The current study examined five- and seven-year-old Mandarin-speaking children's processing of lexical tones in relation to speech segments by varying onset and rime in an oddity task (onset±rime±). Results showed that children experienced more difficulty in lexical tone oddity judgment when rimes differed across monosyllables (e.g. onset+rime−) than when onsets differed (e.g. onset−rime+). This finding suggests that vowels interfere more than consonants in lexical tone processing. Seven-year-olds consistently outperformed five-year-olds, suggesting that the growth of metalinguistic awareness and literacy exposure may play a joint role in the development of lexical tone processing skills.

Speech perception involves the integration of auditory and visual articulatory information, and thus requires the perception of temporal synchrony between this information. There is evidence that children with specific language impairment (SLI) have difficulty with auditory speech perception but it is not known if this is also true for the integration of auditory and visual speech. Twenty Spanish-speaking children with SLI, twenty typically developing age-matched Spanish-speaking children, and twenty Spanish-speaking children matched for MLU-w participated in an eye-tracking study to investigate the perception of audiovisual speech synchrony. Results revealed that children with typical language development perceived an audiovisual asynchrony of 666 ms regardless of whether the auditory or visual speech attribute led the other one. Children with SLI only detected the 666 ms asynchrony when the auditory component followed the visual component. None of the groups perceived an audiovisual asynchrony of 366 ms. These results suggest that the difficulty of speech processing by children with SLI would also involve difficulties in integrating auditory and visual aspects of speech perception.

Time is frequently expressed with spatial motion, using one of three different metaphor types: moving-time, moving-ego, and sequence-as-position. Previous work shows that children can understand and explain moving-time metaphors by age five (Özçalışkan, 2005). In this study, we focus on all three metaphor types for time, and ask whether metaphor type has an effect on children's metaphor comprehension and explanation abilities. Analysis of the responses of three- to six-year-old children and adults showed that comprehension and explanation of all three metaphor types emerge at an early age. Moreover, children's metaphor comprehension and explanation vary by metaphor type: children perform better in understanding and explaining metaphors that structure time in relation to the observer of time (moving-ego, moving-time) than metaphors that structure time without any relation to the observer of time (sequence-as-position-on-a-path). Our findings suggest that children's bodily experiences might play a role in their developing understanding of the abstract concept of time.

We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to a subset of children from Study 1 matched for age and BSL exposure. The two groups' results were comparable in most respects. However, the group with SLI made occasional word-finding errors and gave fewer responses in the first 15 seconds. We conclude that deaf children with SLI do not differ from their controls in terms of the semantic organization of the BSL lexicon, but that they access signs less efficiently.

This study investigated whether and to what extent phonemic abilities of young readers (Grade 5) influence syllabic effects in reading. More precisely, the syllable congruency effect was tested in the lexical decision task combined with masked priming in eleven-year-old children. Target words were preceded by a pseudo-word prime sharing the first three letters that either corresponded to the syllable (congruent condition) or not (incongruent condition). The data showed that the syllable priming effect interacted with the score of phonemic abilities. In children with good phonemic skills, word recognition was delayed in the congruent condition compared to the incongruent condition, while it was speeded up in children with weaker phonemic skills. These findings are discussed in a lexical access model including syllable units.

We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children's learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children's enrichment of nascent word knowledge.

Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support.

This study compared the receptive and expressive language profiles of verbally expressive children and adolescents with Down Syndrome (DS) and those with Fragile X syndrome (FXS) and examined the extent to which these profiles reliably differentiate the diagnostic groups. A total of twenty-four verbal participants with DS (mean age: 12 years), twenty-two verbal participants with FXS (mean age: 12 years), and twenty-seven participants with typical development (TD; mean age = 4 years) completed standardized measures of receptive and expressive vocabulary and grammar, as well as a conversational language sample. Study results indicate that there are distinct DS and FXS language profiles, which are characterized by differences in grammatical ability. The diagnostic groups were not differentiated based on vocabulary performance. This study supports the existence of unique language profiles associated with DS and FXS.

Research on language in individuals with Williams syndrome (WS) has been fueled by persistent theoretical controversies for two decades. These shifted from initial focus on dissociations between language and cognition functions, to examining the paradox of socio-communicative impairments despite high sociability and relatively proficient expressive language. We investigated possible sources of communicative difficulties in WS in a collaborative referential communication game. Five- to thirteen-year-old children with WS were compared to verbal mental age- and to chronological age-matched typically developing children in their ability to consider different types of information to select a speaker's intended referent from an array of items. Significant group differences in attention deployment to object locations, and in the number and types of clarification requests, indicated the use of less efficient and less mature strategies for reference resolution in WS than expected based on mental age, despite learning effects similar to those of the comparison groups, shown as the game progressed.