This study assesses the extent of phonetic continuity between babble and words in four Italian children followed longitudinally from 0 ; 9 or 0 ; 10 to 2 ; 0 – two with relatively rapid and two with slower lexical growth. Prelinguistic phonetic characteristics, including both (a) consistent use of specific consonants and (b) age of onset and extent of consonant variegation in babble, are found to predict rate of lexical advance and to relate to the form of the early words. In addition, each child's lexical profile is analyzed to test the hypothesis of non-linearity in phonological development. All of the children show the expected pattern of phonological advance: Relatively accurate first word production is followed by lexical expansion, characterized by a decrease in accuracy and an increase of similarity between word forms. We interpret such a profile as reflecting the emergence of word templates, a first step in phonological organization.

This study describes how young Spanish-speaking children become gradually more adept at encoding temporality using grammar and discourse skills in intra-conversational narratives. The research involved parallel case studies of two Spanish-speaking children followed longitudinally from ages two to three. Type/token frequencies of verb tense, temporal/aspectual markers and narrative components were analyzed to explore interrelationships among grammatical and discourse skills. Children progressed from scattered unsystematic means of encoding temporality to mastering a basic linguistic system that included devices to mark location of events, temporal relations and aspectual meanings. The consolidation of perfective past tense to express narrative events marked a crucial developmental point which preceded an explosion of additional verb tenses and temporal markers. The value of spontaneous language data, and the need to study grammar and discourse simultaneously to construct a comprehensive developmental picture are highlighted. Results are discussed in relation to theoretical proposals on the development of temporality.

Two experiments compared how French vs. English adults and children (three to seven years) described motion events. Given typological properties (Talmy, 2000) and previous results (Choi & Bowerman, 1991; Hickmann, 2003; Slobin, 2003), the main prediction was that Manner should be more salient and therefore more frequently combined with Path (MP) in English than in French, particularly with four types of ‘target’ events, as compared to manner-oriented ‘controls’: motion up/down (Experiment I, N=200) and across (Experiment II, N=120), arrivals and departures (both experiments). Results showed that MP-responses (a) varied with events and increased with age in both languages, but (b) were more frequent in English at all ages with all events, and (c) were age- and event-specific among French speakers, who also frequently expressed Path or Manner alone. The discussion highlights several factors accounting for responses, with particular attention to the interplay between cognitive factors that drive language acquisition and typological properties that constrain this process from early on.

This study examines Lithuanian children's acquisition of gender agreement using an elicited production task. Lithuanian is a richly inflected Baltic language, with two genders and seven cases. Younger (N=24, mean 3 ; 1, 2 ; 5–3 ; 8) and older (N=24, mean 6 ; 3, 5 ; 6–6 ; 9) children were shown pictures of animals and asked to describe them after hearing the animal's name. Animal names differed with respect to familiarity (novel vs. familiar), derivational status (diminutive vs. simplex) and gender (masculine vs. feminine). Analyses of gender-agreement errors based on adjective and pronoun usage indicated that younger children made more errors than older children, with errors more prevalent for novel animal names. For novel animals, and for feminine nouns, children produced fewer errors with nouns introduced in diminutive form. These results complement findings from several Slavic languages (Russian, Serbian and Polish) that diminutives constitute a salient cluster of word forms that may provide an entry point for the child's acquisition of noun morphology.

Two studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends on extensive experience with a language. Phonological cues were assessed via phonological typicality – an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment 1 showed that when monolingual English-speaking seven-year-olds could rely on learning by exclusion, phonological typicality only affected their initial inferences about the words. Consistent with recent computational analyses, phonological cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

Six tests of the spontaneous speech of twenty-one English-speaking children (1 ; 10 to 2 ; 8; MLUs 1·53 to 4·38) demonstrate the presence of the syntactic category determiner from the start of combinatorial speech, supporting nativist accounts. Children use multiple determiners before a noun to the same extent as their mothers (1) when only a and the or (2) all determiners are analyzed, or (3) when children and mothers are matched on determiner and noun types and determiner+noun tokens. (4) Overlap increases as opportunity for overlap increases: children use multiple determiners with more than 50% of nouns used at least twice with a determiner and with 80% of nouns used at least six times with a determiner. (5) Formulae play a limited role in low-MLU children's determiner usage, increasing with MLU. (6) Less than 1% of determiner uses are errors. Prior results showing no overlap are likely a sampling artifact.

This study measured longitudinal change in six parameters of infant utterances (i.e. number of sounds, CV syllables, supraglottal consonants, and repetitions per utterance, temporal duration, and seconds per sound), investigated previously unexplored characteristics of repetition (i.e. number of vowel and CV syllable repetitions per utterance) and analyzed change in vocalizations in relation to age and developmental milestones using multilevel models. Infants (N=18) were videotaped bimonthly during naturalistic and semi-structured activities between 0 ; 3 and the onset of word use (M=11·8 months). Results showed that infant utterances changed in predictable ways both in relation to age and in relation to language milestones (i.e. reduplicated babble onset, word comprehension and word production). Looking at change in relation to the milestones of language development led to new views of babbling, the transition from babbling to first words, and processes that may underlie these transitions.

We used a syntactic priming paradigm to show priming effects for active and passive forms in monolingual Spanish-speaking four- and five-year-olds. In a baseline experiment, we examined children's use of the fue-passive form and found it was virtually non-existent in their speech, although they produced important elements of the form. Children used a more frequent Spanish passive form, the subjectless/se-passive. In a priming experiment, we presented children with drawings described using either active or fue-passive sentences. Children then described novel drawings. Priming was induced for active and passive forms; however, children did not produce the fue-passive provided for them. Instead, children used the subjectless/se-passive and what we term the function-passive, which like the fue-passive, emphasize the patient of the action. We argue that children's use of different passive forms suggests they are sensitive to experimenter's input as it relates to scene interpretation and to syntax.

This research examines phonological neighbourhoods in the lexicons of children acquiring English. Analyses of neighbourhood densities were done on children's earliest words and on a corpus of spontaneous speech, used to measure neighbours in the target language. Neighbourhood densities were analyzed for words created by changing segments in word-onset position (rhyme neighbours as in pin/bin), vowel position (consonant neighbours as in pin/pan/) and word-offset position (lead neighbours as in pin/pit). Results indicated that neighbours in children's early lexicons are significantly more often distinguished in word-onset position (rhyme neighbours) and significantly less often distinguished in word-offset position (lead neighbours). Moreover, patterns in child language are more extreme than in the target language. Findings are discussed within the PRIMIR framework (Processing Rich Information from Multidimensional Interaction Representations; Werker & Curtin, 2005). It is argued that early perceptual sensitivity aids lexical acquisition, supporting continuity across speech perception and lexical acquisition.

How do Turkish children differ from adults in sensitivity to the commonality of their partner's perspective with their own in producing referential language? Fifteen five- to six-year-olds, 15 nine- to ten-year-olds and 15 adults were asked to tell a confederate to pick up an object across three conditions: the common ground condition, in which two similar objects with one contrastive feature were visible to both the participants and the confederate; the privileged ground condition, in which one of the two similar objects was available only to the participant; and the baseline condition, in which there were no competing objects. Age-related increases were found from preschool ages into adulthood in the production of (a) discriminating adjectives in the common ground trials, and (b) requestive speech acts with verbal constructions, rather than noun-only labels. A follow-up study with preschoolers (N=15) prompted for requestive speech acts, leading to an increase in discriminating adjectives.

The influence of phonological (i.e. individual sounds), lexical (i.e. whole-word forms) and semantic (i.e. meaning) characteristics on the words known by infants age 1 ; 4 to 2 ; 6 was examined, using an existing database (Dale & Fenson, 1996). For each noun, word frequency, two phonological (i.e. positional segment average, biphone average), two lexical (i.e. neighborhood density, word length) and four semantic variables (i.e. semantic set size, connectivity, probability resonance, resonance strength) were computed. Regression analyses showed that more infants knew (1) words composed of low-probability sounds and sound pairs, (2) shorter words with high neighborhood density, and (3) words that were semantically related to other words, both in terms of the number and strength of semantic connections. Moreover, the effect of phonological variables was constant across age, whereas the effect of lexical and semantic variables changed across age.

Language in autism has been the subject of intense interest, because communication deficits are central to the disorder, and because autism serves as an arena for testing theories of language acquisition. High-functioning older children with autism are often considered to have intact grammatical abilities, despite pragmatic impairments. Given the heterogeneity in language skills at younger ages, this assumption merits further investigation. Participants with autism (n=21, aged nine to seventeen years), matched on chronological age, receptive vocabulary and IQ, to 22 typically developing individuals, completed a grammaticality judgment task. Participants with autism were significantly less sensitive than controls, specifically for third person singular and present progressive marking. Performance interacted with sentence length, with lower sensitivity to errors occurring at the end of the longest stimulus sentences. Performance sensitivity was associated with onset of single word and phrase speech, and with severity of autistic symptomatology. Implications of findings are discussed.

The emergence of grammar in relation to lexical growth was analyzed in a sample of Finnish children (N=181) at 2 ; 0. The Finnish version of the Communicative Development Inventory was used to gather information on both language domains. The onset of grammar occurred in close association with vocabulary growth. The acquisition of the nominal and verbal inflections of Finnish differed when analyzed in relation to the lexicon in which they are used: the strongest growth in the acquisition of case form types occurred when the nominal lexicon size was roughly between 50 and 250 words, whereas verb inflectional types were acquired actively from the beginning of the verb lexicon acquisition. The findings extend the previous findings of the close association between lexicon and grammar (e.g. Bates & Goodman, 1999). The results suggest that different grammatical structures display different degrees and types of lexical dependency.

Many comprehension studies have shown that children as late as age 6 ; 6 misinterpret object pronouns as co-referring with the referential subject about half the time. A recent review of earlier experiments testing children's interpretation of object pronouns in sentences with quantified subjects (Elbourne, 2005) also suggests that there is a ‘Pronoun Interpretation Problem’. In contrast, two experiments addressing English children's pronoun production (Bloom, Barss, Nicol & Conway, 1994; de Villiers, Cahillane & Altreuter, 2006) show almost perfect usage. The aim of this study is to verify this asymmetry between pronoun production and pronoun comprehension for Dutch, and to investigate the effects of coherent discourse and topicality on pronoun production and comprehension. Employing a truth-value judgment task and an elicited production task, this study indeed finds such an asymmetry in 83 Dutch children (age range 4 ; 5–6 ; 6). When object pronouns were clearly established as the topic of the target sentence, the Pronoun Interpretation Problem dissolved entirely. These results are compatible with the asymmetrical grammar hypothesis of Hendriks & Spenader (2005/2006) and suggest, contrary to many previous claims, that children are highly proficient at using pragmatic clues in interpretation.

A longitudinal analysis is presented of the fillers of a Dutch-speaking child between 1 ; 10 and 2 ; 7. Our analysis corroborates familiar regularities reported in the literature: most fillers resemble articles in shape and distribution, and are affected by rhythmic and positional constraints. A novel finding is the impact of the lexical environment: particular function words act as ‘anchor’ words that attract occurrences of schwa fillers after them. The child inserts significantly more schwa fillers in these contexts. The anchor words are among the most frequent words preceding articles in the input, indicating a sharp sensitivity to such distributional regularities. Nasal fillers too are affected by distributional learning, but at the phonological level: the child first uses nasals before [h]-initial nouns, and then generalizes this usage to all [h]-initial words. These observations are related to the growing body of evidence for the impact of distributional learning on early language production.

In the linguistics field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged two to six years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of new words, the long-term stabilization of the word form in the lexicon and the formation of item-based constructions. According to this scenario, children favour the presence of initial CV syllables when segmenting stored chunks of speech of the type word1-liaison-word2 (les arbres ‘the trees’ is segmented as /le/+/zarbr/). They cope with the variation of the liaison in the input by memorizing multiple exemplars of the same word2 (/zarbr/, /narbr/). They learn the correct relations between the word1s and the word2 exemplars through exposure to the well-formed sequence (un+/narbr/, deux+/zarbr/). They generalize the relation between a word1 and a class of word2 exemplars beginning with a specific liaison consonant by integrating this information into an item-based schema (e.g. un+/nX/, deux+/zX/). This model is based on the idea that the segmentation of new words and the development of syntactic schemas are two aspects of the same process.

This paper discusses different approaches to language acquisition in relation to children's acquisition of word order in wh-questions in English and Norwegian. While generative models assert that children set major word order parameters and thus acquire a rule of subject–auxiliary inversion or generalized verb second (V2) at an early stage, some constructivist work argues that English-speaking children are simply reproducing frequent wh-word+auxiliary combinations in the input. The paper questions both approaches, re-evaluates some previous work, and provides some further data, concluding that the acquisition of wh-questions must be the result of a rule-based process. Based on variation in adult grammars, a cue-based model to language acquisition is presented, according to which children are sensitive to minor cues in the input, called micro-cues. V2 is not considered to be one major parameter, but several smaller-scale cues, which are responsible for children's lack of syntactic (over-)generalization in the acquisition process.

Nineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke less than non-shy and middle children at home. Additionally, the parents of shy children spoke less than parents of non-shy children. Although there were no language differences between the groups, results showed a context effect for expressive vocabulary, in that all groups of children scored higher at school. The pattern of results suggests that previously observed language differences found between shy and non-shy children are not robust, and that testing children at school does not negatively impact their performance.

Forty children, aged 1 ; 8–2 ; 0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.