Although it is well documented that children undergo a productive vocabulary spurt late in the second year, it is unclear whether this development is accompanied by equally significant advances in receptive word processing. In the present study, we tested an electrophysiological procedure for assessing receptive word learning in young children, and the impact of productive vocabulary size for performance in this task. We found that 20-month-olds with high productive vocabularies displayed an N400 incongruity effect to violations of trained associations between novel words and pictures, whereas 20-month-olds with low productive vocabularies did not. However, both high and low producers showed an N400 effect for common real words paired with an incongruous object. These findings indicate that there may be substantial differences in receptive fast mapping efficiency between typically developing children who have reached a productive vocabulary spurt and typically developing children who have not yet reached this productive spurt.

Left-hemispheric language dominance has been suggested by observations in patients with brain damages as early as the 19th century, and has since been confirmed by modern behavioural and brain imaging techniques. Nevertheless, most of these studies have been conducted in small samples with predominantly Anglo-American background, thus limiting generalization and possible differences between cultural and linguistic backgrounds may be obscured. To overcome this limitation, we conducted a global dichotic listening experiment using a smartphone application for remote data collection. The results from over 4,000 participants with more than 60 different language backgrounds showed that left-hemispheric language dominance is indeed a general phenomenon. However, the degree of lateralization appears to be modulated by linguistic background. These results suggest that more emphasis should be placed on cultural/linguistic specificities of psychological phenomena and on the need to collect more diverse samples.

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Statistical learning (SL) studies have shown that participants are able to extract regularities in input they are exposed to without any instruction to do so. This and other findings, such as the fact that participants are often unable to verbalize their acquired knowledge, suggest that SL can occur implicitly or incidentally. Interestingly, several studies using the related paradigms of artificial grammar learning and serial response time tasks have shown that explicit instructions can aid learning under certain conditions. Within the SL literature, however, very few studies have contrasted incidental and intentional learning conditions. The aim of the present study was to investigate the effect of having prior knowledge of the statistical regularities in the input when undertaking a task of visual sequential SL. Specifically, we compared the degree of SL exhibited by participants who were informed (intentional group) versus those who were uninformed (incidental group) about the presence of embedded triplets within a familiarization stream. Somewhat surprisingly, our results revealed that there were no statistically significant differences (and only a small effect size) in the amount of SL exhibited between the intentional versus the incidental groups. We discuss the ways in which this result can be interpreted and suggest that short presentation times for stimuli in the familiarization stream in our study may have limited the opportunity for explicit learning. This suggestion is in line with recent research revealing a statistically significant difference (and a large effect size) between intentional versus incidental groups using a very similar visual sequential SL task, but with longer presentation times. Finally, we outline a number of directions for future research.

Learners of most languages are faced with the task of acquiring words to talk about number and quantity. Much is known about the order of acquisition of number words as well as the cognitive and perceptual systems and cultural practices that shape it. Substantially less is known about the acquisition of quantifiers. Here, we consider the extent to which systems and practices that support number word acquisition can be applied to quantifier acquisition and conclude that the two domains are largely distinct in this respect. Consequently, we hypothesize that the acquisition of quantifiers is constrained by a set of factors related to each quantifier's specific meaning. We investigate competence with the expressions for "all," "none," "some," "some…not," and "most" in 31 languages, representing 11 language types, by testing 768 5-y-old children and 536 adults. We found a cross-linguistically similar order of acquisition of quantifiers, explicable in terms of four factors relating to their meaning and use. In addition, exploratory analyses reveal that languageand learner-specific factors, such as negative concord and gender, are significant predictors of variation.language acquisition | universals | quantifiers | semantics | pragmatics N umber words and quantifiers are abstract words that denote properties of sets rather than individuals. Twoness and allness in "two/all of the black cats in the street" are not true of any individual cat, whereas blackness and catness are. Children display knowledge of number words and quantifiers around their second birthday, comparatively long after they have acquired concrete nouns (1, 2). As far as number words are concerned, a range of cognitive and perceptual systems supports their acquisition.These systems include an object-tracking system, which enables the precise representation of small quantities, and an analog magnitude system, which enables imprecise and approximate comparisons (1), SignificanceAlthough much research has been devoted to the acquisition of number words, relatively little is known about the acquisition of other expressions of quantity. We propose that the order of acquisition of quantifiers is related to features inherent to the meaning of each term. Four specific dimensions of the meaning and use of quantifiers are found to capture robust similarities in the order of acquisition of quantifiers in similar ways across 31 languages, representing 11 language types.

Objectives: This longitudinal study followed the language development of children who received the combination of early (5 to 18 months) and simultaneous bilateral cochlear implants (CIs) throughout the first 6 years after implantation. It examined the trajectories of their language development and identified factors associated with language outcomes. Design: Participants were 21 Norwegian children who received bilateral CIs between the ages of 5 and 18 mo and 21 children with normal hearing (NH) who were matched to the children with CIs on age, sex, and maternal education. The language skills of these two groups were compared at 10 time points (3, 6, 9, 12, 18, 24, 36, 48, 60, and 72 months after implantation) using parent reports and standardized measures of general language skills, vocabulary, and grammar. In addition, assessments were made of the effects of age at CI activation, speech recognition abilities, and mothers’ education on language outcomes 6 years after implantation. Results: During the first 4 years after implantation, the gap in general expressive and receptive language abilities between children with CIs and children with NH gradually closed. While at the initial five to six assessments (3 to 36 months after implantation), significant differences between children with CIs and children with NH were observed; at 4 years after implantation, there were no longer any significant group differences in general language skills and most children with CIs achieved scores within 1 SD of the tests’ normative means. From 2 to 3 years after implantation onward, expressive vocabulary and receptive grammar skills of children with CIs were similar to those of the reference group. However, from 4 years after implantation until the end of the observation period, 6 years after implantation, expressive grammar skills of children with CIs were lower than those of children with NH. In addition, a gap in receptive vocabulary appeared and grew increasingly larger from 4 to 6 years postimplantation. At the final assessment, the children with CIs had an average receptive vocabulary score around 1 SD below the normative mean. Regression analysis indicated that the children’s language outcomes at 6 years after implantation were related to their speech recognition skills, age at CI activation, and maternal education. Conclusions: In the first 4 years after implantation, the language performance of children with CIs became increasingly similar to that of their NH peers. However, between 4 and 6 years after implantation, there were indications of challenges with certain aspects of language, specifically receptive vocabulary and expressive grammar. Because these challenges first appeared after the 4-year assessment, the findings underline the importance of long-term language intervention to increase the chances of a continued language development comparable to that of NH peers. They also indicate that there is a need for com...

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