Real-world speech learning often occurs in high-pressure situations such as trying to communicate in a foreign country. However, the impact of pressure on speech learning success is largely unexplored. In this study, adult, native speakers of English learned nonnative speech categories under pressure or no-pressure conditions. In the pressure conditions, participants were informed that they were paired with a (fictitious) partner, and that each had to independently exceed a performance criterion for both to receive a monetary bonus. They were then informed that their partner had exceeded the bonus and the fate of both bonuses depended upon the participant's performance. Our results demonstrate that pressure significantly enhanced speech learning success. In addition, neurobiologically inspired computational modeling revealed that the performance advantage was due to faster and more frequent use of procedural learning strategies. These results integrate two well-studied research domains and suggest a facilitatory role of motivational factors in speech learning performance that may not be captured in traditional training paradigms.

The study explored narrative production and comprehension in typically developing Italian–English sequential bilinguals. Thirty 5- to 6-year-olds and 32 6- to 7-year-olds were presented with story telling and retelling tasks, each followed by comprehension questions in Italian (their first language) and English (their second language). The macrostructure of narratives produced was analyzed, considering total amount of relevant information, story complexity, and mental state terms. Comprehension questions focused on implicit story information (i.e., characters’ mental states and goals). The results indicated that (a) older children outperformed younger ones on all measures; (b) an advantage of first language (Italian) over second language (English) emerged for younger children; and (c) comprehension and production were both more accurate in story retelling than in telling. Theoretical and methodological implications of these results are discussed.

The present study investigated the contribution of cognitive, linguistic, and contextual factors to the narrative production of Norwegian second language learners. We assessed cognitive ability and first and second language proficiency in 66 kindergarten children with Urdu/Punjabi as their first language. Number of children's books in the home and time spent in kindergarten were treated as contextual factors. Oral narration was assessed in Grade 1. A series of fixed-order hierarchical regression analyses displayed a complex relationship among cognitive, linguistic, and contextual factors and various facets of narrative production of young second language learners; nonverbal ability and books in the home predicted the mastering of story (macro)structure, while linguistic (vocabulary and grammar) and both contextual variables predicted microaspects of narrative proficiency. The results suggest that combining home book reading practices, kindergarten attendance, and second language interventions might improve language minority children's narrative production and chances of school success.

This study was conducted to examine whether word recognition and comprehension processes change as a function of language proficiency. Participants were highly proficient in English but at a low proficiency level in Spanish. The participants read texts presented in English and Spanish while reading normally or while performing a letter-detection task and then answered comprehension questions that tested their mental representations of the surface form, text base, and situational model. Overall letter-detection error rates were lower when texts were presented in the nonproficient Spanish language. There was a typical missing-letter effect in English, such that more detection errors were made on function than content words. In Spanish, the missing-letter effect was reversed, with more errors on content than function words. Overall comprehension was substantially better when reading English passages than Spanish passages and best at the situation model level. For the English passages, comprehension was reduced during letter detection compared to normal reading. For the Spanish passages, comprehension was similar for letter detection and normal reading. Question type did not systematically vary as a function of language proficiency or task type. These findings highlight differences in cognitive processes during reading as a function of language proficiency and enhance our understanding of the letter-detection task itself.

This study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing (TD) children matched on age, English language proficiency, and mother's education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals), and near-balanced bilinguals. We measured children's accuracy in the use of direct object pronouns and articles with an elicited language task. Results from this preliminary study suggest language proficiency affects the patterns of use of direct object pronouns and articles. Across language proficiency groups, we find marked differences between TD and PLI, in the use of both direct object pronouns and articles. However, the magnitude of the difference diminishes in balanced bilinguals. Articles appear more stable in these bilinguals and, therefore, seem to have a greater potential to discriminate between TD bilinguals from those with PLI. Future studies using discriminant analyses are needed to assess the clinical impact of these findings.

The present study examines the relative impact of segments and intonation on accentedness, comprehensibility, and intelligibility, specifically investigating the separate contribution of segmental and intonational information to perceived foreign accent in Korean-accented English. Two English speakers and two Korean speakers recorded 40 English sentences. The sentences were manipulated by combining segments from one speaker with intonation (fundamental frequency contour and duration) from another speaker. Four versions of each sentence were created: one English control (English segments and English intonation), one Korean control (Korean segments and Korean intonation), and two Korean–English combinations (one with English segments and Korean intonation; the other with Korean segments and English intonation). Forty native English speakers transcribed the sentences for intelligibility and rated their comprehensibility and accentedness. The data show that segments had a significant effect on accentedness, comprehensibility, and intelligibility, but intonation only had an effect on intelligibility. Contrary to previous studies, the present study, separating segments from intonation, suggests that segmental information contributes substantially more to the perception of foreign accentedness than intonation. Native speakers seem to rely mainly on segments when determining foreign accentedness.

We tested 3- to 5-year-old English- and Mandarin-speaking children on their interpretation of sentences like The elephant didn't eat both the carrot and the capsicum. These sentences are scopally ambiguous. Adult English speakers favor a weak interpretation of such sentences, with negation taking scope over conjunction (i.e., the elephant probably ate one of the vegetables, but not both). In contrast, adult Mandarin speakers favor a strong interpretation of the corresponding Mandarin sentences, with conjunction taking scope over negation (i.e., the elephant ate neither vegetable). The semantic subset maxim (Notley, Zhou, Jensen, & Crain, 2012) predicts that children acquiring all human languages should initially prefer the strong (subset) reading of such sentences. In contrast, the question–answer requirement model (Gualmini, Hulsey, Hacquard, & Fox, 2008; Hulsey, Hacquard, Fox, & Gualmini, 2004) predicts that children should initially prefer the scope reading that constitutes a good true answer to a question under discussion in the context. We designed a task in which the weak reading of our sentences corresponded to a good true answer to the question under discussion. We found that children across languages nonetheless preferred to assign a strong interpretation to our test sentences, providing empirical support for the semantic subset maxim.

Two studies examined the effects of age, gender, and task on Turkish narrative skills of Turkish–German bilingual children. In Study 1, 36 children (2 years, 11 months [2;11]–7;11) told stories in two conditions (“tell-after model” and “tell-no model”) and answered comprehension questions. In Study 2, 13 children (5;5–7;11) participated in two conditions (“tell-no model” and “retell”) and were compared to Study 1 participants’ on tell tasks. The studies showed significant age effects on story complexity and comprehension, but not story structure and internal state terms. There were no significant effects for gender. Comprehension was significantly better in the “tell-after model” than in the “tell-no model” condition (Study 1). For production (storytelling), a trend favoring retell over tell was found (Study 2).

To deal with variation in the speech signal, listeners rely on local context, such as speaking rate in a carrier sentence directly preceding a target, as well as more global properties of the speech signal, such as speaker-specific pronunciation variants. The present study addressed whether, despite its variability even within one speaker, habitual speaking rate can be tracked as a speaker-specific property and how such speaker-specific tracking of habitual rate would interact with effects of local-rate normalization. In two experiments, listeners were exposed to a 2-min dialogue between a fast and a slow speaker. At test, listeners categorized minimal word pair continua differing in the German /a/–/a:/ duration contrast spoken by the same two speakers. The results showed that listeners responded with /a:/ more often for the fast speaker but only when words were presented in isolation and not when presented with additional local-rate information. That is, despite the general assumption that duration cues and speaking rate are too variable to be used in a speaker-specific fashion, tracking habitual speaking rate may help speech perception. The results are discussed in relation to a belief-updating model of perceptual adaptation and exemplar models.

Linguistic analysis claims that verb agreement is composed of distinct phi-features such as person and number, but are these different phi-features processed distinctly or similarly? We used a sentence grammaticality task to explore the electrophysiological responses of Basque speakers when processing subject–verb person and number phi-feature agreement violations. We generated grammatical structures (grammatical control) and ungrammatical structures in which the verb disagreed with the subject in person (person violation), in number (number violation), or in both person and number features (person+number violation). Behavioral data revealed that, overall, participants were faster and more accurate detecting person and person+number violations than violations involving only number. Event-related potential responses revealed a N400–P600 pattern for all violation types. Person and person+number violations elicited larger P600 effects than number violations. These findings reveal different costs related to the processing of person and number phi-feature agreement and indicate that these features are distinct components of agreement computation.

We explored the acquisition of relative clauses in Mandarin Chinese, a subject–verb–object language with head-final relatives. One hundred and twenty-five children (aged 3 years to 8 years, 11 months) and 20 adults participated in an elicitation task. The results revealed a subject advantage at all ages and a large production of relative clauses with resumptive noun phrases (NPs) across age groups. To further explore the latter finding, we carried out a grammaticality judgment study with 80 adults. We found that relative clauses with resumptive NPs are acceptable in the spoken language for many adult native speakers of Mandarin. This result is at odds with Chinese prescriptive grammar. We propose an analysis of the subject advantage based on the structure intervention expressed as relativized minimality and argue that resumptive NPs are an option in Mandarin relative clauses.

Phonological similarity (i.e., neighborhood density) has been operationalized in the literature as a single phonemic difference between words. However, few studies have assessed the validity of such a measure. In the present study, 50 typical adults were presented with 70 nonwords and asked to name a similar-sounding real word for each item. Results indicated that participants changed an average of one segment per word, although a fifth of productions involved changing more than one of the segments; substitutions were the most common change. Targets that received a wide variety of responses and that did not phonologically resemble many real words resulted in the greatest number of changes. Using a single-segmental metric to index phonological similarity has its limitations, and may inadequately incorporate other influential elements of a word such as the frequencies of its neighbors.

This study investigates whether audiovisual training leads to greater improvement in perception and production than auditory training. The participants (n = 60) were American English native speakers enrolled in intermediate French courses. They received audiovisual training, audio-only training, or no training, and were tested at pretest and posttest on their perception and production of French nasal vowels. The results suggest that both training groups improved significantly from the pretest to the posttest, but that the differences between the audiovisual and audio-only groups were not statistically significant. However, the production of the audiovisual training group improved significantly more than the production of the audio-only training group did, suggesting that seeing facial gestures leads to greater improvement in pronunciation.

The goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.

This paper investigates the comprehension and the production of passive sentences in Italian-speaking children (aged 3 years, 4 months to 6 years, 2 months) analyzing both the variables observed in previous studies on other languages (verb type and presence of the by-phrase) versus an Italian-specific variable: the use of auxiliary venire “to come.” Because Italian venire is only possible in verbal passives, this property is crucial to determine whether children have full competence of the (verbal) passive structure. The high percentage of accuracy in the comprehension of sentences containing venire suggests that the eventive passive interpretation is fully available in child language, even in 3- to 4-year-old children. Moreover, young children produce passive sentences with either auxiliary venire or essere “to be,” also adding the by-phrase, thus proving unambiguously that children control verbal passive sentences from very early on.

For decades, developmental research has involved the study of sex differences in language acquisition. Many studies of these differences have found a slight advantage in competence for females early in life that seems to wane with age. However, because most of these studies have focused on sex differences in mean values, they have mostly neglected sex differences in variance with males being more variable. In the current study, we examined sex differences in language competence in terms of mean values and variance in large samples (N > 10,000) of German children aged 3–6 years. We administered several tests to assess the children's vocabulary, grammar, speech comprehension, pronunciation, and the processing of sentences and nonce words. Girls performed better than boys in all domains, most often to a statistically significant degree, although the effect sizes were small. Differences decreased with age. Boys varied significantly more than girls in their language competence. In response, we discuss explanations for these findings, as well as recommend directions for future research.

Previous experimental work has shown that verbal children with an autism spectrum disorder (ASD) converge linguistically, or align, with an interlocutor, and to the same extent as typical children. However, it is not known whether ASD children align in natural conversation. The studies presented in this paper aimed to address this issue. We measured syntactic alignment in ASD children, first using an experimental task, and second in natural conversation. We found that ASD and typical children aligned to the same extent in both tasks, suggesting that experimental findings about alignment in ASD are ecologically valid. We argue, however, that the experimental measurement of alignment overstates the prevalence of syntactic alignment in children's conversations.

This study investigated the narrative production skills of early-adolescent, Spanish-speaking language minority (LM) learners (n = 43) and their English-only (EO) peers (n = 38). The sample was born in the United States, educated in English, and representative of low- and high-income backgrounds. Using a picture book as a prompt, students’ narratives were transcribed, coded, and compared on macrostructure skills (story structure), microstructure skills (discrete language skills: vocabulary and grammar), and use of mazes (disruptions in speech). Results demonstrated that the groups did not differ on story structure. However, LM learners produced lengthier narratives than their EO peers, ones that resulted in stories that were less grammatically diverse and included more grammatical revisions and errors in prepositions. Thus, by early adolescence, EO and LM learners in urban schools may have well-developed macrostructure skills, yet the LM learners may still be developing specific microstructure skills.

When speakers engage in conversation, acoustic features of their utterances sometimes converge. We examined how the speech rate of participants changed when a confederate spoke at fast or slow rates during readings of scripted dialogues. A beat-tracking algorithm extracted the periodic relations between stressed syllables (beats) from acoustic recordings. The mean interbeat interval (IBI) between successive stressed syllables was compared across speech rates. Participants’ IBIs were smaller in the fast condition than in the slow condition; the difference between participants’ and the confederate's IBIs decreased across utterances. Cross-correlational analyses demonstrated mutual influences between speakers, with greater impact of the confederate on participants’ beat rates than vice versa. Beat rates converged in scripted conversations, suggesting speakers mutually entrain to one another's beat.

Languages show typological variation in the expression of manner versus path of motion. However, studies examining the effects of these differences on cognitive representations of motion have led to inconclusive results. To elucidate this prior work, the present study examines word-learning outcomes for adult English speakers who were exposed to new motion words paired with animations that depict either different manners or different paths of motion. The results indicate better learning of words that represent path rather than manner of motion. The outcomes were similar for training with and without accompanying gestures. These findings support the centrality of path in the cognitive representation of motion events and may have important implications for language typology and understanding interactions between language and cognition.