Caroline Rowland
Biographic Data
| ID | 7350309 |
|---|---|
| NAME | Caroline Rowland |
| GIVEN NAMES | Caroline |
| FAMILY NAME | Rowland |
| SIGNATURE | ROWLAND C |
| AFFILIATIONS | Max Planck Institute for Psycholinguistics |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The separability of early vocabulary and grammar knowledge
We use novel statistical methods to study the separability of vocabulary and grammar. • Vocabulary and grammar are partially separable by two years of age. • This is an important developmental benchmark for models of language acquisition. A long-standing question in language development concerns the nature of the relationship between early lexical and grammatical knowledge. The very strong correlation between the two has led some to argue that le…
Establishing the reliability of metrics extracted from long-form recordings using Lena and the Aclew pipeline
Long-form audio recordings are increasingly used to study individual variation, group differences, and many other topics in theoretical and applied fields of developmental science, particularly for the description of children's language input (typically speech from adults) and children's language output (ranging from babble to sentences). The proprietary LENA software has been available for over a decade, and with it, users have come to rely on d…
Children’s engagement and caregivers’ use of language-boosting strategies during shared book reading: A mixed methods approach
For shared book reading to be effective for language development, the adult and child need to be highly engaged. The current paper adopted a mixed-methods approach to investigate caregiver’s language-boosting behaviours and children’s engagement during shared book reading. The results revealed there were more instances of joint attention and caregiver’s use of prompts during moments of higher engagement. However, instances of most language-boosti…
Verb argument structure overgeneralisations for the English intransitive and transitive constructions: Grammaticality judgments and production priming
We used a multi-method approach to investigate how children avoid (or retreat from) argument structure overgeneralisation errors (e.g., * You giggled me ). Experiment 1 investigated how semantic and statistical constraints (preemption and entrenchment) influence children’s and adults’ judgments of the grammatical acceptability of 120 verbs in transitive and intransitive sentences. Experiment 2 used syntactic priming to elicit overgeneralisation e…
Chunks of phonological knowledge play a significant role in children’s word learning and explain effects of neighborhood size, phonotactic probability, word frequency and word length
Evaluating the Effectiveness of a ‘Real‐World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial
Background Shared reading interventions can impact positively on preschool children's language development and on their caregiver's attitudes/behaviours towards reading. However, a number of barriers may discourage families from engaging with these interventions, particularly families from lower socio‐economic status (SES) backgrounds. We investigated how families from such backgrounds responded to an intervention designed explicitly to overcome …
Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability
The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-o…
A thorough evaluation of the Language Environment Analysis (Lena) system
The impact of shared book reading on children's language skills: A meta-analysis
Barriers and solutions to participation in family-based education interventions
The fact that many sub-populations do not take part in research, especially participants from lower socioeconomic (SES) backgrounds, is a serious problem in education research. To increase the participation of such groups we must discover what social, economic and practical factors prevent participation, and how to overcome these barriers. In the current paper, we review the literature on this topic, before describing a case study that demonstrat…
The acquisition of questions with long-distance dependencies
A number of researchers have claimed that questions and other constructions with long distance dependencies (LDDs) are acquired relatively early, by age 4 or even earlier, in spite of their complexity. Analysis of LDD questions in the input available to children suggests that they are extremely stereotypical, raising the possibility that children learn lexically specific templates such as WH do you think S-GAP? rather than general rules of the ki…
Observational and checklist measures of vocabulary composition: What do they mean
Observational and checklist measures of vocabulary composition have both recently been used to look at the absolute proportion of nouns in children's early vocabularies. However, they have tended to generate rather different results. The present study is an attempt to investigate the relationship between such measures in a sample of 26 children between 1;1 and 2;1 at approximately 50 and 100 words. The results show that although observational and…
The acquisition of questions with long-distance dependencies
A number of researchers have claimed that questions and other constructions with long distance dependencies (LDDs) are acquired relatively early, by age 4 or even earlier, in spite of their complexity. Analysis of LDD questions in the input available to children suggests that they are extremely stereotypical, raising the possibility that children learn lexically specific templates such as WH do you think S-GAP? rather than general rules of the ki…
Observational and checklist measures of vocabulary composition: What do they mean
Observational and checklist measures of vocabulary composition have both recently been used to look at the absolute proportion of nouns in children's early vocabularies. However, they have tended to generate rather different results. The present study is an attempt to investigate the relationship between such measures in a sample of 26 children between 1;1 and 2;1 at approximately 50 and 100 words. The results show that although observational and…
The acquisition of questions with long-distance dependencies
A number of researchers have claimed that questions and other constructions with long distance dependencies (LDDs) are acquired relatively early, by age 4 or even earlier, in spite of their complexity. Analysis of LDD questions in the input available to children suggests that they are extremely stereotypical, raising the possibility that children learn lexically specific templates such as WH do you think S-GAP? rather than general rules of the ki…
The impact of shared book reading on children's language skills: A meta-analysis
Barriers and solutions to participation in family-based education interventions
The fact that many sub-populations do not take part in research, especially participants from lower socioeconomic (SES) backgrounds, is a serious problem in education research. To increase the participation of such groups we must discover what social, economic and practical factors prevent participation, and how to overcome these barriers. In the current paper, we review the literature on this topic, before describing a case study that demonstrat…
Evaluating the Effectiveness of a ‘Real‐World' Shared Reading Intervention for Preschool Children and Their Families: A Randomised Controlled Trial
Background Shared reading interventions can impact positively on preschool children's language development and on their caregiver's attitudes/behaviours towards reading. However, a number of barriers may discourage families from engaging with these interventions, particularly families from lower socio‐economic status (SES) backgrounds. We investigated how families from such backgrounds responded to an intervention designed explicitly to overcome …
Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability
The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised controlled trial, we evaluated the efficacy of a parent-delivered intervention intended to promote four-year-o…
A thorough evaluation of the Language Environment Analysis (Lena) system
Verb argument structure overgeneralisations for the English intransitive and transitive constructions: Grammaticality judgments and production priming
We used a multi-method approach to investigate how children avoid (or retreat from) argument structure overgeneralisation errors (e.g., * You giggled me ). Experiment 1 investigated how semantic and statistical constraints (preemption and entrenchment) influence children’s and adults’ judgments of the grammatical acceptability of 120 verbs in transitive and intransitive sentences. Experiment 2 used syntactic priming to elicit overgeneralisation e…
Chunks of phonological knowledge play a significant role in children’s word learning and explain effects of neighborhood size, phonotactic probability, word frequency and word length
Children’s engagement and caregivers’ use of language-boosting strategies during shared book reading: A mixed methods approach
For shared book reading to be effective for language development, the adult and child need to be highly engaged. The current paper adopted a mixed-methods approach to investigate caregiver’s language-boosting behaviours and children’s engagement during shared book reading. The results revealed there were more instances of joint attention and caregiver’s use of prompts during moments of higher engagement. However, instances of most language-boosti…
Establishing the reliability of metrics extracted from long-form recordings using Lena and the Aclew pipeline
Long-form audio recordings are increasingly used to study individual variation, group differences, and many other topics in theoretical and applied fields of developmental science, particularly for the description of children's language input (typically speech from adults) and children's language output (ranging from babble to sentences). The proprietary LENA software has been available for over a decade, and with it, users have come to rely on d…
The separability of early vocabulary and grammar knowledge
We use novel statistical methods to study the separability of vocabulary and grammar. • Vocabulary and grammar are partially separable by two years of age. • This is an important developmental benchmark for models of language acquisition. A long-standing question in language development concerns the nature of the relationship between early lexical and grammatical knowledge. The very strong correlation between the two has led some to argue that le…
Psychology (11 works) · Language Development and Disorders (9 works) · Reading and Literacy Development (9 works) · Computer Science (8 works) · Linguistics (7 works) · Cognitive psychology (5 works) · Developmental psychology (5 works) · Artificial Intelligence (4 works) · Language acquisition (4 works) · Mathematics (4 works)