#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

chick_directed_speech_terminology_2015_08_20

 

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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.

Sonja

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)

SUNDAY, NOVEMBER 6, 2016

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

 

Alternates

#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

Posters

  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.

Sonja

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!

Sonja

LaDeLi_Speaker_Series_2016_04_25LaDeLi_Interaction_Workshop_2016_Final_Programme-page-001

LaDeLi_Interaction_Workshop_2016_Final_Programme-page-002

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.

KEYNOTE SPEAKERS:

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

CALL FOR PAPERS:

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).

Sonja

#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.

Sonja

#ChildDirectedSpeech @ #devsocconf – Annual Conference of the Developmental Section and Social Section of the British Psychological Society @BPSDevSection

There were quite a few presentations about child-directed speech (CDS) at the Annual Conference of the Developmental Section and Social Section of the British Psychological Society. More information about the conference, which took place in Manchester, 9-11 September, can be found HERE. I have highlighted CDS presentations in yellow in my copy of the conference programme so that you can see what was discussed or follow this up. You can also check Twitter for more info and pictures of the conference: and 

Sonja

#ChildDirectedSpeech at the Boston University Conference on Language Development @TheBUCLD

NOVEMBER 13-15, 2015

GEORGE SHERMAN UNION, BOSTON UNIVERSITY
http://www.bu.edu/bucld

The annual BUCLD is coming up. Child-directed speech will play a central role in many talks; and there are quite a few talks that focus specifically on Child-Directed Speech. We have highlighted these presentations with “###” in our copy of the programme below, so that you can search for them more easily. The original schedule can be found here: http://www.bu.edu/bucld/conference-info/schedule/

We are providing lists of background readings for these talks on our resource site; and we also have an introduction to studies on CDS and a discussion of the different terms used in research on child-directed speech (e.g. “baby talk”, “infant-directed speech”, “motherese”, “caregiver talk”, etc.).

FRIDAY, NOVEMBER 13, 2015

9:00am-5:00pm BOOK EXHIBIT
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
9:00 Linguistic and cognitive factors in Elicited Imitation Tasks: A study with mono- and biliterate Greek-Albanian bilingual children.
I. Dosi, D. Papadopoulou, I. Tsimpli
Processing biases in learning shape cross-linguistically frequent structures
M. Fedzechkina, F. Jaeger, J. Trueswell
Subject-object asymmetries in the acquisition of clefts
A. Aravind, E. Freedman, M. Hackl, K. Wexler
9:30 Native and nonnative use of discourse-context information in Chinese sentence processing
Z. Wen, B. Schwartz
Language learning and word order regularities: Children’s errors reflect a typological preference for harmonic patterns
J. Culbertson, E. Newport
The role of number and gender features in the comprehension of Italian clitic left dislocations
C. Manetti, V. Moscati, L. Rizzi, A. Belletti
10:00 L2 online sensitivity to English prosodic marking of new and contrastive discourse status
A. Takeda, A. Schafer, B. Schwartz
###Syntactic categories derived from frequent frames benefit early language processing in English and ASL
G. Barsever, L. Pearl
Syntactic cues in adjective learning
M. Clauss, J. Hartman
10:30 Break
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
11:00 Neonates can extract words from continuous speech: functional connectivity changes revealed by NIRS during speech segmentation.
A. Flo, A. Ferry, P. Brusini, J. Mehler
What’s new to you? Preschoolers’ online attributions of disfluency
K. Jin, S. Yoon, S. Brown-Schmidt, C. Fisher
Comprehension of wh-questions in child Romanian: A case about case and lexical restriction
A. Bentea
11:30 Eliminating unpredictable linguistic variation through interaction
O. Fehér, N. Ritt, E. Wonnacott, K. Smith
Young children’s developing expectations about the language of events
K. Syrett, S. Arunachalam
Sluicing and Its Identity Conditions in the Acquisition of Japanese
K. Sugisaki
12:00 Phonological pattern learning involves both implicit and explicit processes
E. Moreton, K. Pertsova
Incrementality and garden-path recovery in children’s resolution of direct object vs. sentential complement ambiguity
A. Apple, A. Omaki
Clefts and reconstruction in English-speaking children’s grammars
R. Thornton, H. Kiguchi, E. D’Onofrio
12:30 Lunch, NIH/NSF Funding Symposium (Conference Auditorium)
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
2:00 Phonological transfer, transfer of L1 schemas or both? Revisiting the acquisition of tense and agreement in sequential bilingual children.
V. Chondrogianni
A new method for language comprehension reveals better performance on passive and principle B constructions
S. Zuckerman, M. Pinto, E. Koutamanis, Y. Van Spijk
Speech perception in children with a cleft palate
P. Fikkert, I. Lammertink
2:30 Tense over time in English L2 learners with SLI
J. Paradis, R. Jia, A. Arppe
Predictive use of case markers in German children: A case against neural maturation of syntax hypothesis
D. Özge, J. Kornfilt, K. Muenster, P. Knoeferle, A. Küntay, J. Snedeker
Crosslinguistic differences in the perception of dorsals and coronals: Evidence from English and Dutch
S. van der Feest, P. Fikkert, B. Davis
3:00 Friday poster session (attended)
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
4:15 Indexicals in shifty contexts: Problems for language acquisition
A. Werkmann Horvat, A. Gagliardi, E. Husband
The scope of conventionality: Do children expect newly-coined words to be mutually known?
M. Srinivasan, R. Foushee, D. Barner
Patterns in infant babbling: A cross-linguistic analysis
A. Geambasu, M. Scheel, C. Levelt
4:45 Semantic binding of Korean reflexives caki and caki-casin: Evidence from the acquisition of Korean
K. Joo, W. O’Grady, K. Deen
Daxing with a dax: Evidence of productive lexical structures in children
S. Al-Mughairy, R. Foushee, D. Barner, M. Srinivasan
Segmental and suprasegmental details in early lexical representations
J. Ren, J. Morgan
5:15 Clitics at the interfaces in autism
A. Terzi, T. Marinis, K. Francis
Learning homophones: syntactic and semantic contexts matter
I. Dautriche, L. Fibla, A. Christophe
Hunting highs and lows: Acquiring prosodic focus marking in Swedish and Dutch
A. Romøren, A. Chen
5:45 Dinner break
7:45 Keynote address

Lila Gleitman (University of Pennsylvania)

9:00 Reception

SATURDAY, NOVEMBER 14, 2015

9:00am-5:00pm BOOK EXHIBIT
8:00 Business meeting
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
9:00 ###Input subject diversity as a catalyst for grammatical growth
M. Rispoli, P. Hadley
18-month-olds use the relationship between prosodic and syntactic structures to constrain the meaning of novel words
A. de Carvalho, A. He, J. Lidz, A. Christophe
Lexical contributions to inflectional variability in L2 predictive processing
H. Hopp
9:30 ###The role of caregivers’ tense and aspectual distinctions on children’s later acquisition
I. Chin, L. Naigles
Japanese infants are aware of phonemic vowel length in novel words at 18 months
H. Chen, N. Yamane, N. Xu Rattanasone, K. Demuth, R. Mazuka
Using event-related potentials (ERP) to examine the nature of morphological variability in adult L2 learners
J. Alemán Bañón, J. Rothman, D. Miller
10:00 ###An RCT to test the causal role of caregiver contingent talk in infant language learning
M. McGillion, J. Pine, J. Herbert, D. Matthews
Sensory format of lexical representations in 30-month-old infants
M. Hávy, P. Zesiger
Verb bias and plausibility in L2 sentence processing
Z. Qian, E. Lee, H. Lu, S. Garnsey
10:30 Break
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
11:00 The development of narrative structure in an emerging sign language: An episode analysis
M. Coppola, D. Gagne, E. Miranda
###Exploring effects of expressive vocabulary size and maternal education on lexical processing by preschoolers using the visual world paradigm
F. Law II, T. Mahr, J. Edwards
Comprehension of quantifiers and numerals in Williams syndrome
A. Perovic, E. Carter, C. Donlan
11:30 The emergence of spatial language and spatial categorization in Nicaraguan Sign Language
J. Pyers, A. Senghas, S. Goldin-Meadow, D. Gentner
Individual differences in the precision of the link between language and categories at 12 months predict present and future vocabulary growth
B. Ferguson, M. Hávy, S. Waxman
When pragmatics helps syntax: an eye tracking study on scope ambiguity resolution in 4- to 5-year-old children.
K. Lohiniva, D. Panizza
12:15 ###Lunch symposium: In(put)s and Out(put)s of the Syntactic Bootstrapper

Anne Christophe, CNRS, Ecole Normale Supérieure, Paris
Cynthia Fisher, University of Illinois at Urbana-Champaign
Jeffrey Lidz, University of Maryland

Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
2:15 Two-year-olds’ sensitivity to phonemic versus subphonemic mismatch in spoken word recognition
M. Paquette-Smith, N. Fecher, E. Johnson
Early gesture provides a helping hand to later vocabulary development for children with autism, Down syndrome and typical development
Ş. Özçalışkan, L. Adamson, N. Dimitrova, L. Scmuck
Preschool children’s sensitivity to non-local structural dependencies between logical words
A. Vogt-Woodin, A. Johnson, U. Minai
2:45 Learning words amidst phonemic variability
C. Frye, S. Creel
MetaLab: A tool for power analysis and experimental planning in developmental research
M. Lewis, M. Braginsky, C. Bergmann, S. Tsuji, A. Cristia, M. Frank
Effects of topic on children’s interpretations of control
V. Janke
3:15 Saturday poster session (attended)
Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
4:30 Viewpoint preferences in signing children’s spatial descriptions
B. Sumer, P. Perniss, A. Ozyurek
Tracking the development of structural priming in children
E. Kidd, F. Chang, M. Peter, C. Rowland
Bilingual children with High Functioning Autism Spectrum Disorder: Evidence from oral narratives and executive function tasks
E. Baldimtsi, E. Peristeri, I. Tsimpli, A. Nicolopoulou
4:60 The predictive nature of American Sign Language verbs during real-time sentence processing in deaf adults and children
A. Lieberman, A. Borovsky, R. Mayberry
Mechanisms of syntactic priming and individual differences
L. Serratrice
Development of goal-plan in narratives of Mandarin-speaking children with high-functioning autism spectrum disorders
K. Yeh
5:45 ###Plenary session

BUCLD XL roundtable

Jean Berko Gleason (Boston University)
Eve Clark (Stanford University)
Elissa Newport (Georgetown University)
Ken Wexler (Massachusetts Institute of Technology)

Moderating:
Roberta Golinkoff (University of Delaware)
Kathy Hirsh-Pasek (Temple University)

7:45 Reception

SUNDAY, NOVEMBER 15, 2015

Session A (Metcalf Small) Session B (Conference Auditorium) Session C (Terrace Lounge)
9:00 Can more be better or is less more? Talker variability and native vowel discrimination in the first year of life
C. Bergmann, A. Cristia
Predicting past and non-past errors in the acquisition of Japanese verb inflection
T. Tatsumi, J. Pine, B. Ambridge
### Functions of evidentials in Turkish child and child-directed speech in early child-caregiver interactions
B. Uzundag, S. Tasci, A. Küntay, A. Aksu-Koc
9:30 Flexible but precise signal-to-word mapping strategies in infancy: Evidence from foreign-accented word recognition
M. van Heugten, D. Krieger, M. Paquette-Smith, E. Johnson
Revisiting 2;0-year-olds’ understanding of plural morphology
B. Davies, N. Xu Rattanasone, K. Demuth
Cross-linguistic variation and the learnability of semantic systems
S. Bartell, A. Papafragou
10:00 ###The role of linguistic experience in perceptual narrowing: the case of bilingual infants
G. Pi Casaus, N. Sebastian-Gallés, J. Werker, L. Bonatti
Order and ordinality: the acquisition of cardinals and ordinals in Dutch
C. Meyer, S. Barbiers, F. Weerman
Speaker-based generalization of quantity implicature in preschoolers
A. Pogue, C. Kurumada, M. Tanenhaus
10:30 Break
11:00 ###Closing symposium: What Does Infant Artificial Grammar Learning Tell Us About Language Development?

LouAnn Gerken, University of Arizona
Rebecca Gómez, University of Arizona
Jill Lany, University of Notre Dame

1:15 Student workshop: Scientific writing
Shanley Allen, University of Kaiserslautern

Alternates

###E. Che, M. Alarcon, F. Yannaco, P. Brooks: Maternal overlap predicts language outcomes for typical and late-talking children

Choe: Acquisition of form-meaning mapping in Korean causatives

Durrleman, A. Bentea: Out of sight, not out of mind: Unexpressed features impact children’s comprehension of relative clauses

Gagne, A. Senghas, M. Coppola: A language model is not sufficient to promote conventionalization of space in an emerging sign language

Goodin-Mayeda, J. Cabrelli Amaro: Stability of the L1 perceptual system: The case of illusory vowels in Brazilian Portuguese

Grigoroglou, M. Johanson, A. Papafragou: The acquisition of front and back: Conceptual vs. pragmatic factors

###V. Mateo, Ş. Özçalışkan, E. Hoff: Parental translations of child gesture help vocabulary development in bilingual children

Molina Onario, J. Morgan: Fundamental word-learning skills in preterm and full-term toddlers predict later language comprehension

Nishibayashi, H. Yeung: Social attention facilitates word segmentation in French-learning 8-month-olds

Shantz, D. Tanner: Are L2 learners pressed for time? Retrieval of grammatical gender information in L2 lexical access

Trecca, D. Bleses, M. Christiansen: When too many vowels impede language processing: The case of Danish

Wang, A. Seidl: Toddlers learn words from adults, but not children

Friday posters

Abbot-Smith, F. Chang, H. Ferguson, J. Pine, C. Rowland: First NP-as-agent bias does not prevent active from passive discrimination in 25-month-olds

Almeida, S. Ferré, C. dos Santos: What do they produce when phonology is too complex? The case of bilinguals with SLI

Arnon, S. McCauley, M. Christiansen: Digging up the building blocks of language: Age-of-acquisition effects for multiword phrases

Berdasco-Munoz, T. Nazzi, H. Yeung: Infant’s production abilities contribute to audiovisual speech perception in a non-native language, but not the native language

Bidgood, B. Ambridge, J. Pine, C. Rowland: Is the passive a semantic prototype construction? Evidence from production-priming

Brandt, H. Li, A. Chan: The specific and general relations between language, complement clauses, and false belief development in Mandarin- and English-speaking four-year-olds

Buckler, H. Goy, J. Kow, E. Johnson: Are connected speech processes ‘simplified’ in infant-directed speech?

Cabrelli Amaro: Does the source of transfer affect the rate of L3 morphosyntactic development?

Cho: Resolution of bridging definites in a second language

Choe: Acquisition of form-meaning mapping in Korean causatives

Choi, T. Ionin, Y. Zhu: L2-acquisition of the count/mass distinction in English by L2-learners from the Generalized Classifier languages based on atomicity

Durrant, C. Delle Luche, J. Chow, K. Plunkett, C. Floccia: Rhoticity – A tale of two cities

Durrleman, A. Bentea: Out of sight, not out of mind: Unexpressed features impact children’s comprehension of relative clauses

Ferry, P. Brusini, M. Nespor, J. Mehler: Following the rules: Nine-month-old Italian-learning infants understand gender and singular/plural morphological distinctions.

Gambi, M. Pickering, H. Rabagliati: Beyond associations: Pre-schoolers’ predictions are based on linguistic structure

Gavarró, S. Durrleman, H. Delage: Cross-linguistic variation in the acquisition of clitics: Evidence from French and Catalan

Haendler, F. Adani: Referential properties of pronouns affect sentence processing similarly in children and adults: Comparing 5-year-olds’ eye movements and adults’ reading times in Italian

Hervé, L. Serratrice: Left-dislocations in French-English bilingual children: An elicitation study

Hohenberger, U. Kaya, A. Altan: Sensitivity of monolingual Turkish infants to vowel harmony in stem-suffix sequences in the first year of life: preference shift from familiarity to novelty

Hu, M. Guasti: School-age sequential Mandarin-Italian children’s comprehension of relative clauses

Jasbi: Children’s comprehension of the English presupposition trigger “too”

Katsika, S. Allen: The processing of Greek relative clauses in adults and children

Kim: L2 learners’ interpretation of reflexives and pronouns inside picture NPs

Kwok, C. Delle Luche, J. Chow, K. Horváth, A. Cattani, K. Plunkett, C. Floccia: Semantic priming effect in 24- to 27-month-old monolingual and bilingual children

Laguardia, E. Santos, R. Shi, C. Name: Eleven-month-old infants use prosodic boundaries to learn non-adjacent grammatical dependencies

Liu, A. Chen, H. Van de Velde: Prosodic focus marking in minority L1 Bai-children learning Mandarin Chinese as L2

Long, M. Vega-Mendoza, A. Sorace, T. Bak: In praise of novelty and practice: Language learning improves and maintains attention

Lungu: On the temporal interpretations of locative PPs in child language

Ma, P. Zhou, S. Crain, L. Gao: Vowel and tone processing in young tonal learners – A functional reorganization of tones

Mansbridge, K. Tamaoka: Japanese learners of English are sensitive to that dogs but not those cat: An eye-tracking study of L2 English morpheme acquisition

Marinis: Regular past tense morphology and non-word repetition are reliable markers for SLI in bilingual children with Specific Language Impairment

###Masapollo, L. Polka, L. Ménard: Infants’ preference for infant speech over adult speech suggests an experience-based “articulatory filter”

###V. Mateo, Ş. Özçalışkan, E. Hoff: Parental translations of child gesture help vocabulary development in bilingual children

Mayberry, M. Hall, M. Hatrak, D. Ilkbasaran: Infant language acquisition enables second language learning: Cross-sign language evidence for a critical period for L1 acquisition

###McCarthy, K. Skoruppa, P. Iverson: Mapping vowel development in infancy: The influence of language experience on auditory processing

Moeng: Distributions of individual segments and of phonological features

Moscati, C. Manetti, L. Rizzi, A. Belletti: Children’s sensitivity to prosody and discourse-pragmatic: the case of contrastive focus in Italian.

Nakamura, M. Arai, Y. Hirose, S. Flynn: Prosody can mislead L2 learners down “A Garden Path”: Evidence from a visual-world eye-tracking study

Name, R. Shi: Preverbal infants track and represent non-adjacent dependencies at an abstract level

Nishibayashi, H. Yeung: Social attention facilitates word segmentation in French-learning 8-month-olds

Panzeri, F. Foppolo: Deafness, Theory of Mind, and figurative language comprehension

Pintér: Children’s interpretation of asserted, presupposed, and pragmatically implied exhaustivity

Rabagliati, S. Conte, M. Srinivasan: Words as invitations to form categories? The case of polysemy

Rombough: SLI children’s answers to Wh-Questions

Samara, K. Smith, H. Brown, O. Fehér, E. Wonnacott: Statistical learning over sociolinguistic cues in children and adults

Sanfelici, C. Trabandt, P. Schulz: Are relative clauses derived from main clauses? – Evidence from an elicited imitation experiment in German

Schafer, A. Takeda, H. Rohde, T. Grüter: Mapping prosody to reference in L2

Schuhmann: Temporary phonetic drift in bilingual first language acquisition

Skarabela, M. Ota: Reduplication facilitates early word segmentation

Suzuki, N. Kikuchi, M. Kawada, M. Maetsu, M. Yasuda, K. Shioda, T. Suto, Y. Takano, T. Ishii, M. Hirakawa: Cross-linguistic effects in L2 acquisition of causative constructions

###S. Tasci, R. Furman, A. Ozyurek, A. Küntay: Influence of verb-prominence on Turkish-learning children’s caused motion expressions in speech and gesture: Evidence from early toddler-caregiver interactions

Tieu, M. Križ, E. Chemla: On the acquisition of homogeneity in plural definites

Topaloglu, M. Nakipoglu: Preschoolers understand the focus particle ‘Only’ when given syntactic or pragmatic cues

Trecca, D. Bleses, M. Christiansen: When too many vowels impede language processing: The case of Danish

Tsakali: Development of conditional reasoning affected by grammatical properties: Evidence from counterfactuals

van Koert, O. Koeneman, A. Hulk, F. Weerman: Preferred quantifier interpretations correlate with interpretations of quantified antecedents and object reflexives and pronouns

Vihman, E. Lieven, A. Theakston: Practice with pronouns: acquisition of differential object case-marking

Von Holzen, D. Rider, T. Nazzi: The role of consonants and vowels in 5- and 8-month-old own name recognition: Implications for lexical development

Zhou, W. Ma, S. Crain, L. Zhan: Three-year-olds make rapid use of morphosyntactic cues in sentence comprehension

Saturday posters

Arnold, Y. Huang: Word learning in linguistic context: Processing and memory effects

Athanasopoulou, I. Vogel: The acquisition of compound prosody in Greek and English: The role of the prosodic hierarchy

Austin, L. Sanchez, K. Syrett, A. Lingwall, S. Perez-Cortes: Quantity implicatures in English monolingual and Spanish-English bilingual children

Babb, S. Adlof, D. Fogerty: Encoding vs. retrieval in nonword repetition tasks: Comparing children with SLI-only, children with SLI and dyslexia, typically developing children, and adults

Barbosa, C. Cardoso-Martins, C. Echols: Sensitivity to sentence structure in early vocabulary acquisition: Evidence from Brazilian Portuguese

Braginsky, D. Yurovsky, V. Marchman, M. Frank: Developmental trajectories of vocabulary composition across languages

Brentari, J. Falk, G. Wolford: The acquisition of prosody in American Sign Language (ASL)

Bruhn de Garavito, L. Montoya: Interfaces: syntax and information structure in L2 Spanish nominal ellipsis

Bunce, C. Gordon, D. Abney, M. Fleming, M. Greenwood, E. Chiu, M. Spivey, R. Scott: Mouse tracking reveals knowledge of multiple competing referents during cross-situational word learning

###E. Che, M. Alarcon, F. Yannaco, P. Brooks: Maternal overlap predicts language outcomes for typical and late-talking children

Contemori, L. Pozzan, P. Galinsky, G. Dussias: The processing of garden-path sentences by L2 learners of English: a visual word study

Cournane, A. Perez-Leroux: Must be tricky: testing the role of aspect and evidence in modal meaning

Covey, R. Fiorentino, A. Gabriele: Anticipatory processing of gender in L2 Hindi

Davis, S. van der Feest, H. Yi: Phonological versus lexical factors in children’s productions at the onset of word use

###B. Eaves, N. Feldman, T. Griffiths, P. Shafto: Infant-directed speech is consistent with teaching

Fieldsteel, D. Lillo-Martin: Development of headshake in sign and speech

Gagne, A. Senghas, M. Coppola: A language model is not sufficient to promote conventionalization of space in an emerging sign language

###A. Garcia-Sierra, N. Ramirez-Esparza, P. Kuhl: Neural patterns of native and non-native speech perception as a function of the amount of language input in monolingual and bilingual infants: An interplay between the MMR and the LDN response

Getz: The development of simultaneous-combinatorial structure in language creation and acquisition

Gokgoz, J. Palmer, D. Lillo-Martin: Contrastive focus in children learning ASL

Goodin-Mayeda, J. Cabrelli Amaro: Stability of the L1 perceptual system: The case of illusory vowels in Brazilian Portuguese

Graham, U. Lakshmanan: Tunes and tones: Music, language, and inhibitory control

Grigoroglou, M. Johanson, A. Papafragou: The acquisition of front and back: Conceptual vs. pragmatic factors

Haebig, S. Ellis Weismer, M. Kaushanskaya: Effects of bilingualism vs. language impairment on lexical-semantic processing in children

Hara: Second language learners’ ability to use case-marking information in processing Japanese relative clause sentences

Harrigan, V. Hacquard, J. Lidz: Hope for syntactic bootstrapping

Henner, R. Novogrodsky, R. Hoffmeister, S. Fish: Factors that Predict the Acquisition of American Sign Language syntactic structures for native and non-native signing Deaf Children

Huang, L. Abadie, A. Arnold, E. Hollister: Novelty of discourse referents promotes heuristics in children’s syntactic processing

Ionin, M. Kim, K. Tyndall: Learners know more about definiteness than they think: comparing explicit and implicit knowledge of articles in L2-English

Kastner, F. Adriaans: Consonant representations aid in learning segmentation and phonology for Arabic but not English

KE: Cross-linguistic transfer of metalinguistic awareness in biliteracy acquisition: A meta-analysis

Kon, T. Goksun, A. Bagci, S. Arunachalam: Verb acquisition in English and Turkish: The role of processing

Liberman, A. Woodward, K. Kinzler: Infants’ inferences about language as a social category

Lillo-Martin, K. Gokgoz, R. Quadros, D. Chen Pichler: Code-blending of IX arguments reveals structural asymmetries

Lin, T. Mintz: The encoding of tonal contrast in word learning by monolingual English infants

Liter, A. Huelskamp, S. Weerakoon, A. Munn: What drives the Maratsos Effect, agentivity or eventivity?

Luchkina, D. Sobel, J. Morgan: Eighteen-month-olds use speakers’ accuracy to judge novel labels

Luchkina, T. Ionin: Quantifier scope in the second language acquisition of Russian

Mateu: The delay of subject-to-subject raising with seem and subject control with promise: Is a unified account possible?

Molina Onario, J. Morgan: Fundamental word-learning skills in preterm and full-term toddlers predict later language comprehension

Nagano: Acquisition of overt and null pronoun interpretation in L2 Japanese

Nediger, A. Pires, P. Guijarro-Fuentes: Variable L2 acquisition of Spanish differential object marking by L1 English speakers

O’Donnell, K. Smith: Evidence for an irregularization bias in morphological learning

Ö. Özçelik, R. Sprouse: Acquisition of Turkish vowel harmony in low-frequency and zero-frequency contexts: Evidence for Full Access in L2 phonology

Parish-Morris, D. Fein, L. Naigles: Growth in naturalistic verb use differs by verb category in toddlers with ASD

Perszyk, S. Waxman: The breadth of sounds that young infants link to meaning in language acquisition

Pouscoulous, A. Perovic: Comprehension of novel metaphor in autism and Down syndrome

Qi, D. Pantazis, C. de los Angeles, T. Perrachione, J. Gabrieli: Sensitivity to speech distributional information in children with autism: A MEG study

Requena, K. Miller: Acquisition of Spanish variable clitic placement: A case of probability matching

Schuler, R. Aslin, E. Newport: The time-course of statistical learning across development: Word segmentation and syntax in a serial reaction time task

Sevcenco, T. Roeper, B. Zurer Pearson: The acquisition of recursive locative prepositional phrases and relative clauses in child English

###K. Shanks, E. Hoff: Qualities of child-directed speech in mothers’ first and second language

Shantz, D. Tanner: Are L2 learners pressed for time? Retrieval of grammatical gender information in L2 lexical access

Spinner, R. Foote: Gender and number in L2 Swahili word recognition

Stites, Ş. Özçalışkan: The time is at hand: Literacy influences children’s gestures about time

Su, C. Lew-Williams: Personalized storybooks enhance word learning in young children

###E. Tenenbaum, D. Amso, S. Sheinkopf: Cues to facilitate word learning in typically developing children and children with ASD

Thorson, N. Usher, R. Patel, H. Tager-Flusberg: Acoustic analysis of prosody in spontaneous productions of minimally verbal children and adolescents with autism

Tillman, T. Marghetis, M. Srinivasan, D. Barner: Placeholder structures in word learning: The case of deictic time

###Y. Wang, A. Seidl: Toddlers learn words from adults, but not children

Society for Language Development Symposium

THURSDAY, NOVEMBER 12, 2015:

This year’s SLD Symposium will take place on Thursday, November 12th. The topic is The Development of Pragmatics, and the invited speakers are:

Eve Clark, Stanford University

Jesse Snedeker, Harvard University

David Barner, University of California at San Diego

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

#BabyTalk, #Motherese, Caretaker Talk, #ChildDirectedSpeech,… – are they all Names for the same Thing?

Studies on the language addressed to children that were carried out in Europe and the US have pointed out some special sound properties that can distinguish it from the language we use when we talk to other adults, for instance a special exaggerated – “singsong” or cooing – intonation, a high and varied pitch, and slow speed with comparatively long pauses between utterances and between words. When we interact with children, we also typically use short and simple sentences, a high proportion of repetitions, and a restricted vocabulary. Some – but not all – of us also use special baby words like moo-moo for cows or a particularly high proportion of diminutives like doggie. These findings have inspired researchers to investigate whether all mothers and fathers or other caretakers show these properties, independent of their gender, culture, and socio-economic background. This has resulted in a growing body of research – and a growing number of terms for the language we use in conversations with children: baby talk, motherese, fatherese, parentese, caretaker speech/talk, child-directed speech, infant-directed speech, toddler-directed speech, mommy/daddy talk, etc.

Some of these terms have been used for a long time by both researchers and the general public in different countries, for instance babytalk in English, Babysprache (‘baby language’) or Ammensprache (‘nursing maid talk’) in German. These terms are often viewed as derogatory because many people view baby talk as a restricted way of talking that makes adults look undignified and does not provide the child with sufficient models of the adult language. Many people also worry that the restricted grammar of baby talk might stand in the way of learning “proper” grammar; and they also point out that children will have to “unlearn” all those special baby words like moo-moo later in life. Hence, when language acquisition researchers in the 1970s started to take a closer look at the way we talk to children, they needed a term that did not have any negative associations. They also wanted to capture the idea that this variety of language has special properties that distinguish it from the language we use when we interact with other adults. Hence, the term motherese was introduced to refer to a non-standard variety of language that is addressed to children and is associated with particular grammatical, lexical, phonetic properties, and linguistic practices. The term became widely used and Elissa Newport was one of the researchers that popularised the name. The idea that motherese is a special language with its own properties is reflected in the way the word motherese itself is formed – by adding the affix –ese to the word mother. This affix is typically used to derive adjectives or nouns that identify a nationality or language, and to describe things that are of, from, or characteristic of specific countries, regions, or cultures (e.g. Japan – Japanese, Portugal – Portugese, China – Chinese). It is also often employed to form a noun for non-standard language varieties that have their own particular properties, e.g. legalese and journalese, the “languages” used by lawyer and journalists, respectively, or officialese and bureaucratese, the often unnecessarily complex and wordy language of official documents or bureaucrats.

The term motherese was popular in scientific discourse about child language acquisition for some time and can still be found in recent studies. However, it was soon perceived as too restricted as researchers also found similar properties in the language (use) of other people that were interacting with children, in particular fathers and other caretakers, such as nursery teachers and grandparents. Hence, the gender-neutral terms parentese, caretaker talk, child-directed speech, and infant-directed speech were introduced and the term fatherese has been occasionally used in opposition to motherese when researchers explicitly wanted to compare or contrast the way in which mothers and fathers talk to their children.

The terms parentese and caretaker talk may be gender neutral, but they are not neutral in all respects. Their use implies that the speaker is an adult or at least old enough to take care of a child. Moreover, it typically implies that the variety of language addressed to children is different from the variety of language directed at adults. This is particularly clear for the term parentese as it contains the –ese affix that is – as we have seen before – used to create names for varieties of a language that have their own specific properties. However, it is far from clear whether all societies have a special way of talking to children and whether all members of societies that have such a variety actually make consistent use of it when they communicate with children. For instance, cross-linguistic studies on languages with very different sound systems try to determine whether the special intonation patterns that were found for languages like English can be observed in all languages. At the same time, studies on English have questioned whether fathers show the same intonation patterns and raised pitch as mothers.

Thus, we need a general term that can be used when one wants to ask whether the language directed at children has any special properties. In this case, one does not want to use terms with ‑ese as this would already imply that one is looking at a language with its own characteristic features. Both child-directed speech and infant-directed speech fulfil this need as they can be used to refer to any linguistic material that people produce when they talk to children, whether it is similar or different from linguistic material in interactions between adults. However, the terms child-directed speech, infant-directed speech, and sometimes toddler-directed speech are also – rather confusingly – used by those researchers who explicitly claim that this type of language has properties that distinguish it from adult-directed speech.

Thus, child-directed speech, infant-directed speech, and toddler-directed speech are gender neutral terms that can be used whether or not one assumes differences between utterances directed at children and utterances directed at adults. The three terms differ from one another with respect to the age range: the term infant-directed speech is typically used when the children in question are not older than one year, the term toddler-directed speech is employed for the language directed at children between 1 and 4 years, while the term child-directed speech can be applied independently of the child’s age. The following table sums up the discussion so far.

Table 1: Terms for Language Addressed to Children

Term Speaker Special linguistic properties
assumed for CDS
Age Associations
motherese mother yes any neutral
fatherese father yes any neutral
parentese parents yes any neutral
caretaker talk any adult yes any neutral
mommy talk mother yes any negative
daddy talk father yes any negative
baby talk anybody yes (also typically associated with the use of special baby words and particularly exaggerated intonation) any negative
infant-directed speech anybody not necessarily infants neutral
toddler-directed speech anybody not necessarily toddlers neutral
child-directed speech anybody not necessarily any neutral

Note that this table only contains terms that are commonly used in the research literature and in advice that is given to parents or educational professionals. Additional terms have been used for other purposes, for instance for comic effect. For instance, in 1919, the satirical magazine Punch presented exam questions on “the interesting language known as Bablingo”, for instance: “Wasums and didums, then? Was it a ickle birdie, then?”, “Did he woz-a-woz, then; a Mum’s own woz-man?”, or “Did she try to hit her ickle bruzzer on his nosie-posie wiz a mug? Did she want to break him up into bitsy-witsies?”.

While having a broad range of terms may be confusing at first, it can be useful for studies that want to compare speakers of different genders (parentese vs. motherese) or children of different ages (infant-directed speech vs. toddler-directed speech) or for giving advice to parents. For instance, some parent-directed websites or support services advise parents to use parentese, but not baby talk. By this, they typically mean that parents should avoid the use of special baby words, but employ the special attention-catching sound properties and simple sentence structures that have been found in the language of parents.

For chick-directed speech, you can follow them (and us via: @LanguageGames4a)

Sonja Eisenbeiss

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