Letitia R Naigles
Dados Biográficos
| ID | 5757627 |
|---|---|
| NOME | Letitia R Naigles |
| PRENOMES | Letitia R |
| SOBRENOME | Naigles |
| ASSINATURA | NAIGLES L R |
| AFILIAÇÕES | University of Connecticut |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1995 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
From Noun Bias to Verb Sensitivity
This paper examines whether noun bias serves as an early default mechanism in lexical acquisition among Japanese toddlers, despite Japanese being categorized as a “verb-friendly” language. In Experiment 1, using two complementary methods—the Japanese MacArthur–Bates Communicative Development Inventory and an Intermodal Preferential Looking (IPL) study—we investigated developmental changes in word-mapping tendencies among two age groups of Japanes…
Associations Between Joint Attention, Supported Joint Engagement and Language in TD Children and Children with ASD
Joint Attention (JA) and Supported Joint Engagement (Supported JE) have each been reported to predict later language development in typically developing (TD) children and children with Autism Spectrum Disorder (ASD). In this longitudinal study including 33 TD children (20 months at V1) and 30 children with ASD (33 months at V1), the contributions of JA and Supported JE to later language, assessed via standardized tests and spontaneous speech, wer…
Children with ASD use joint attention and linguistic skill in pronoun development
Producing pronouns involves linguistic and social-cognitive knowledge because children must learn words and understand pronouns’ changing referents. This study examined pronoun production longitudinally in young children with autism spectrum disorder (ASD; n = 15), whose social-cognition might impair pronoun use, and in typically developing (TD; n = 18) children. Modeling the effect of joint attention (JA; a social-cognitive factor) and a name bi…
Phonetic discrimination mediates the relationship between auditory brainstem response stability and syntactic performance
The Input to Verb Learning in Mandarin Chinese
The authors investigated the role of syntax in verb learning in Mandarin Chinese, which allows pervasive ellipsis of noun arguments. Two questions were investigated using the Beijing corpus on CHILDES: (a) Does the input to young children manifest syntactic-semantic correspondences as needed for acquiring verb meanings? (b) Are verbs presented in multiple frames? Over 6,000 child-directed utterances were parsed. Analyses revealed that transitive …
Preschool children pay attention to their addressees
The aim of this study was to examine whether preschool children take the gender of the addressee into account when disputing during peer exchanges. There are mixed findings on whether young children take their listeners into account (termed audience design); very little is known about whether the gender of the addressee is an influential variable on children's use of language, particularly during disputes. It was hypothesized that preschool child…
Input to verb learning
The theory of syntactic bootstrapping proposes that children use the syntactic frames in which verbs are presented as a source of information about their meaning. The purpose of this study was to investigate the extent to which maternal type and diversity of verb frames are consistent with the requirements of that theory. The uses of 25 common verbs in the speech of 57 mothers to their 1- to 2-year-old children were tabulated and parsed for synta…
Input to verb learning
The theory of syntactic bootstrapping proposes that children use the syntactic frames in which verbs are presented as a source of information about their meaning. The purpose of this study was to investigate the extent to which maternal type and diversity of verb frames are consistent with the requirements of that theory. The uses of 25 common verbs in the speech of 57 mothers to their 1- to 2-year-old children were tabulated and parsed for synta…
Preschool children pay attention to their addressees
The aim of this study was to examine whether preschool children take the gender of the addressee into account when disputing during peer exchanges. There are mixed findings on whether young children take their listeners into account (termed audience design); very little is known about whether the gender of the addressee is an influential variable on children's use of language, particularly during disputes. It was hypothesized that preschool child…
The Input to Verb Learning in Mandarin Chinese
The authors investigated the role of syntax in verb learning in Mandarin Chinese, which allows pervasive ellipsis of noun arguments. Two questions were investigated using the Beijing corpus on CHILDES: (a) Does the input to young children manifest syntactic-semantic correspondences as needed for acquiring verb meanings? (b) Are verbs presented in multiple frames? Over 6,000 child-directed utterances were parsed. Analyses revealed that transitive …
Preschool children pay attention to their addressees
The aim of this study was to examine whether preschool children take the gender of the addressee into account when disputing during peer exchanges. There are mixed findings on whether young children take their listeners into account (termed audience design); very little is known about whether the gender of the addressee is an influential variable on children's use of language, particularly during disputes. It was hypothesized that preschool child…
Input to verb learning
The theory of syntactic bootstrapping proposes that children use the syntactic frames in which verbs are presented as a source of information about their meaning. The purpose of this study was to investigate the extent to which maternal type and diversity of verb frames are consistent with the requirements of that theory. The uses of 25 common verbs in the speech of 57 mothers to their 1- to 2-year-old children were tabulated and parsed for synta…
The Input to Verb Learning in Mandarin Chinese
The authors investigated the role of syntax in verb learning in Mandarin Chinese, which allows pervasive ellipsis of noun arguments. Two questions were investigated using the Beijing corpus on CHILDES: (a) Does the input to young children manifest syntactic-semantic correspondences as needed for acquiring verb meanings? (b) Are verbs presented in multiple frames? Over 6,000 child-directed utterances were parsed. Analyses revealed that transitive …
Children with ASD use joint attention and linguistic skill in pronoun development
Producing pronouns involves linguistic and social-cognitive knowledge because children must learn words and understand pronouns’ changing referents. This study examined pronoun production longitudinally in young children with autism spectrum disorder (ASD; n = 15), whose social-cognition might impair pronoun use, and in typically developing (TD; n = 18) children. Modeling the effect of joint attention (JA; a social-cognitive factor) and a name bi…
Phonetic discrimination mediates the relationship between auditory brainstem response stability and syntactic performance
Associations Between Joint Attention, Supported Joint Engagement and Language in TD Children and Children with ASD
Joint Attention (JA) and Supported Joint Engagement (Supported JE) have each been reported to predict later language development in typically developing (TD) children and children with Autism Spectrum Disorder (ASD). In this longitudinal study including 33 TD children (20 months at V1) and 30 children with ASD (33 months at V1), the contributions of JA and Supported JE to later language, assessed via standardized tests and spontaneous speech, wer…
From Noun Bias to Verb Sensitivity
This paper examines whether noun bias serves as an early default mechanism in lexical acquisition among Japanese toddlers, despite Japanese being categorized as a “verb-friendly” language. In Experiment 1, using two complementary methods—the Japanese MacArthur–Bates Communicative Development Inventory and an Intermodal Preferential Looking (IPL) study—we investigated developmental changes in word-mapping tendencies among two age groups of Japanes…
Psychology (6 obras) · Language Development and Disorders (5 obras) · Linguistics (5 obras) · Cognitive psychology (4 obras) · Developmental psychology (4 obras) · Reading and Literacy Development (4 obras) · Autism (3 obras) · Syntax (3 obras) · Verb (3 obras) · Autism spectrum disorder (2 obras)