Alex De Carvalho
Dados Biográficos
| ID | 3900074 |
|---|---|
| NOME | Alex De Carvalho |
| PRENOMES | Alex |
| SOBRENOME | De Carvalho |
| ASSINATURA | DE CARVALHO A |
| AFILIAÇÕES | Centre National de la Recherche Scientifique |
| ORCID | 0000-0001-6525-3170 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
“Really, he dased the doll to the girl?” Two-year-olds can exploit grammatical and thematic content to learn novel verb meanings
Infants exploit the syntactic context verbs appear in to guide verb learning: a mechanism known as syntactic bootstrapping . However, it remains unclear whether infants' bootstrapping representations are achieved by matching the number of nouns in a sentence to the number of participants in an event, or by exploiting a more specific mapping between syntactic positions and thematic roles. To investigate this, we tested toddlers' ability to learn t…
Month-Olds Can Use Negative Evidence While Learning Word Meanings
Decades of research in psychology have built models and theoretical assumptions about language development evaluating how children extract information from positive evidence to learn the meanings of novel words. In the present set of studies, we evaluated whether children can also consider negative evidence, information about what a word cannot refer to. Across two experiments (n = 73), we show that English-learning 20-month-olds can use negative…
Cognitive Control Skills Are Related to Ambiguity Awareness in French‐Learning 5‐to‐6‐Year‐Olds
Five‐to‐six‐year‐olds’ abilities to detect and solve ambiguities in spoken language have been found to be a predictor of their later reading abilities in first‐to‐third grade. However, the origins of this relationship remain unclear. Success in ambiguity detection may be reflective of overall language attainment, which varies with socioeconomic status (SES) and is known to predict reading. Yet, it is also possible that children's ability to detec…
There might be more to syntactic bootstrapping than being pragmatic
In ‘Being pragmatic about syntactic bootstrapping’, Hacquard (2022) argues that abstract syntax is useful for word learning, but that an additional cue, pragmatics, is both necessary and available for young children during the first steps of language acquisition. She focuses on modals and attitude verbs, where the physical context seems particularly impoverished as the sole basis for deriving meanings, and thus where linguistic cues may be partic…
“The tiger is hitting! the duck too!” 3-year-olds can use prosodic information to constrain their interpretation of ellipsis
Covid-19 first lockdown as a window into language acquisition
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children
Decades of research show that children rely on the linguistic context in which novel words occur to infer their meanings. However, because learning in these studies was assessed after children had heard numerous occurrences of a novel word in informative linguistic contexts, it is impossible to determine how much exposure would be needed for a child to learn from such information. This study investigated the speed with which French 20-month-olds …
Bootstrapping lexical and syntactic acquisition
How does language acquisition start? Having access to words and their meaning should help infants to learn about syntax, but learning about word meaning would be facilitated if infants had access to syntactic structure ( Gleitman 1990 ). Phrasal prosody and function words may bootstrap lexical and syntactic acquisition. Infants have access to phonological phrases, and they use these to constrain the syntactic analysis of utterances by 18 months. …
Early perception of phrasal prosody and its role in syntactic and lexical acquisition
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months late…
"Look up!" Using easy words to explain how we learn hard words and other aspects of language, an interview with Lila Gleitman
Lila Gleitman is undoubtedly one of the world's foremost experts on language acquisition and developmental psycholinguistics. Starting in the 60s, she rose to prominence by bringing experimental methods from psychology to bear on the questions raised by linguistics and philosophers of language, namely how children could learn the rules of a language when there is so much ambiguity both in the language and in the world surrounding them. She has do…
Preschoolers use phrasal prosody online to constrain syntactic analysis
Two experiments were conducted to investigate whether young children are able to take into account phrasal prosody when computing the syntactic structure of a sentence. Pairs of French noun/verb homophones were selected to create locally ambiguous sentences ([la petite ferme] [est très jolie] 'the small farm is very nice' vs. [la petite] [ferme la fenêtre] 'the little girl closes the window'--brackets indicate prosodic boundaries). Although these…
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Preschoolers use phrasal prosody online to constrain syntactic analysis
Two experiments were conducted to investigate whether young children are able to take into account phrasal prosody when computing the syntactic structure of a sentence. Pairs of French noun/verb homophones were selected to create locally ambiguous sentences ([la petite ferme] [est très jolie] 'the small farm is very nice' vs. [la petite] [ferme la fenêtre] 'the little girl closes the window'--brackets indicate prosodic boundaries). Although these…
Bootstrapping lexical and syntactic acquisition
How does language acquisition start? Having access to words and their meaning should help infants to learn about syntax, but learning about word meaning would be facilitated if infants had access to syntactic structure ( Gleitman 1990 ). Phrasal prosody and function words may bootstrap lexical and syntactic acquisition. Infants have access to phonological phrases, and they use these to constrain the syntactic analysis of utterances by 18 months. …
Early perception of phrasal prosody and its role in syntactic and lexical acquisition
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months late…
"Look up!" Using easy words to explain how we learn hard words and other aspects of language, an interview with Lila Gleitman
Lila Gleitman is undoubtedly one of the world's foremost experts on language acquisition and developmental psycholinguistics. Starting in the 60s, she rose to prominence by bringing experimental methods from psychology to bear on the questions raised by linguistics and philosophers of language, namely how children could learn the rules of a language when there is so much ambiguity both in the language and in the world surrounding them. She has do…
Studying the Real-Time Interpretation of Novel Noun and Verb Meanings in Young Children
Decades of research show that children rely on the linguistic context in which novel words occur to infer their meanings. However, because learning in these studies was assessed after children had heard numerous occurrences of a novel word in informative linguistic contexts, it is impossible to determine how much exposure would be needed for a child to learn from such information. This study investigated the speed with which French 20-month-olds …
“The tiger is hitting! the duck too!” 3-year-olds can use prosodic information to constrain their interpretation of ellipsis
Covid-19 first lockdown as a window into language acquisition
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 1…
There might be more to syntactic bootstrapping than being pragmatic
In ‘Being pragmatic about syntactic bootstrapping’, Hacquard (2022) argues that abstract syntax is useful for word learning, but that an additional cue, pragmatics, is both necessary and available for young children during the first steps of language acquisition. She focuses on modals and attitude verbs, where the physical context seems particularly impoverished as the sole basis for deriving meanings, and thus where linguistic cues may be partic…
Month-Olds Can Use Negative Evidence While Learning Word Meanings
Decades of research in psychology have built models and theoretical assumptions about language development evaluating how children extract information from positive evidence to learn the meanings of novel words. In the present set of studies, we evaluated whether children can also consider negative evidence, information about what a word cannot refer to. Across two experiments (n = 73), we show that English-learning 20-month-olds can use negative…
Cognitive Control Skills Are Related to Ambiguity Awareness in French‐Learning 5‐to‐6‐Year‐Olds
Five‐to‐six‐year‐olds’ abilities to detect and solve ambiguities in spoken language have been found to be a predictor of their later reading abilities in first‐to‐third grade. However, the origins of this relationship remain unclear. Success in ambiguity detection may be reflective of overall language attainment, which varies with socioeconomic status (SES) and is known to predict reading. Yet, it is also possible that children's ability to detec…
“Really, he dased the doll to the girl?” Two-year-olds can exploit grammatical and thematic content to learn novel verb meanings
Infants exploit the syntactic context verbs appear in to guide verb learning: a mechanism known as syntactic bootstrapping . However, it remains unclear whether infants' bootstrapping representations are achieved by matching the number of nouns in a sentence to the number of participants in an event, or by exploiting a more specific mapping between syntactic positions and thematic roles. To investigate this, we tested toddlers' ability to learn t…
Language Development and Disorders (11 obras) · Linguistics (10 obras) · Psychology (9 obras) · Reading and Literacy Development (8 obras) · Artificial Intelligence (6 obras) · Computer Science (6 obras) · Neurobiology of Language and Bilingualism (6 obras) · Syntax (5 obras) · Sentence (4 obras) · Child and Animal Learning Development (3 obras)