Language and age effects in children's processing of word order

We compare the processing of transitive sentences in young learners of a strict word order language (English) and two languages that allow noun omissions and many variant word orders: Turkish, a case-marked language, and Mandarin Chinese, a non case-marked language. Children aged 1–3 years listened to simple transitive sentences in the typical word order of their language, paired with two visual scenes, only one of which matched the sentence. Multiple measures of comprehension (percent of looking to match, latency to look to match, number of switches of attention) revealed a general pattern of early sensitivity to word order, coupled with language and age effects in children's processing efficiency. In particular, English learners showed temporally speedier processing of transitive sentences than Turkish learners, who also displayed more uncertainty about the matching scene. Mandarin learners behaved like Turkish learners in showing slower processing of sentences, and all language groups displayed faster processing by older than younger children. These results demonstrate that sentence processing is sensitive to crosslinguistic features beginning early in language development.     

Rapid word learning in 13- and 17-month-olds in a naturalistic two-word procedure: looking versus reaching measures

This study investigated infants’ rapid learning of two novel words using a preferential looking measure compared with a preferential reaching measure. In Experiment 1, 21 13-month-olds and 20 17-month-olds were given 12 novel label exposures (6 per trial) for each of two novel objects. Next, in the label comprehension tests, infants were shown both objects and were asked, “Where’s the [label]?” (looking preference) and then told, “Put the [label] in the basket” (reaching preference). Only the 13-month-olds showed rapid word learning on the looking measure; neither age group showed rapid word learning on the reaching measure. In Experiment 2, the procedure was repeated 24 h later with 10 participants per age group from Experiment 1. After a further 12 labels per object, both age groups now showed robust evidence of rapid word learning, but again only on the looking measure. This is the earliest looking-based evidence of rapid word learning in infants in a well-controlled (i.e., two-word) procedure; our failure to replicate previous reports of rapid word learning in 13-month-olds with a preferential reaching measure may be due to our use of more rigorous controls for object preferences. The superior performance of the younger infants on the looking measure in Experiment 1 was not straightforwardly predicted by existing theoretical accounts of word learning.     

The thematic hierarchy in sentence comprehension: A study on the interaction between verb class and word order in Spanish

Linking is the theory that captures the mapping of the semantic roles of lexical arguments to the syntactic functions of the phrases that realize them. At the sentence level, linking allows us to understand “who did what to whom” in an event. In Spanish, linking has been shown to interact with word order, verb class, and case marking. The current study aims to provide the first piece of experimental evidence about the interplay between word order and verb type in Spanish. We achieve this by adopting role and reference grammar and the extended argument dependency model. Two different types of clauses were examined in a self-paced reading task: clauses with object–experiencer psychological verbs and activity verbs. These types of verbs differ in the way that their syntactic and semantic structures are linked, and thus they provide interesting evidence on how information that belongs to the syntax–semantics interface might influence the predictive and integrative processes of sentence comprehension with alternative word orders. Results indicate that in Spanish, comprehension and processing speed is enhanced when the order of the constituents in the sentence mirrors their ranking on a semantic hierarchy that encodes a verb's lexical semantics. Moreover, results show that during online comprehension, predictive mechanisms based on argument hierarchization are used rapidly to inform the processing system. Our findings corroborate already existing cross-linguistic evidence on the issue and are briefly discussed in the light of other sentence-processing models.     

Behavioral and Emotional Problems in Young Preschoolers: Cross-Cultural Testing of the Validity of the Child Behavior Checklist/2-3

The cross-cultural validity of the Child Behavior Checklist for Ages 2-3 (CBCL/2-3) was tested in three Dutch samples of children referred to mental health services, from the general population, and from a twin study. Six scales were derived from factor analyses and labeled Oppositional, Aggressive, and Overactive, which constituted a broadband Externalizing grouping; Withdrawn/Depressed and Anxious, which constituted a broadband Internalizing grouping; and Sleep Problems. Internal consistencies of the scales, their test-retest reliabilities, interparent agreement, discriminative power, predictive relations with problem ratings 2 years later, and relations to other instruments designed to measure general development and behavior problems were adequate, and highly comparable to psychometric properties in American samples. It was concluded that across languages and cultures behavioral/emotional problems of young preschoolers may be adequately assessed with the CBCL/2-3.     

Testing the domain-specificity of a theory of mind deficit in brain-injured patients: evidence for consistent performance on non-verbal, "reality-unknown" false belief and false photograph tasks

To test the domain-specificity of "theory of mind" abilities we compared the performance of a case-series of 11 brain-lesioned patients on a recently developed test of false belief reasoning () and on a matched false photograph task, which did not require belief reasoning and which addressed problems with existing false photograph methods. A strikingly similar pattern of performance was shown across the false belief and false photograph tests. Patients who were selectively impaired on false belief tasks were also impaired on false photograph tasks; patients spared on false belief tasks also showed preserved performance with false photographs. In some cases the impairment on false belief and false photograph tasks coincided with good performance on control tasks matched for executive demands. We discuss whether the patients have a domain-specific deficit in reasoning about representations common to both false belief and false photograph tasks.