Young children's language experiences and language outcomes are highly variable. Research in recent decades has focused on understanding the extent to which family socioeconomic status (SES) relates to parents' language input to their children and, subsequently, children's language learning. Here, we first review research demonstrating differences in the quantity and quality of language that ch...

The talk children hear from their primary caregivers predicts the size of their vocabularies. But children who spend time with multiple individuals also hear talk that others direct to them, as well as talk not directed to them at all. We investigated the effect of linguistic input on vocabulary acquisition in children who routinely spent time with one vs. multiple individuals. For all children...

We investigate implicit corrections in the form of contrastive discourse in childadult interaction, which have been argued to contribute to language learning. In contrast to previous work in psycholinguistics, we adopt a data-driven methodology, using comparably large amounts of data and leveraging computational methods. We conduct a corpus study on the use of parental corrective feedback and s...

OBJECTIVES This study examined the ability of prelingually deaf children with bilateral implants to identify emotion (i.e. happiness or sadness) in speech and music. METHODS Participants in Experiment 1 were 14 prelingually deaf children from 5-7 years of age who had bilateral implants and 18 normally hearing children from 4-6 years of age. They judged whether linguistically neutral utterance...