Sun, 27 Jul 2008 06:22:01 BST CiteULike: briordan's cds http://www.citeulike.org/user/briordan/tag/cds CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/briordan/article/2949172 <i>Monographs of the Society for Research in Child Development, Vol. 59, No. 5. (1994), pp. i-185.</i> Variability in Early Communicative Development Larry Fenson Philip Dale Steven Reznick Elizabeth Bates Donna Thal Stephen Pethick Michael Tomasello Carolyn Mervis Joan Stiles doi:10.2307/1166093 Monographs of the Society for Research in Child Development, Vol. 59, No. 5. (1994), pp. i-185. 2008-07-01T19:56:10-00:00 1994 Monographs of the Society for Research in Child Development 59 5 i 185 Blackwell Publishing on behalf of the Society for Research in Child Development cds vocabulary-size word-learning http://www.citeulike.org/user/briordan/article/2948948 <i>(2000)</i> The CHILDES Project: Tools for Analyzing Talk, 3rd Ed. Brian Macwhinney (2000) 2008-07-01T17:55:52-00:00 2000 Lawrence Erlbaum Associates cds http://www.citeulike.org/user/briordan/article/2941833 <i>Journal of Child Language, Vol. 35, No. 03. (2008), pp. 515-531.</i><br /><br />Studies examining factors that influence when words are learned typically investigate one lexical category or a small set of words. We provide the first evaluation of the relation between input frequency and age of acquisition for a large sample of words. The MacArthur-Bates Communicative Development Inventory provides norming data on age of acquisition for 562 individual words collected from the parents of children aged 0 ; 8 to 2 ; 6. The CHILDES database provides estimates of frequency with which parents use these words with their children (age: 0 ; 7–7 ; 5; mean age: 36 months). For production, across all words higher parental frequency is associated with later acquisition. Within lexical categories, however, higher frequency is related to earlier acquisition. For comprehension, parental frequency correlates significantly with the age of acquisition only for common nouns. Frequency effects change with development. Thus, frequency impacts vocabulary acquisition in a complex interaction with category, modality and developmental stage. Does frequency count? Parental input and the acquisition of vocabulary Judith Goodman Philip Dale PING Li doi:10.1017/S0305000907008641 Journal of Child Language, Vol. 35, No. 03. (2008), pp. 515-531. 2008-06-29T16:13:27-00:00 2008 Journal of Child Language 35 03 515 531 aoa cds semantic-development vocabulary-size word-learning http://www.citeulike.org/user/briordan/article/2847295 <i>Developmental Review, Vol. 27, No. 4. (December 2007), pp. 501-532.</i><br /><br />Infant-directed maternal speech is an important component of infants' linguistic input. However, speech from other speakers and speech directed to others constitute a large amount of the linguistic environment. What are the properties of infant-directed speech that differentiate it from other components of infants' speech environment? To what extent should these other aspects be considered as part of the linguistic input? This review examines the characteristics of the speech input to preverbal infants, including phonological, morphological, and syntactic characteristics, specifically how these properties might support language development. While maternal, infant-directed speech is privileged in the input, other aspects of the environment, such as adult-directed speech, may also play a role. Furthermore, the input is variable in nature, dependent on the age and linguistic development of the infant, the social context, and the interaction between the infant and speakers in the environment. Beyond babytalk: Re-evaluating the nature and content of speech input to preverbal infants Melanie Soderstrom doi:10.1016/j.dr.2007.06.002 Developmental Review, Vol. 27, No. 4. (December 2007), pp. 501-532. 2008-05-30T13:11:11-00:00 2007 Developmental Review 27 4 501 532 cds statistical-learning syntactic-acquisition word-learning http://www.citeulike.org/user/briordan/article/2829762 <i>(2008)</i> Corpora in Language Acquisition (2008) 2008-05-25T11:39:59-00:00 2008 cds computational-linguistics corpus-linguistics general-language-acquisition multimodal-processing syntactic-acquisition http://www.citeulike.org/user/briordan/article/2689825 <i>Cognitive Science: A Multidisciplinary Journal, Vol. 27, No. 6. (2003), pp. 843-873.</i><br /><br />The child directed speech of twelve English-speaking motherswas analyzed in terms of utterance-level constructions. First, the mothers' utterances were categorized in terms of general constructional categories such as Wh-questions, copulas and transitives. Second, mothers' utterances within these categories were further specified in terms of the initial words that framed the utterance, item-based phrases such as Are you … , I'll … , It's … , Let's … , What did … . The findings were: (i) overall, only about 15% of all maternal utterances had SVO form (most were questions, imperatives, copulas, and fragments); (ii) 51% of all maternal utterances began with one of 52 item-based phrases, mostly consisting of two words or morphemes (45% began with one of just 17 words); and (iii) children used many of these same item-based phrases, in some cases at a rate that correlated highly with their own mother's frequency of use. We suggest that analyses of adult–child linguistic interaction should take into account not just general constructional categories, but also the item-based constructions that adults and children use and the frequency with which they use them. © 2003 Cognitive Science Society, Inc. All rights reserved. A construction based analysis of child directed speech Thea Cameron-Faulkner Elena Lieven Michael Tomasello doi:10.1207/s15516709cog2706_2 Cognitive Science: A Multidisciplinary Journal, Vol. 27, No. 6. (2003), pp. 843-873. 2008-04-19T01:02:13-00:00 2003 Cognitive Science: A Multidisciplinary Journal 27 6 843 873 Psychology Press cds syntactic-acquisition http://www.citeulike.org/user/briordan/article/2537926 <i>Cognition, Vol. 107, No. 1. (April 2008), pp. 317-329.</i><br /><br />In expressing rich, multi-dimensional thought in language, speakers are influenced by a range of factors that influence the ordering of utterance constituents. A fundamental principle that guides constituent ordering in adults has to do with information status, the accessibility of referents in discourse. Typically, adults order previously mentioned referents ("old" or accessible information) first, before they introduce referents that have not yet been mentioned in the discourse ("new" or inaccessible information) at both sentential and phrasal levels. Here we ask whether a similar principle influences ordering patterns at the phrasal level in children who are in the early stages of combining words productively. Prior research shows that when conveying semantic relations, children reproduce language-specific ordering patterns in the input, suggesting that they do not have a bias for any particular order to describe "who did what to whom". But our findings show that when they label "old" versus "new" referents, 3- to 5-year-old children prefer an ordering pattern opposite to that of adults (Study 1). Children's ordering preference is not derived from input patterns, as "old-before-new" is also the preferred order in caregivers' speech directed to young children (Study 2). Our findings demonstrate that a key principle governing ordering preferences in adults does not originate in early childhood, but develops: from new-to-old to old-to-new. Word order and information status in child language Bhuvana Narasimhan Christine Dimroth doi:10.1016/j.cognition.2007.07.010 Cognition, Vol. 107, No. 1. (April 2008), pp. 317-329. 2008-03-15T22:10:24-00:00 2008 Cognition 107 1 317 329 cds http://www.citeulike.org/user/briordan/article/2521166 <i>Vol. 46, No. 1. (January 2008), pp. 33-61.</i> The acquisition of the multiple senses of with Evan Kidd Thea Cameron-Faulkner Vol. 46, No. 1. (January 2008), pp. 33-61. 2008-03-12T14:53:53-00:00 2008 46 1 33 61 cds word-learning http://www.citeulike.org/user/briordan/article/2321807 <i>First Language, Vol. 28, No. 1. (1 February 2008), pp. 87-100.</i><br /><br />Non-object terms including color, number and time words pose a challenge for word learning due in part to non-obvious word-referent mappings. Finding early word-word knowledge for such terms, Shatz has suggested that exposure to them in varied conversational contexts might facilitate word-word mappings. To address whether input feasibly carries such information, we examined longitudinal transcripts from the CHILDES database for the frequency and uses of subsets of color and number words in mothers' speech to toddlers and of time words to preschoolers. All the mothers studied made varied uses of the terms from these lexical categories. The findings support the argument that varied conversational input provides useful data for children to create early word-word mappings for non-object terms. 10.1177/0142723707085316 Maternal uses of non-object terms in child-directed speech: Color, number and time Medha Tare Marilyn Shatz Lisa Gilbertson doi:10.1177/0142723707085316 First Language, Vol. 28, No. 1. (1 February 2008), pp. 87-100. 2008-02-02T01:45:30-00:00 2008 First Language 28 1 87 100 cds cross-situational word-learning http://www.citeulike.org/user/briordan/article/584728 <i>Developmental Science, Vol. 9, No. 3. (May 2006), pp. F33-F40.</i> Names in frames: infants interpret words in sentence frames faster than words in isolation Anne Fernald Nereyda Hurtado doi:10.1111/j.1467-7687.2006.00482.x Developmental Science, Vol. 9, No. 3. (May 2006), pp. F33-F40. 2006-04-13T03:58:21-00:00 2006 Developmental Science 1363-755X 9 3 F33 F40 Blackwell Publishing cds cross-situational eye-movements statistical-learning syntactic-acquisition http://www.citeulike.org/user/briordan/article/2195958 <i>Journal of Child Language, Vol. 35, No. 01. (2008), pp. 185-205.</i><br /><br />This study sought to determine why American parents from different socioeconomic backgrounds communicate in different ways with their children. Forty-seven parent–child dyads were videotaped engaging in naturalistic interactions in the home for ninety minutes at child age 2 ; 6. Transcripts of these interactions provided measures of child-directed speech. Children's vocabulary comprehension skills were measured using the Peabody Picture Vocabulary Test at 2 ; 6 and one year later at 3 ; 6. Results indicate that: (1) child-directed speech with toddlers aged 2 ; 6 predicts child vocabulary skill one year later, controlling for earlier toddler vocabulary skill; (2) child-directed speech relates to socioeconomic status as measured by income and education; and (3) the relation between socioeconomic status and child-directed speech is mediated by parental knowledge of child development. Potential mechanisms through which parental knowledge influences communicative behavior are discussed. Child-directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill Meredith Rowe doi:10.1017/S0305000907008343 Journal of Child Language, Vol. 35, No. 01. (2008), pp. 185-205. 2008-01-05T01:43:46-00:00 2008 Journal of Child Language 35 01 185 205 cds vocabulary-size word-learning http://www.citeulike.org/user/briordan/article/2195955 <i>Journal of Child Language, Vol. 35, No. 01. (2008), pp. 159-184.</i><br /><br />This study examined information about adjective meanings available in adults' spoken discourse in the original 27 CHILDES corpora of typically developing English-speaking children. In order to increase the probability that adjectives would be novel to children to whom they were addressed, only <span style="font-variant:small-caps">rare</span> adjectives were examined (those that occurred <span style="vertical-align:middle"><img src="/fulltext_content/JCL/JCL35_01/xs2A7D.gif" alt="xs2A7D"></img></span>5 times in the corpus, <em>N</em>=878). Contexts surrounding adjectives (±3 utterances on either side of the target) were scored for linguistic clues to meaning, including related language, compare/contrast and evaluative information. Linguistic contexts contained more information in adult–child conversations than in adult–adult conversations. There were differences among information categories. For example, explicit definitions were relatively rare compared to other types of information and were far less frequent than reported in structured laboratory situations. Findings highlight the importance of looking at adult input in situations where teaching word meaning is not an explicit goal. Conveying information about adjective meanings in spoken discourse Roberta Corrigan doi:10.1017/S0305000907008288 Journal of Child Language, Vol. 35, No. 01. (2008), pp. 159-184. 2008-01-05T01:41:58-00:00 2008 Journal of Child Language 35 01 159 184 cds word-learning http://www.citeulike.org/user/briordan/article/310935 <i>Cognition, Vol. 96, No. 2. (June 2005), pp. 143-182.</i><br /><br />Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of phonological and distributional cues has not, with very few exceptions, been empirically assessed. This paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses. The corpus analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frequency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories of nonsense words were varied. The results corroborated the corpus analyses. For high-frequency nonwords, distributional information was more useful, whereas for low-frequency words there was more reliance on phonological cues. The results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation. The differential role of phonological and distributional cues in grammatical categorisation Padraic Monaghan Nick Chater Morten Christiansen doi:10.1016/j.cognition.2004.09.001 Cognition, Vol. 96, No. 2. (June 2005), pp. 143-182. 2005-09-02T16:01:15-00:00 2005 Cognition 96 2 143 182 artificial-grammars cds statistical-learning word-learning http://www.citeulike.org/user/briordan/article/2139139 <i>Cognitive Psychology, Vol. 55, No. 4. (December 2007), pp. 259-305.</i><br /><br />Several phonological and prosodic properties of words have been shown to relate to differences between grammatical categories. Distributional information about grammatical categories is also a rich source in the child's language environment. In this paper we hypothesise that such cues operate in tandem for developing the child's knowledge about grammatical categories. We term this the Phonological-Distributional Coherence Hypothesis (PDCH). We tested the PDCH by analysing phonological and distributional information in distinguishing open from closed class words and nouns from verbs in four languages: English, Dutch, French, and Japanese. We found an interaction between phonological and distributional cues for all four languages indicating that when distributional cues were less reliable, phonological cues were stronger. This provides converging evidence that language is structured such that language learning benefits from the integration of information about category from contextual and sound-based sources, and that the child's language environment is less impoverished than we might suspect. The phonological-distributional coherence hypothesis: Cross-linguistic evidence in language acquisition Padraic Monaghan Morten Christiansen Nick Chater doi:10.1016/j.cogpsych.2006.12.001 Cognitive Psychology, Vol. 55, No. 4. (December 2007), pp. 259-305. 2007-12-18T02:20:59-00:00 2007 Cognitive Psychology 55 4 259 305 cds corpus-linguistics statistical-learning word-learning http://www.citeulike.org/user/briordan/article/1733402 <i>Comput. Linguist., Vol. 33, No. 3. (September 2007), pp. 397-427.</i> Classifying Non-Sentential Utterances in Dialogue: A Machine Learning Approach Raquel Fernández Jonathan Ginzburg Shalom Lappin doi:10.1162/coli.2007.33.3.397 Comput. Linguist., Vol. 33, No. 3. (September 2007), pp. 397-427. 2007-10-06T09:58:27-00:00 2007 Comput. Linguist. 0891-2017 33 3 397 427 MIT Press cds computational-linguistics