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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Critical Spirits: New Animism As Historical Materialism Durrant, S. - : Lawrence and Wishart, 2021 BASE Show details 2 Individual differences in first language acquisition and their theoretical implications Donnelly, S; Bidgood, A; Peter, MS. - : John Benjamins, 2020 BASE Show details 3 Non-adjacent dependency learning in infancy, and its link to language development Frost, R; Jessop, A; Durrant, S. - : Elsevier, 2020 BASE Show details 4 Does speed of processing or vocabulary size predict later language growth in toddlers? Peter, MS; Durrant, S; Jessop, A. - : Elsevier, 2019 BASE Show details 5 The role of timing and prototypical causality on how preschoolers fast-map novel verb meanings Abbot-Smith, Kirsten; Imai, Mutsumi; Durrant, S. - 2017 BASE Show details 6 'It's a big world': understanding the factors guiding early vocabulary development in bilinguals Delle Luche, C; Kwok, R; Durrant, S; Chow, J; Horvath, K; Cattani, Allegra; Abbot-Smith, Kirsten; Krott, Andrea; Mills, D; Plunkett, K; Rowland, C; Floccia, Caroline. - 2016 Abstract: How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender (Kern, 2007), amount of exposure (De Houwer, 2007; Hoff et al, 2012), mode of acquisition (Place & Hoff, 2011), socio-economic status (SES, Gathercole et al., 2010) and the distance between L1 and L2 (Havy et al., 2015). Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the contribution of the following factors to the vocabulary scores of bilingual toddlers: i) gender; ii) sibling ranking; iii) relative amount of exposure to each language; iv) mode of exposure; v) SES; vi) linguistic distance; vii) language spoken between parents. Close to the child’s second birthday, parents of 278 UK-based bilinguals completed successively: a 100-word version of the Oxford-CDI (Hamilton et al., 2000), the CDI in the child’s Additional Language, a family questionnaire (taken from the UK-CDI study, Alcock et al., in prep.), and the Language Exposure Questionnaire (Cattani et al., 2014). Thirty-six British-English-AL pairs were considered, with languages contrasted on a second-language-learning scale (Chiswick and Miller, 2005): for example, Dutch and French are close to British-English, while Polish or Cantonese are more distant. Data from the corpus were included in two mixed-effect models, one with the English scores in comprehension as the dependent variable, and the other with production scores. The seven factors listed above were included as predictors. The amount of English exposure was the strongest predictor of comprehension scores (?2(13) = 9.35, p < .005, ? = 0.02, t = 3.08, p <.005), followed by the language that parents speak between themselves (?2(13) = 14.94, p < .001, ? = 1.37, t = 3.76, p <.0005), linguistic distance (?2(13) = 6.92, p < .01, ? = -0.74, t = -2.66, p <.01) and age (?2(13) = 4.86, p < .05, ? = 0.55, t = 2.17, p <.05). In production, gender (?2(13) = 13.57, p < .0005, ? = -0.91, t = -03.72, p <.0005), amount of exposure to English (?2(13) = 13.57, p < .0005, ? = -0.91, t = -03.72, p <.0005), the language that parents speak between themselves (?2(13) = 11.85, p < .005, ? = 1.09, t = 3.41, p <.001), and the mother’s occupation (?2(13) = 4.51, p < .05, ? = 0.63, t = 2.13, p <.05) were the significant predictors. The more English parents use to address one another, the more English words the child says and understands. This surprising result could be simply explained by the fact that parents who speak English together are also more likely to speak English to their child. The main results of this study is that linguistic distance is a powerful predictor of toddlers’ vocabulary in English, with children learning two close languages growing their vocabulary faster than those learning distant languages. Keyword: B Philosophy. Psychology. Religion; BF Psychology; BF41 Psychology and philosophy URL: https://kar.kent.ac.uk/55325/ BASE Hide details 7 British English infants segment words only with exaggerated infant-directed speech stimuli Floccia C; Keren-Portnoy T; DePaolis R... In: Cognition, March 01, 2016 (2016) BASE Show details 8 British English infants segment words only with exaggerated infant-directed speech stimuli. Delle Luche, C; Duffy, H; Vihman, M. - : Netherlands, 2016 BASE Show details 9 Linguistic distance between languages and exposure affect the development of vocabulary in bilingual toddlers: a large-scale study. Kwok, R.K.W.; Delle Luche, C; Durrant, S. - 2015 BASE Show details 10 Evaluating the vocabulary of bilingual toddlers: a large-scale study. Delle Luche, C; Durrant, S; Cattani, Allegra. - 2015 BASE Show details 11 Implicit meaning in 18-month-old toddlers. Delle Luche, C; Durrant, S; Floccia, C... In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2014) BASE Show details 12 Monodialectal and multidialectal infants’ representation of familiar words Durrant, S; Floccia, C; Cattani, A. - : Cambridge University Press, 2014 BASE Show details 13 Implicit meaning in 18-month-old toddlers. Plunkett, K; Delle Luche, C; Durrant, S. - : England, 2014 BASE Show details 14 Activation of phonological and semantic codes in toddlers Mani, N; Durrant, S; Floccia, C. - 2012 BASE Show details 15 Parent or community: where do 20-month-olds exposed to two accents acquire their representation of words? Delle Luche, C; Butler, J; Goslin, J. - : Netherlands, 2012 BASE Show details 16 Do children find it easier to learn verb meanings for ‘punctual / change-of-location’ actions than for non-causative events? Abbot-Smith, Kirsten; Durrant, S; Imai, Mutsumi. - 2011 BASE Show details 17 Neural prediction of higher-order auditory sequence statistics Furl, N; Kumar, S; Alter, K... In: NEUROIMAGE , 54 (3) 2267 - 2277. (2011) (2011) BASE Show details 18 Priming or practice? Frequency or reverse frequency effects in how English children comprehend full passives. Dittmar, Miriam; Abbot-Smith, Kirsten; Durrant, S. - 2010 BASE Show details

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