#YouTube Playlists: #LanguageDevelopment #ChildDirectedSpeech #Motherese #Babytalk #ChildDevelopment #ChildDev #ChildLanguage #ChildSpeech

Several YouTube video topics provide playlists, channels, and individual videos about child language, language acquisition, child (language) development, and child-directed speech:

·         Language Acquisition

·         Language Development

·         Baby Talk

·         Child Development


These YouTube channels for linguistics have playlists for language acquisition and related topics:

·         The Linguistic Society of America

o   Language Acquisition

o   Psycho- and Neurolinguistics

·         The Ling Space

o   Language Acquisition

o   Psycho- and Neurolinguistics

·         The Virtual Linguistics Campus

o   Psycholinguistics class with several lectures about language acquisition

If you want to focus on child-directed speech, you can have a look at a playlist with TEDx talks about child-directed speech.


There are also some playlists with examples of parents talking to their very young children, for instance:

·         Fantasticcaptain

·         Stephannie Blanco

·         Clauglus


Any further suggestions?

Sonja Eisenbeiss, now at the University of Cologne in Germany




BUCLD 16: Presentations about Child-Directed Speech

Below you can find a list of talks and poster presentations from the 16th Boston Conference on (BUCLD 16). In order to make it easier to find presentations with a strong focus on child-directed speech, I have highlighted them in the copy of the conference schedule below by adding a hashtag symbol that you can search for.


P.S. I have moved to Cologne now and I am currently teaching at the University of Cologne and working on my language games.



9:00 #Nine-month-old infants’ neural oscillatory entrainment to sung nursery rhymes exceeds their parents’
V. Leong, E. Byrne, K. Clackson, S. Georgieva, S. Wass
#Deafness doesn’t impair executive function, but language deprivation might: Parent-report evidence from deaf native signers, deaf non-signers, and hearing children.
M. Hall, I. Eigsti, H. Bortfeld, D. Lillo-Martin
Now you hear it, now you don’t: Number mismatch in the comprehension of relative clauses in French
A. Bentea, S. Durrleman
9:30 #Infants use prosody for syntactic analysis and grammatical categorization
S. Massicotte-Laforge, R. Shi
#Homesign Contact and Conventionalization of a Lexicon
L. Horton, S. Goldin-Meadow, D. Brentari
The Acquisition of Ergativity in Samoan
G. Muagututia, K. Deen, W. O’Grady
10:00 #Frequent Frames in Maximally Diverse Languages
S. Moran, D. Blasi, S. Stoll
American Sign Language Vocabulary Acquisition by Native Deaf Signers
N. Caselli, J. Pyers
Effects of pronoun referentiality on children’s relative clause processing in Hebrew
Y. Haendler, F. Adani


11:00 Cross-linguistic influence in bilingual processing: An ERP study. G. Martohardjono, I. Phillips, C. Madsen II, R. Otheguy, V. Shafer, R. Schwartz.  Fast mapping word meanings across trials: young children forget all but their first guess.
J. de Villiers, A. Pace, M. Klein, A. Aravind, R. Golinkoff, K. Hirsh-Pasek, M. Wilson
#Children use syntax of complements to determine meanings of novel attitude verbs
J. Lidz, R. Dudley, V. Hacquard
11:30 Acquisition and processing of mass nouns in L2-English: evidence for the role of atomicity
S. Choi, T. Ionin
#The natural visual statistics of objects matter in statistical word-referent learning
E. Clerkin, L. Smith, C. Yu
Factivity is acquired gradually over the preschool years
V. Hacquard, R. Dudley, C. Baron, J. Lidz
12:00 The integration of linguistic and non-linguistic information in L2 sentence processing
H. Ahn
The role of temporal dynamics of reference in early word learning
L. Pozzan, T. Dawson, L. Gleitman, J. Trueswell
Factivity and At-Issueness in the Acquisition of Forget and Remember
A. Aravind, M. Hackl


2:00 #English Article Use in Bimodal Bilingual Children with Cochlear Implants:Effects of Language Transfer and Early Language Exposure
C. Goodwin, K. Davidson, D. Lillo-Martin
#Structural Alignment Facilitates Spontaneous Adjective Learning in Preschoolers
R. Shao, D. Gentner
The Unmarkedness of Plural: Crosslinguistic Data
K. Yatsushiro, U. Sauerland, A. Alexiadou
2:30 Processing of which-questions by children with normal hearing and children with a cochlear implant
A. Schouwenaars, E. Ruigendijk, P. Hendriks, M. Finke
The Blickish Blob: Object Categories Pose an Obstacle to Adjective Learning
S. LaTourrette, S. Waxman
The Syntax and Semantics of Adjectival Distribution in Spanish-Polish Bilinguals
T. Judy


4:15 Second Language Processing Efficiency: Experience and Cognitive Effects on L2 Morphosyntactic Integration and Anticipation
C. Marull
Blind speakers show language-specific patterns in co-speech but not silent gesture
S. Ozcaliskan, S. Goldin-Meadow
On the Nature of the Syntactic Condition on Ellipsis Sites: A View from Child English
K. Sugisaki, H. Kurokami
4:45 #Perceptual salience matters for morphosyntactic processing in 9-11-year-olds
S. Dube, C. Kung, K. Demuth
Does comprehension of gesture show a pattern similar to its production in verbal children with autism?
N. Dimitrova, S. Ozcaliskan, L. Adamson
V-stranding VP-ellipsis in child Japanese
Y. Fujiwara
5:15 Acquiring morphological paradigms in early infancy
J. Raymond, R. Shi, E. Santos
Universal and language-specific aspects in spatial language development: Revisiting the topological-projective asymmetry
M. Johanson, M. Grigoroglou, A. Papafragou
The Bottleneck Hypothesis in L2 acquisition: Norwegian L1 speakers’ knowledge of syntax and morphology in English L2
I. Jensen, R. Slabakova, M. Westergaard



9:00 Contextual factors in children’s computation of telicity
C. Anderson
Accessibility differences during production drive semantic (over)-extension
Z. Harmon, V. Kapatsinski
Similarity-based interference in the acquisition of adjunct control
J. Gerard, J. Lidz, S. Zuckerman, M. Pinto
9:30 Early knowledge of the interaction between aspect and quantification: Evidence from child Cantonese
M. Lei, T. Lee
Children’s use of polysemy to structure new noun categories
M. Srinivasan, C. Berner, H. Rabagliati
Prepositional object gap production primes active gap filling in 5-year-olds
E. Atkinson, A. Omaki
10:00 A study on bilingual children’s semantic-pragmatic comprehension of quantifiers
H. Alatawi
Modeling the Semantic Networks of School-age Children with Specific Language Impairment and their Typical Peers
P. Brooks, J. Maouene, K. Sailor, L. Seiger-Gardner
Object clitics in the narratives of high-functioning children with autism
A. Terzi, A. Zafeiri, T. Marinis, K. Francis


10:30 Break


Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
11:00 Lexical and syntactic effects on auxiliary selection: Evidence from Child French
V. Boyce, A. Aravind, M. Hackl
#Gender Differences in Lexical Input and Acquisition
M. Braginsky, S. Meylan, M. Frank
#Modeling phonetic category learning from natural acoustic data
S. Antetomaso, K. Miyazawa, N. Feldman, M. Elsner, K. Hitczenko, R. Mazuka
11:30 #L1 acquisition of thematic role assignment in Tagalog: Word-order-based strategies vs. morphosyntactic cues
R. Garcia, J. Dery, J. Roeser, B. Hoehle
Children’s status and growth in word types at 20 months predicts age of onset of complex syntax
C. Silvey, Ö. Demir-Lira, S. Goldin-Meadow
#Development of acoustic cue weighting in 3- and 5-year-old children: Evidence from the Albanian lateral contrast
D. Müller, E. Kapia


12:30 #Lunch symposium: Beyond brilliant babies and rapid learning in lexical development: The long and short of language acquisition
Sarah C. Creel (University of California, San Diego)
Larissa Samuelson (University of East Anglia)
Bob McMurray (University of Iowa)


2:15 #Mira el Froggie: Language Mixing in Mother-Child Book-Sharing Interactions Among Spanish-speaking Families
A. Weisleder, C. Cates, C. Canfield, A. Seery, A. Mendelsohn
#What do we learn from distributional learning?
P. Olejarczuk, V. Kapatsinski
Past tense and plural formation in Welsh-English bilingual children with and without SLI
V. Chondrogianni, N. John
2:45 Math Talk in Low Socioeconomic Status Families: An Intervention
E. Graf, S. He, K. Leffel, S. Elizabeth, D. Suskind
#The impact of phonological knowledge on statistical learning
A. Black, C. Hudson Kam
Delay or deviance: old question – new evidence from bilingual children with Specific Language Impairment (SLI)
N. Meir, S. Armon-Lotem


3:15 Posters II attended


Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
4:30 #Testing the Bootstrapping Hypothesis of Infant-Directed Vocabulary: A Longitudinal Individual-Difference Analysis
M. Ota, B. Skarabela, N. Davies-Jenkins, J. Fazekas
Cognitive-Control Effects on the Kindergarten Path: Separating Correlation from Causation
Y. Huang, N. Hsu, J. Gerard, A. Kowalski, J. Novick
The development of onset clusters in young children’s speech
C. Levelt, M. Gulian
4:45 ‘What does the cow say?’ An analysis of onomatopoeia in early interactions
C. Laing
Inhibitory control is a rate-limiting factor to preschoolers’ use of irregular inflection
A. Yuile, M. Sabbagh
What’s a foo? Toddlers are not tolerant of other children’s mispronunciations
D. Bernier, K. White


5:45 Plenary address
Angela Friederici (Max Planck Institute for Human Cognitive and Brain Sciences)


Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
9:00 Development of a Collective-Distributive Pragmatic Scale
R. Padilla-Reyes, J. Grinstead, M. Nieves Rivera
Lexical processing efficiency in preschool children: Influences of speech perception and inhibitory control
T. Mahr, J. Edwards
Control, Raising, and the Problem of Generalization
A. Irani, C. Yang
9:30 Some pieces are missing: scalar implicatures in children
S. Eiteljoerge, N. Pouscoulous, E. Lieven
Flexibility in nonverbal predictions supports language learning in infancy
T. Reuter, C. Lew-Williams
Topicalization from adjuncts in English vs. Chinese vs. Chinese-English Interlanguage
F. Zenker, B. Schwartz
10:00 Children’s understanding of distributivity and adjectives of comparison
A. De Koster, J. Dotlacil, J. Spenader
Understanding the “word gap”: Cognitive control and processing effects
E. Hollister, Y. Huang
What cross-linguistic acquisition differences can tell us about invisible syntax: The case of Spanish ‘parecer’
V. Mateu



11:00 Closing Symposium: How language learners shape languages
Jennifer Culbertson (University of Edinburgh):
A bias for simpler grammars shapes language in complex ways
Masha Fedzechkina (University of Arizona):
Processing and communication shape language learning and structure
Kenny Smith (University of Edinburgh):
How learning and transmission interact to shape language structure



#F. Bulgarelli, V. Benitez, J. Saffran, K. Byers-Heinlein, D. Weiss: Statistical learning of multiple structures by 8-month-old infants

  1. Butler: The acquisition of number concepts and numerical language in Yucatec Maya

#M. Casillas, P. Brown, S. Levinson: Age and turn type in Mayan children’s predictions about conversational turn-taking

  1. Choi, H. Demirdache: Intervention Effects in Korean: Experimental L1 Evidence
  2. Fetters, J. Lidz: Early knowledge of relative clause islands and island repair
  3. Kapatsinski: Learning rules, templates and schemas in parallel
  4. Klassen, A. Tremblay, M. Wagner, H. Goad: Prominence Shifts in Second Language English and Spanish: Learning versus Unlearning
  5. Martohardjono, I. Phillips, C. Madsen II, R. Otheguy, V. Shafer, R. Schwartz: Cross-linguistic influence in bilingual processing: An ERP study

#C. Potter, J. Saffran: Variable experience improves infants’ recognition of words spoken in an unfamiliar accent

#M. Valleau, S. Arunachalam: The effects of linguistic context on visual attention while learning novel verbs

#H. Wang, T. Mintz: Statistical Learning Requires a Two-Step Process

  1. Yin: The Acquisition of Number Agreement in What BE these/those Sentences in English


  1. Abed Ibrahim, C. Hamann: Bilingual Arabic-German and Turkish-German Children with and without Specific Language Impairment: Comparing Performance in Sentence and Nonword Repetition Tasks
  2. Al-Thubaiti: Non-native characteristics in the ultimate grammars of highly proficient child L2 starters of English
  3. Altan, H. Annette, U. Kaya: Discrimination of vowel-harmonic vs vowel-disharmonic words by monolingual Turkish infants in the first year of life
  4. Austin, K. Syrett, L. Sanchez, A. Lingwall, S. Perez-Cortes: Morphological Development and the Acquisition of Quantifiers in Child L2 Spanish
  5. Berends, A. Hulk, P. Sleeman, J. Schaeffer: Ultimate Attainment in Second Language Acquisition: The Dutch quantitative pronoun ER
  6. Bergelson, T. Eagle: Links between talking, walking, and pointing: analysis of parental report & observation
  7. Bláhová, F. Smolík: Personal pronouns and verb person conjugation: The use of person reference and mental state language is related in 30-month-olds, above and beyond general language

#F. Bulgarelli, V. Benitez, J. Saffran, K. Byers-Heinlein, D. Weiss: Statistical learning of multiple structures by 8-month-old infants

  1. Chen, V. Valian, M. Chodrow: The Same Factors Influence Subject Use in Children and Adults
  2. Choi, H. Demirdache: Intervention Effects in Korean: Experimental L1 Evidence
  3. Conwell: Pronouns facilitate comprehension of double object, but not prepositional, datives
  4. De Cat, L. Serratrice: The Bilingual Profile Index: a new, gradient measure of language experience
  5. Dekydtspotter, C. Gilbert, K. Miller, M. Iverson, T. Leal, I. Innis: ERP Correlates of Cyclic Computations: Anaphora in Native and L2 French
  6. Eigsti, J. Mayo, E. Simmons, J. Magnuson: Qualitative versus quantitative measurement of speech in autism: Beyond the Good and the Beautiful
  7. Family, E. Dovenberg, K. Katsika, M. Naumovets, L. Fernandez, M. Iraola Azpiroz, S. Allen: Cross-linguistic influence in incremental parsing of temporary syntactic ambiguities in L2 English
  8. Fetters, J. Lidz: Early knowledge of relative clause islands and island repair
  9. Gambi, F. Gorrie, M. Pickering, H. Rabagliati: Do young children predict the forms of words?
  10. Gao, W. Ma, P. Zhou: A reduced sensitivity to tones in young tone learners
  11. Garcia, H. Goad, N. Guzzo: L2 Acquisition of High Vowel Deletion in Quebec French
  12. Gervain, J. Werker, A. Black, M. Geffen: The neural correlates of processing scale-invariant environmental sounds in infancy
  13. Goksun, N. George, H. Kartalkanat, B. Uzundag, E. Turan: Expressions of complex causal relations in speech and gesture
  14. Gordon, M. Kibbe: Young children’s learning of gestural and verbal labels for novel objects: The role of meaningfulness
  15. Grüter, A. Takeda, H. Rohde, A. Schafer: L2 Listeners Show Anticipatory Looks to Upcoming Discourse Referents
  16. Hartshorne, J. Tenenbaum, S. Pinker: A critical period for second language acquisition: Evidence from 669,498 English speakers
  17. Kamari, S. Raghibdoust: Dyslexic Children and Reading Persian Orthography
  18. Kocab, A. Senghas, J. Snedeker: Recursion in Nicaraguan Sign Language
  19. Lacerda: Information Structure in child English: Contrastive topicalization and the dative alternation
  20. Lau: AI > IA: The Effect of Animacy in the Production of Cantonese Relative Clauses
  21. Lima, P. Li, J. Snedeker: Counting on a count list: what Yudja tells us about number word acquisition
  22. Manetti, A. Belletti: The production of Clitic Left dislocations by Italian-speaking children and the role of intervention
  23. Martohardjono, I. Phillips, C. Madsen II, R. Otheguy, V. Shafer, R. Schwartz: Cross-linguistic influence in bilingual processing: An ERP study
  24. Messenger, S. Hardy: Exploring the lexical boost to syntactic priming in children and adults.
  25. Miller, C. Renaud: Anticipation in a second language: Examining lexical versus morphological cues in French future tense
  26. Myers, D. Skordos, D. Barner: Reasoning with alternatives in logical inference
  27. Nguyen, W. Snyder: The (Non)-Effects of Pragmatics on Children’s Passives
  28. Patience: The perception of stop-approximant contrasts by L1 English-L2 Spanish speakers

#L. Perry, M. Perlman, B. Winter, G. Lupyan, D. Massaro: The role of iconicity in child-directed speech

#R. Peters, T. Grüter, A. Borovsky: Language experience and skill alters the dynamics of lexical prediction in sentence processing

  1. Petroj: Article distribution in child bimodal bilingual whispered speech

#C. Potter, J. Saffran: Variable experience improves infants’ recognition of words spoken in an unfamiliar accent

  1. Ramirez, C. Echols: Language Activation in Child L2 Learners

#L. Rissman, L. Horton, S. Goldin-Meadow: Event categories in the absence of linguistic input: a cross-cultural study of child homesign

  1. Royle, D. Valois, L. Fromont, J. Drury: French children’s mastery of definiteness and maximality
  2. Sauerland, K. Yatsushiro: Conjunctive Disjunctions in Child Language: A New Account
  3. Schreiner, N. Mani: Successful word learning across different speech registers
  4. Sequeros-Valle, B. Hoot, J. Cabrelli Amaro: Clitic-doubled Left Dislocation in L2 Spanish – Data from a Speeded Production Task
  5. Smeets: Ultimate Attainment at the Syntax-Discourse Interface: the acquisition of object movement in Dutch.
  6. Soja, M. Goodwin, L. Naigles: The Role of Light Verbs in the Mastery of New Tense Forms: A Case Study of One Child with Language Delay
  7. Sutton: Structure & acquisition of Estonian semantic case
  8. Tanaka, W. O’Grady, K. Deen, I. Bondoc, J. Soriano: Differential Preferences in the Acquisition of Symmetrical Voice Language
  9. Terunuma, T. Nakato, M. Isobe, M. Nakajima, R. Okabe, S. Inada, S. Inokuma: Acquisition of recursive possessives and locatives within DPs in Japanese
  10. Tieu, M. Križ: Connecting the exhaustivity of clefts and the homogeneity of plural definites in acquisition
  11. Topaloglu, M. Nakipoglu: How Turkish-speaking children interpret pre-verbal sadece ‘only’: the role of prosody and pragmatics

#A. Tsui, M. Berthiaume, L. Erickson, E. Thiessen, C. Fennell: How language background and individuals’ attentional processes contribute to the success of tracking two inputs in a statistical learning task

#M. Valleau, S. Arunachalam: The effects of linguistic context on visual attention while learning novel verbs

#S. van der Feest, C. Blanco, R. Smiljanic: Effects of Speaking Style and Context on Online Word Recognition in Young Children and Adults

  1. van Hout, M. Arche, H. Demirdache, I. García del Real, A. García Sanz, A. Gavarró, L. Gomez Marzo, S. Hommes, N. Kazanina, J. Liu, O. Lungu, F. Martin, I. Strangmann: Agent Control and the Acquisition of Event Culmination in Basque, Dutch, English, Spanish and Mandarin
  2. Veenstra, K. Antoniou, N. Katsos, M. Kissine: Resisting attraction: The role of executive control in monolingual and bilingual children
  3. Wagner, C. Geraci, J. Kuhn, K. Davidson, B. Strickland: Is Telicity in Sign Languages Visible to Children?
  4. Wakefield, C. Hall, S. Goldin-Meadow: Representational Gesture as a Tool for Promoting Verb Generalization in Young Children
  5. Yow, X. Li, S. Lam, T. Gliga, K. Kwek, S. Saw, L. Shek, F. Yap, Y. Chong, B. Broekman: Effects of bilingualism on children’s use of social cues in word learning
  6. Zaretsky: Cross-linguistic Transfer: The Role of L1 Grammatical Morphology in L2 Reading Comprehension Among ELLs From Low SES

#Y. Zhang, C. Yu: Investigating Real-Time Cross-Situational Learning Using Naturalistic Data from the Child’s View

#A. Armstrong, N. Bulkes, D. Tanner: Use of quantificational cues in the processing of English subject-verb agreement by native Chinese speakers

  1. Bulkes, K. Christianson, D. Tanner: Effects of semantic opacity on prediction during native and nonnative reading
  2. Butler: The acquisition of number concepts and numerical language in Yucatec Maya

#C. Canfield, A. Weisleder, C. Cates, A. Seery, A. Mendelsohn: Long-Term Impacts of Parenting Stress on Language Development in Low-Income Children

  1. Casillas, P. Brown, S. Levinson: Age and turn type in Mayan children’s predictions about conversational turn-taking
  2. Chen, N. Xu Rattanasone, F. Cox, K. Demuth: Australian English-learning 24-Month-Olds (But Not 18-Month-Olds) are Sensitive to Phonemic Vowel Length
  3. Chen, R. Magid, J. Pyers: The effect of iconicity type on preschoolers’ gesture learning: A role for embodiment?
  4. Chromá, F. Smolík: Personal pronouns and verb person inflections: relations with grammatical development and early social understanding

#C. Core, D. Martinez-Nadramia, S. Chaturvedi: The role of language experience in nonword repetition tasks in young bilingual Spanish-English speaking children

  1. Creel: Plausibility constrains accented speech comprehension in monolingual and bilingual children
  2. Cuza, P. Guijarro-Fuentes: Copula distribution in the Catalan and Spanish grammars of child and adult bilinguals
  3. Davies, N. Xu Rattanasone, K. Demuth: Children’s Emerging Understanding of the Syllabic Plural Allomorph
  4. DeAnda, K. Hendrickson, D. Poulin-Dubois, P. Zesiger, M. Friend: Lexical Access in the Second Year: a Cross-linguistic Investigation of Monolingual and Bilingual Vocabulary Development
  5. Ergin, D. Brentari: Hand shape preferences for nouns and verbs in Central Taurus Sign Language
  6. Flaherty, D. Hunsicker, S. Goldin-Meadow: The Seeds of Nicaraguan Sign Language are Not Found in Gesture
  7. Forsythe: Top-down learning in the acquisition of pronouns
  8. Foushee, F. Xu: Development in Preschooler’s Learning from Naturalistic Overheard Speech
  9. Getz: Tracking forms within structures: How children learn the wanna facts
  10. Grigoroglou, A. Papafragou: Informativeness and listeners’ needs in children’s event descriptions
  11. Grinstead, P. Lintz, A. Pratt, M. Vega-Mendoza, J. De la Mora, M. Cantú-Sánchez, B. Flores-Avalos: Overt Subjects & Interface Deficit in Spanish SLI: A Discriminant Function Analysis
  12. Hara: Second Language Learners’ Greater Difficulty with Structural Processing Routines over Case Morphology in Processing Japanese Relative Clause Sentences
  13. Hopp, N. Lemmerth: L2 predictive gender processing: Effects of lexical and syntactic L1-L2 congruency
  14. Iraola Azpiroz, J. Järvikivi, S. Allen, L. Roberts, P. Schumacher: Resolution preferences in German: interpretative preferences of 6-year-olds
  15. Kang, B. Lust: Bilingual proficiency influences the relationship between code-switching and task-switching in 8-year-old English-Chinese Singaporean children
  16. Kapatsinski: Learning rules, templates and schemas in parallel
  17. Klassen, A. Tremblay, M. Wagner, H. Goad: Prominence Shifts in Second Language English and Spanish: Learning versus Unlearning
  18. Kremer, B. Hollebrandse, A. van Hout: The Role of Working Memory and Theory of Mind in the Acquisition of Definiteness in Dutch Children
  19. Lakusta, M. Thothathiri, D. Mendez, M. Marinkovic: Evidence for a Broad Notion of Source in Child Language

#C. Lew-Williams, D. Watson: Acoustic prominence and audience design in child- vs. adult-directed speech

#J. Li, L. liu, J. Snedeker: Whether and Why There Are Cross-cultural Differences in the Acquisition of Reference

#W. Ma, R. Golinkoff: Syntactic Bootstrapping For Form Class Distinction in Mandarin Child-directed Speech

  1. Mitsugi: Syntactic prediction in L2 comprehension: Evidence from Japanese adverbials
  2. Noguchi, C. Hudson Kam: Learning of talker-specific phonemic contrasts by adults
  3. Parish-Morris, M. Santulli, M. Swanson, A. Estes, J. Pandey, R. Schultz, S. Paterson, and the IBIS Network: Individual Growth Trajectories of Typical and Atypical Vocalization from 6 to 24 months
  4. Puig-Mayenco, D. Miller, J. Rothman: Language Dominance Affects Bilingual Competence and Processing: Evidence from a bidirectional study of Unbalanced Catalan/Spanish Bilinguals
  5. Requena, M. Dracos, K. Miller: Acquisition of Spanish Mood Selection in Complement Clauses
  6. Rodina: Understanding the relationship between narrative sample measures and grammaticality in heritage Russian
  7. Schaeffer, B. Siekman: Are children with High-Functioning Autism better at syntax than typically developing children? The case of Dutch Object Relative Clauses
  8. Schmitterer, S. Schroeder: The Development of Semantic Relatedness from Preschool to School
  9. Schuler, C. Yang, E. Newport: Children form productive rules when it is more computationally efficient to do so
  10. Serratrice, C. De Cat, S. Berends: Inhibitory control, working memory and language experience in the referential choices of monolingual and bilingual children
  11. Smolík: Are adult age-of-acquisition ratings valid measures of child language? Comparing AoA ratings with word emergence in longitudinal corpora
  12. Sugawara: Japanese L2 learners of English are sensitive to QUD and prosodic inference
  13. Sugiura, H. Shimada: Children’s Non-Isomorphic Interpretation in Japanese Conditinals

#H. Wang, T. Mintz: Statistical Learning Requires a Two-Step Process

  1. Westergaard, M. Anderssen, K. Bentzen, G. Busterud, A. Dahl, J. Didriksen, B. Lundquist: The acquisition of Subject and Object Shift in L2/Ln Norwegian
  2. Whang, F. Adriaans: Phonotactics and alternations in the acquisition of Japanese high vowel reduction
  3. White, H. Goad, J. Su, L. Smeets, M. Mortazavinia, G. Garcia, N. Guzzo: Prosodic Effects on Pronoun Interpretation in Italian
  4. Wojcik, J. Werker: The effect of vocabulary size and language exposure on the emergence of monolingual and bilingual toddlers’ lexical-semantic networks
  5. Yin: The Acquisition of Number Agreement in What BE these/those Sentences in English
  6. Yurovsky, N. Burke, A. Woodward, S. Goldin-Meadow: Children’s gestures provide a continuous signal of word knowledge
  7. Ziegler, J. Snedeker: Structural priming across development: The lexical boost, abstract priming, and task demands

Society for Language Development Symposium

The topic is Timing in Development, and the invited speakers are:

Takao Hensch, Harvard University

Elissa L. Newport, Georgetown University

Barbara Landau, Johns Hopkins University

Information about SLD can be found at their website: http://www.bcs.rochester.edu/sld/symposium.html



Talk Slides: Repetition and Variation in a Mother’s Interactions with her Pre-verbal Infant

If you are interested in motherese, parentese, infant-directed speech, and child-directed speech, you will probably have read a lot about the role of repetition and variation in mothers’ speech to their children. If you want to find out more, you can look at our reading list for that topic, or you can have a look at my recent talk about Repetition and Variation in a Mother’s Interactions with her Pre-verbal Infant. This presentation, which compares spoken language to the nursery rhymes sung by the mother, was based on joint work with my colleague Massimo Poesio, who had collected and prepared the corpus data, and two students, Victoria Manning and Katherine Youngs, who made transcriptions of the corpus. I gave the talk at the Workshop on “The Role of Interaction in Language Development and Loss throughout the Lifespan” This workshop was organised by the University of Essex Research Centre for Language Development throughout the Lifespan (LaDeLi), 26th of April, 2016. You can also download a pdf-version of the programme for the workshop.

If you have any suggestions for future work or our reading list, please let us know.


Repetition and Variation in a Mother's Interactions with her Pre-verbal Infant | https://childdirectedspeech.wordpress.com/

Repetition and Variation in a Mother’s Interactions with her Pre-verbal Infant. https://childdirectedspeech.wordpress.com/

Workshop: The role of #Interaction in #LanguageDevelopment and Loss throughout the #Lifespan 26/04/2016

On the 26th of April, 2016, the University of Essex Research Centre for Language Development throughout the Lifespan (LaDeLi) is hosting a workshop on “The Role of Interaction in Language Development and Loss throughout the Lifespan”. You can see the programme below or download a pdf-version of the programme. The Workshop is preceded by a Lecture in our LaDeLi distinguished speaker series on the 25th of April, 2016. Prof. Annick De Houwer will talk about “The earlier, the better? A real life perspective on early bilingual development and its implications for later language learning”. You can see the flyer below or download a pdf-version of the flyer.

It would be great to see you at the lecture or workshop!




Call for Papers: The role of interaction in Language Development and Loss throughout the Lifespan

The role of interaction in language development and loss throughout the lifespan  LaDeLi_icon_dark_purple

Centre for Research in Language Development throughout the Lifespan (LaDeLi)

Workshop, University of Essex
26 April 2016

Social interaction is an intrinsic aspect of what makes us human, and language, both first (L1) and additional (L2) languages, is learned amidst communication exchanges where linguistic evidence is made available. The study and examination of the linguistic environment in general and the role of interaction as a component of that environment, in particular, have been a matter of great interest, controversy and debate for decades. However, the precise role, nature, contribution and relationship between interaction and language learning, development and loss remain elusive.

This innovative workshop aims to provide a unique opportunity for participants and leading experts from diverse theoretical perspectives to discuss a range of key issues relating to the role of interaction in language development and loss throughout the lifespan.


Prof. Annick De Houwer (University of Erfurt) Early language development

Prof. Rosamond Mitchell (University of Southampton) Second language learning and teaching

Prof. Alison Wray (Cardiff University) Language loss, aging and impairment


We welcome submissions on any aspect of the topic but we would be particularly interested in PAPERS and POSTERS addressing one or more of the following:

Early language development: perceptual/attentional, social, emotional and linguistic aspects of interaction in language acquisition; impact of caretaker’s interaction and speech quality on infants’ language acquisition; interactional characteristics and infant motivation to develop attachment and social affiliation; cross-cultural versus local commonalities of interaction and its role in L1 development; the role of nursery rhymes in parent-child interaction.

Second language learning and teaching: Relationships between interaction, communication and L2 learning; interactional mechanisms mediating relationships between communication and L2 development (e.g., noticing, attention, negotiation of meaning, feedback, scaffolding, collaboration, joint problem-solving, imitation, gesture, songs and stories; inner and private speech); semantic versus syntactic language processing during interaction; tutor-student (expert-novice) interaction in instructed L2 contexts.

Language loss, aging and impairment: communication disorders and aging; impact of language impairment or loss on interaction; interactional characteristics of heritage language users; determining declining rate of language skills such as comprehension, production, naming, vocabulary, and grammatical judgement, and their relative impact on interaction; languaging as a mediational mechanism to restore aspects of linguistic ability and interaction in aging populations.

Abstract Submission Information

Slots of 20 minutes for a paper presentation plus 10 minutes for questions.

Submissions should include the following:

  1. Title
  2. Type of presentation: paper / poster
  3. The (first) author’s postal and e-mail address
  4. Names and affiliations of any other authors
  5. Short abstract of no more than 300 words


EMAIL abstracts to ladeli@essex.ac.uk

The preliminary programme with all presentation titles will be available on the LaDeLi website http://www.essex.ac.uk/langling/research/ladeli/ by 15 March, 2016. The general schedule of the workshop and the information about invited lectures can be found below.

Proposals will be evaluated by a team of reviewers according to the following:

  • Appropriateness and significance of the topic
  • Clarity of organisation and presentation
  • If an empirical study, soundness of research design, stated questions, data sources and data collection procedures, as well as analytic approach
  • In the case of theoretical papers, theoretical/conceptual framework, relevance of topic into current thinking and strength of contribution to the field

Key dates:

  • Deadline for receipt of abstracts: 15 Feb 2016
  • Notification of acceptance: 29 Feb 2016
  • Workshop: 26 April 2016

If you want to spread the word, you can download the call for papers HERE.

Provisional programme

The role of interaction in language development and loss throughout the lifespan

Centre for Research in Language Development throughout the Lifespan

University of Essex, April 26th, 2016

9.15 – 9.40 Registration
9.40 – 9.45 Welcome by Prof. Florence Myles (LaDeLi Director, University of Essex)
9.45 – 10.45 Keynote: Early language development

Prof. Annick De Houwer (University of Erfurt)

Parallel sessions (individual papers)
10.45 – 11.15 Early language development Second language learning and teaching Language loss, aging and impairment
11.15 – 11.45 Coffee break
11.45 – 12.45 Keynote: Second language learning and teaching

Prof. Rosamond Mitchell (University of Southampton)

12.45 – 13.45 Lunch + Poster presentations
Parallel sessions (individual papers)
13.45 – 14.15

14.15 – 14.45

Early language development Second language learning and teaching Language loss, aging and impairment
14.45 – 14.55 Comfort break
14.55 – 15.55 Keynote: Language loss, aging and impairment

Prof. Alison Wray (Cardiff University)

15.55 – 16.55 Open discussion session and questions to the Plenary Panel.

Chair: Prof. Monika Schmid (Director of Research, Department of Language and Linguistics, University of Essex)

This workshop is part-funded by LaDeLi, University of Essex, the PVC Research, University of Essex, and the European Second Language Association (EuroSLA)



#ChildDirectedSpeech, #LanguageDevelopment & #Parenting on #SocialMedia: New #Pinterest board & updated lists

We now have a Pinterest board where you can find our most up-to-date collection of recommendations or research summaries about child-directed speech that we have found on other websites or blogs. We will highlight some particularly interesting ones on our updated web resource list on our own blog. We have also updated our list of social media accounts that will help you find out more about child-directed speech. Those of you who search for more websites and social media accounts might find our list and discussion of potential search terms useful (e.g. infant-directed speech, motherese, fatherese, caretaker-speech, baby-talk, etc.). If you have found or created other interesting blogs, websites, Youtube channels, Twitter or Facebook accounts, please let us know by sending me an email (seisen@essex.ac.uk).


#ChildDirectedSpeech & #NurseryRhymes – Slides of Talk at @Uni_of_Essex #Language & Computation Day #NLProc

chick_directed_speech_frequent_frames_2015_09_20The Essex Language & Computation Day 2015 was fun and informative as usual. I gave a presentation together with one of my summer work-placement students, Christoph Aurnhammer. I talked about the role of repetition and variation in child-directed speech and nursery rhymes. The talk was based on the high-density corpus of English child language and child-directed speech that Massimo Poesio has collected and that we have started to transcribe and analyse, funded by an EPSRC-grant. Christoph talked about the r-scripts he has written to analyse pairs of parental utterances and to determine whether the parent produces two completely different sentences in a row, simply repeats the first utterance or modifies it (e.g. Throw that thing away! Throw it away! ). You can find my slides HERE and Christoph’s slides HERE. For more readings about the role of repetition and variation in child-directed speech, you can have a look at our reading list with studies on repetition and variation in child-directed speech. You can also look at our reading list with studies on parental feedback for children’s utterances, which may involve repeating or varying/reformulating the child’;s utterance.

Please contact us if you are involved in similar projects or have readings and other resources for our blog and resource site.