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55 results

How is language knowledge related to verbal working memory among preschool children? Evidence from bilinguals and monolinguals

Farzaneh Anjomshoae, Elena Nicoladis and Anahita Shokrkon

2025-05-16 Volume 5 • Issue 3 • 2025 • 104–130

Not early, not late, but developing: Children's “good-enough” understanding of metaphors

Sarah Ferrara, Marc Aguert and Christelle Declercq

2025-05-11 Volume 5 • Issue 2 • 2025 • Special Issue: Development of Metaphor Comprehension • 67–92

Phonological deficits in developmental dyslexia in a psycholinguistic framework: Unguided phonological encoding

Aki Tapionkaski and Sanna Tapionkaski

2025-05-09 Volume 5 • Issue 3 • 2025 • 72–103

Comparing language input in homes of young blind and sighted children: Insights from daylong recordings

Erin E Campbell, Lillianna Righter, Eugenia Lukin and Elika Bergelson

2025-05-07 Volume 5 • Issue 3 • 2025 • 33–71

Novel metaphor processing in young autistic children

Isabel Martín-González, Kristen Frances Schroeder, Elena Castroviejo, Ingrid Lossius Falkum and Agustín Vicente

2025-04-10 Volume 5 • Issue 2 • 2025 • Special Issue: Development of Metaphor Comprehension • 28–66

Phonological representations at the onset of reading acquisition: Steady use of phonological detail from preschool to 2nd grade

Anne Bauch, Claudia K Friedrich and Ulrike Schild

2025-03-07 Volume 5 • Issue 3 • 2025 • 1–32

Metaphor comprehension in preschool children

Ariel Starr, Taylor Petersen and Sahana Sridhar

2025-03-05 Volume 5 • Issue 2 • 2025 • Special Issue: Development of Metaphor Comprehension • 1–29

LDR 4.1 Issue Information

Talia Perry

2024-12-31 Volume 4 • Issue 1 • 2024

Can sign-naïve adults learn about the phonological regularities of an unfamiliar sign language from minimal exposure?

Julia Hofweber, Lizzy Aumônier, Vikki Janke, Marianne Gullberg and Chloe Marshall

2024-11-26 Volume 4 • Issue 1 • 2024 • 455-480

Whither developmental psycholinguistics?

Victor Gomes

2024-11-07 Volume 5 • Issue 1 • 2025 • Special Issue: What Large Language Models (LLMs) can('t) tell us about child language acquisition • 144–187

Learning and communication pressures in neural networks: Lessons from emergent communication

Lukas Paul Achatius Galke and Limor Raviv

2024-11-07 Volume 5 • Issue 1 • 2025 • Special Issue: What Large Language Models (LLMs) can('t) tell us about child language acquisition • 116–140

No evidence that age affects different bilingual learner groups differently: Rebuttal to van der Slik, Schepens, Bongaerts, and van Hout (2021)

Joshua Hartshorne

2024-11-07 Volume 4 • Issue 1 • 2024 • 431-454

The development of color terms in Shipibo-Konibo children

Martin Fortier, Danielle Kellier, Maria Fernández Flecha and Michael C Frank

2024-09-26 Volume 4 • Issue 1 • 2024 • 399-430

The MacArthur Inventario del Desarrollo de Habilidades Comunicativas III: A measure of language development in Spanish-speaking two- to four-year-olds

Donna Jackson-Maldonado, Margaret Friend, Virginia Marchman, Adriana Weisleder, Alejandra Auza, Barbara Conboy, Marta Rubio-Codina and Philip S Dale

2024-08-30 Volume 4 • Issue 1 • 2024 • 361-398

Examining the incremental process of word learning: Word-form exposure and retention of new word-referent mappings

Sarah Kucker, Bob McMurray and Larissa K Samuelson

2024-08-29 Volume 4 • Issue 1 • 2024 • 326-360

Children with Developmental Language Disorder and typically developing children learn novel nouns more easily than novel verbs: An experimental comprehension and production study.

Paula Stinson and Julian M Pine

2024-08-28 Volume 4 • Issue 1 • 2024 • 298-325

Comparing children and large language models in word sense disambiguation: Insights and challenges

Francesco Cabiddu, Mitja Nikolaus and Abdellah Fourtassi

2024-08-28 Volume 5 • Issue 1 • 2025 • Special Issue: What Large Language Models (LLMs) can('t) tell us about child language acquisition • 35–115

Modeling the initial state of early phonetic learning in infants

Maxime Poli, Thomas Schatz, Emmanuel Dupoux and Marvin Lavechin

2024-08-24 Volume 5 • Issue 1 • 2025 • Special Issue: What Large Language Models (LLMs) can('t) tell us about child language acquisition • 1–34

A novel corpus of naturalistic picture book reading with 2-to-3 year old children

Anastasia Stoops and Jessica L Montag

2024-08-22 Volume 4 • Issue 1 • 2024 • 259-297

Morphosyntactic Analysis for CHILDES

Houjun Liu and Brian MacWhinney

2024-08-21 Volume 4 • Issue 1 • 2024 • 233-258

Is the effect of gross motor development on vocabulary size mediated by language-promoting interactions?

Sivan Bar-Or and Naomi Havron

2024-02-02 Volume 4 • Issue 1 • 2024 • 207-232

Early vocabulary and grammar development in Albanian-speaking children: a MB-CDI adaptation study

Enkeleida Kapia, Shanley Allen and Doruntinë Zogaj

2024-02-01 Volume 4 • Issue 1 • 2024 • 175-206

Investigating how vocabulary relates to different dimensions of family socio-economic circumstance across developmental and historical time

Emma Thornton, Praveetha Patalay, Danielle Matthews and Colin Bannard

2024-01-30 Volume 4 • Issue 1 • 2024 • 80-174

Children’s development of conversational and reading inference skills: A call for a collaborative approach

Elspeth Wilson, Kate Cain, Catherine Davies, Jenny Gibson, Holly Joseph, Ludovica Serratrice and Margreet Vogelzang

2024-01-29 Volume 4 • Issue 1 • 2024 • 42-79

Syntactic adaptation and word learning in children and adults

Elizabeth Swanson, Michael C Frank and Judith Degen

2024-01-15 Volume 4 • Issue 1 • 2024 • 1-41