Modified items

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children's learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children's language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child's development or vocabulary development benefited from intense caregiver-child interaction during lockdown.

Anaphoric pronoun resolution in spoken language has been shown to be influenced by the first mention bias. While this bias has been well investigated in spoken languages, less is known about a similar bias in sign languages. In sign languages, pronominal pointing signs (index) are directed towards referential locations in the signing space typically associated with discourse referents. In German Sign Language (DGS), signers follow an ipsi-contralateral default pattern while tracking referents, i.e., the first referent is associated with the ipsilateral and the second referent with the contralateral area of the signing space. Hence, directing a pronoun to either the ipsi- or the contralateral side of the signing space refers to either the first or the second discourse referent. The present event-related potential study reanalyzes the data fromWienholz et al. (2018) and examines the first mention effect during pronoun resolution in ambiguous contexts in DGS. The original study presented participants with sentence sets containing two referents without overt localization in the first and a sentence-initial pronominal index sign in the second sentence directed to either the ipsilateral or contralateral side of the signing space. Based on the direction of the index sign, our analysis reveals an N400 for contralateral index signs suggesting increased processing costs triggered by a violation of the first mention effect. Thus, the current study provides first experimental evidence for a first mention effect in DGS and highlights the modality-independent nature of this effect.

Adult language users can infer the meaning of a previously unfamiliar word from a single exposure to this word in a semantically and thematically constrained context, henceforth, predictive context (Borovsky, Elman, & Kutas, 2012; Borovsky et al., 2010). Children use predictive contexts to anticipate upcoming stimuli (Mani & Huettig, 2012; Borovsky et al., 2012), but the extent to which they rely on prediction to learn novel word forms is unclear (Gambi et al., 2016). Here, we examine children’s one shot learning from predictive contexts using a modified version of the one-shot learning ERP paradigm for children aged 7-13 years. In a first learning phase, we presented audio recordings of expected words and unexpected novel pseudowords in strongly and weakly constraining sentence contexts. In the following priming phase, the same recorded words and pseudowords were used as primes to identical/synonymous, related, and unrelated target words. We measured N400 modulations to the word and pseudoword continuations in the learning phase and to the identical/synonymous, related, or unrelated target words in the priming phase. When initially presented in strongly constraining sentences, novel pseudowords primed synonymous targets equally well as word primes of the same intended meaning. This pattern was particularly pronounced in older children. Our findings suggest that, around early adolescence, children can use single exposures to constraining contexts to infer the meaning of novel words and to integrate these novel words in their lexicons.