Yuriko Oshima-Takane

Datos Biográficos

ID8525459
NOMBREYuriko Oshima-Takane
NOMBRESYuriko
APELLIDOOshima-Takane
FIRMAOSHIMA-TAKANE Y
AFILIACIONESMcGill University
VERIFICADONo
TOTAL DE OBRAS14
TOTAL DE CITAS0
TOTAL COMO AUTOR14
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1988
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H0

  • Month-Old infants’ Use of Noun and Verb Morphosyntactic Cues in Novel Word Learning in Dynamic Events

    Yuriko Oshima-Takane, Yuriko Oshima‐TakaneARTICLELanguage Learning and Development2024

    Using a habituation paradigm with a three-switch design, the present study investigated whether 20-month-old French-learning infants use noun and verb morphosyntactic cues to learn novel words in dynamic events differentially when both the agent and the action interpretations are possible. Of particular interest was whether infants’ initial interpretation of novel nouns referring to novel animate objects in dynamic events includes not only the no…

  • Comprehension of Null and Pronominal Object Sentences in Japanese-speaking Children

    Yuko Okumura, Yuriko Oshima-Takane et al.ARTICLELanguage Learning and Development2023

    In successful communication, it is critical to have the ability to identify what a speaker is referring to from previously mentioned information. This ability requires the identification of the topic initially introduced by lexical forms and its continuity in discourse expressed by anaphora such as null and pronominal forms in the subsequent sentences. While Japanese-speaking children are frequently provided with pronominal and null forms, especi…

  • The acquisition of argument structures of intransitive and transitive verbs in Japanese

    Open AccessYuhko Kayama, Yuriko Oshima-Takane et al.ARTICLEFirst Language2022

    The present study investigated the role of morphosyntactic information in the acquisition of transitive and intransitive verb argument structures (VAS) in the Japanese language, which allows massive omissions of arguments and case markers. In particular, we investigated how the ‘variation sets’ proposed by Küntay and Slobin work in Japanese. Longitudinal interaction data from three Japanese-speaking mother–child pairs were collected at five diffe…

  • Children’s Initial Understanding of the Related Meanings of Polysemous Noun-Verb Pairs

    Marie Lippeveld, Yuriko Oshima-Takane et al.ARTICLELanguage Learning and Development2020

    The cross-categorical use of nouns and verbs poses a challenging problem to young language learners because they are known to be less willing to accept that a single form of a word be used for more than one linguistic purpose (e.g., one-form/one-function principle). The present study investigated whether children under 3 years of age are able to quickly understand the cross-categorical use of object-function denoting nouns (e.g., This is a nice b…

  • Developmental Sentence Scoring for Japanese

    Open AccessSusanne Miyata, Brian Macwhinney et al.ARTICLEFirst Language2013

    This article reports on the development and use of the Developmental Sentence Scoring for Japanese (DSSJ), a new morpho-syntactical measure for Japanese constructed after the model of Lee’s English Developmental Sentence Scoring model. Using this measure, the authors calculated DSSJ scores for 84 children divided into six age groups between 2;8 and 5;2 on the basis of 100-sentence samples collected from free-play child–adult conversations. The an…

  • Early verb learning in 20-month-old Japanese-speaking children

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐Takane et al.ARTICLEJournal of Child Language2011

    The present study investigated whether children's representations of morphosyntactic information are abstract enough to guide early verb learning. Using an infant-controlled habituation paradigm with a switch design, Japanese-speaking children aged 1 ; 8 were habituated to two different events in which an object was engaging in an action. Each event was paired with a novel word embedded in a single intransitive verb sentence frame. The results in…

  • A Cross-Linguistic Study of Word-Mapping in 18- to 20-Month-Old Infants

    Open AccessMarina Katerelos, Diane Poulin‐duboi et al.ARTICLEInfancy2011

    This study was designed to examine whether infants acquiring languages that place a differential emphasis on nouns and verbs, focus their attention on motions or objects in the presence of a novel word. An infant-controlled habituation paradigm was used to teach 18- to 20-month-old English-, French-, and Japanese-speaking infants' novel words for events. Infants were habituated to two word-event pairings and then presented with new combinations t…

  • The development of referential choice in English and Japanese

    Open AccessA M SONIA GUERRIERO, Yuriko Oshima-Takane et al.ARTICLEJournal of Child Language2006

    The present research investigated whether children's referential choices for verb arguments are motivated by pragmatic features of discourse referents across different developmental stages, not only for children learning null argument languages but also for those learning overt argument languages. In Study 1, the form (null, pronominal, or lexical) and referential status (given or new) of verb arguments were systematically analysed in six English…

  • Linguistic Environment of Secondborn Children

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐Takane et al.ARTICLEFirst Language2003

    The present study investigated whether the presence of an older sibling affects the language secondborn children hear. In particular, we investigated whether mothers' distribution of language across the three functional categories of metalingual, referential and social-regulative would differ from a mother-child dyadic to a mother-child-sibling triadic context, in support of Nelson's (1981) hypothesis. In addition, we investigated how older sibli…

  • The learning of first and second person pronouns in English

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐Takane et al.ARTICLEJournal of Child Language1999

    Although most English-speaking children master the correct use of first and second person pronouns by three years, some children show persistent reversal errors in which they refer to themselves as you and to others as me . Recently, such differences have been attributed to the relative availability of overheard speech during the learning process. The present study tested this proposal with feed-forward neural networks learning these pronouns. Ne…

  • Nominal and pronominal reference in maternal speech during the later stages of language acquisition

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐Takane et al.ARTICLEFirst Language1996

    Ten English-speaking mother-child pairs were videotaped at 21, 24, 30 and 36 months of age in 25-minute free-play interactions to investigate mothers' use of proper names and their use of personal pronouns during the child's second and third years. The results revealed that mothers' unconventional nominal reference to speaker and addressee decreased, as their consistent pronominal reference increased with the age of their children. In addition, t…

  • Development of possessive forms in English-speaking children

    Yuriko Oshima-Takane, Yuriko Oshima‐TakaneARTICLEJapanese Psychological Research1995

    The present study examines the development of linguistic forms which children use to refer to others or themselves as possessor. Language data on 65 English-speaking children between 15 and 29 months of age were collected from two sources:(1) a 50-minute speech sample on audiotape, and (2) a parent interview on the spontaneous use of possessive forms in daily speech. The data indicate that children begin to express the relationship between posses…

  • Analysis of pronominal errors

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐TakaneARTICLEJournal of Child Language1992

    The present paper reports a case-study of a normally developing boy who made pronominal errors for about ten months. Comprehension and production of first- and second-person pronouns were longitudinally examined from 1; 7 to 2; 10 to test three hypotheses concerning pronominal errors: pronominal errors are a result of either ( a ) semantic confusion, ( b ) simple imitation, or ( c ) confusion between self and others. The results showed that the c…

  • Children learn from speech not addressed to them

    Open AccessYuriko Oshima-Takane, Yuriko Oshima‐TakaneARTICLEJournal of Child Language1988

    A modelling experiment was conducted to determine if children would benefit from observing speech not addressed to them in discovering the correct use of first and second pronouns. Imitative behaviours of 18 English-speaking children who were about to learn personal pronouns were analysed under two modelling conditions. The non-addressee condition provided the child with systematic opportunities to observe the parents saying me/you with pointing …