Judith R Johnston
Biographic Data
| ID | 6200240 |
|---|---|
| NAME | Judith R Johnston |
| GIVEN NAMES | Judith R |
| FAMILY NAME | Johnston |
| SIGNATURE | JOHNSTON J R |
| AFFILIATIONS | Indiana University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
Effects of target attributes on children's patterns of referential under- and over-specification
We examined the effects of object attributes on children's descriptive patterns in a referential communication task. Thirty preschoolers described object pairs that were selected by the experimenter. The targets were defined by shared size or colour, and differed on the non-target dimension in half of the trials. The children also completed a non-verbal reasoning task with analogous stimuli. They selected objects after observing the experimenter …
The development of discourse referencing in Cantonese-speaking children
The ability to make clear reference in connected discourse was examined in children learning Cantonese, a Chinese language where noun phrase constituents, whatever their grammatical role, are omissible from sentences under discourse conditions that are not well-understood. Forty-three typically developing children aged 3;0, 5;0, 7;0 and 12;0 told 16 stories based on picture sequences. A panel of adult native Cantonese speakers was asked to judge …
Comprehension of 'because' and 'so'
This study investigates the role of content familiarity in the comprehension of relational terms. Children aged 3;3 to 5;8 listened to stories and were asked to complete statements containing 'because' or 'so'. Half the stories concerned event sequences that were familiar to the children, and half were accompanied by pictures. When the story content was familiar, half the 3-year-olds and all of the remaining children demonstrated an understanding…
Acquisition of back channel listener responses to adequate messages
Back channel listener responses could be among the last conversational skills acquired. Listener responses (i.e., headnods, umhums) were observed in 36 normal children (12 each at ages 7.5, 9.5, and 11.9 years) in an instructional situation. The frequency of back channel responses increased significantly with age. Additionally, children who provided more listener response demonstrated a significant relationship between back channel responses and …
Acquisition of locative meanings
Studies of locatives suggest regularities in order and age of acquisition, including systematic changes in context of use for behind and in front of . The present investigation extends earlier work by utilizing more naturalistic elicitation procedures and exploring an early use of behind and in front of with large reference objects. Thirty-three children, ages 2; 7 to 4; 7, told puppets where to look for missing objects. Results indicate an order…
Talking about comparisons
This study explores factors other than the concept of comparison which influence the learning of specific comparative adjective forms, namely, ( a ) the nature of the perceptual input, and ( b ) the nature of the event. Thirty subjects, age 4; 5 to 7; 9, were asked to describe objects reflecting various attribute differences in both multiple-object comparison and single-object, dynamic-change tasks. Children used comparative adjectives to talk ab…
The development of locative expressions in English, Italian, Serbo-Croatian and Turkish
The ability of children between the ages of 2; 0 and 4; 8 to produce locative pre- or postpositions was investigated in English, Italian, Serbo-Croatian, and Turkish. Across languages, there was a general order of development: (1) ‘in’, ‘on’, ‘under’, and ‘beside’, (2) ‘between’, ‘back’ and ‘front’ with featured objects, (3) ‘back’ and ‘front’ with non-featured objects. This order of development is discussed in terms of nonlinguistic growth in co…
Acquisition of back channel listener responses to adequate messages
Back channel listener responses could be among the last conversational skills acquired. Listener responses (i.e., headnods, umhums) were observed in 36 normal children (12 each at ages 7.5, 9.5, and 11.9 years) in an instructional situation. The frequency of back channel responses increased significantly with age. Additionally, children who provided more listener response demonstrated a significant relationship between back channel responses and …
The development of locative expressions in English, Italian, Serbo-Croatian and Turkish
The ability of children between the ages of 2; 0 and 4; 8 to produce locative pre- or postpositions was investigated in English, Italian, Serbo-Croatian, and Turkish. Across languages, there was a general order of development: (1) ‘in’, ‘on’, ‘under’, and ‘beside’, (2) ‘between’, ‘back’ and ‘front’ with featured objects, (3) ‘back’ and ‘front’ with non-featured objects. This order of development is discussed in terms of nonlinguistic growth in co…
Talking about comparisons
This study explores factors other than the concept of comparison which influence the learning of specific comparative adjective forms, namely, ( a ) the nature of the perceptual input, and ( b ) the nature of the event. Thirty subjects, age 4; 5 to 7; 9, were asked to describe objects reflecting various attribute differences in both multiple-object comparison and single-object, dynamic-change tasks. Children used comparative adjectives to talk ab…
Acquisition of locative meanings
Studies of locatives suggest regularities in order and age of acquisition, including systematic changes in context of use for behind and in front of . The present investigation extends earlier work by utilizing more naturalistic elicitation procedures and exploring an early use of behind and in front of with large reference objects. Thirty-three children, ages 2; 7 to 4; 7, told puppets where to look for missing objects. Results indicate an order…
Acquisition of back channel listener responses to adequate messages
Back channel listener responses could be among the last conversational skills acquired. Listener responses (i.e., headnods, umhums) were observed in 36 normal children (12 each at ages 7.5, 9.5, and 11.9 years) in an instructional situation. The frequency of back channel responses increased significantly with age. Additionally, children who provided more listener response demonstrated a significant relationship between back channel responses and …
Comprehension of 'because' and 'so'
This study investigates the role of content familiarity in the comprehension of relational terms. Children aged 3;3 to 5;8 listened to stories and were asked to complete statements containing 'because' or 'so'. Half the stories concerned event sequences that were familiar to the children, and half were accompanied by pictures. When the story content was familiar, half the 3-year-olds and all of the remaining children demonstrated an understanding…
The development of discourse referencing in Cantonese-speaking children
The ability to make clear reference in connected discourse was examined in children learning Cantonese, a Chinese language where noun phrase constituents, whatever their grammatical role, are omissible from sentences under discourse conditions that are not well-understood. Forty-three typically developing children aged 3;0, 5;0, 7;0 and 12;0 told 16 stories based on picture sequences. A panel of adult native Cantonese speakers was asked to judge …
Effects of target attributes on children's patterns of referential under- and over-specification
We examined the effects of object attributes on children's descriptive patterns in a referential communication task. Thirty preschoolers described object pairs that were selected by the experimenter. The targets were defined by shared size or colour, and differed on the non-target dimension in half of the trials. The children also completed a non-verbal reasoning task with analogous stimuli. They selected objects after observing the experimenter …
Psychology (7 works) · Linguistics (6 works) · Cognitive psychology (5 works) · Child and Animal Learning Development (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Language Development and Disorders (3 works) · Language, Discourse, Communication Strategies (3 works) · Language, Metaphor, and Cognition (3 works) · EFL/ESL Teaching and Learning (2 works)