cues increased with age. (Author/DB)