178 results on '"Havron, Naomi"'
Search Results
2. The Influence of Sibship Composition on Language Development at 2 Years of Age in the ELFE Birth Cohort Study
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Gurgand, Lilas, Lamarque, Loïa, Havron, Naomi, Bernard, Jonathan Y., Ramus, Franck, and Peyre, Hugo
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The number of older siblings a child has is negatively correlated with the child's verbal skills, an effect that is well known in the literature. However, few studies have examined the effect of older siblings' sex, of the age gap between siblings, of having foreign-speaking parents, as well as the mediating role of parental interaction. Using data from 12,296 children (49.3% female) from the French ELFE birth cohort, we analyzed the effect of these characteristics of the siblings and their family on children's expressive vocabulary measured using the French MacArthur-Bates Communicative Development Inventory. Children's vocabulary at age 2 years was negatively associated with the number of older siblings (-0.08 SD per additional sibling), and this effect was partly mediated by parental interactions. In analyses restricted to children with one older sibling, the vocabulary score was negatively correlated with the age gap between the target child and their older sibling. The vocabulary score was not correlated to their sibling's sex, contrary to the result of a previous study. In addition, the effect of the number of siblings was less negative in foreign speaking families that in French speaking families, suggesting that older siblings might partly compensate for the effect of having foreign-speaking parents. Overall, our results are consistent with the resource dilution (stating that parents have limited resources to distribute among their children) and inconsistent with the confluence model (stating that a child's cognitive ability is correlated to the mean cognitive ability of the family).
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- 2023
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3. Learning to Predict and Predicting to Learn: Before and beyond the Syntactic Bootstrapper
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Babineau, Mireille, Havron, Naomi, Dautriche, Isabelle, de Carvalho, Alex, and Christophe, Anne
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Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is "syntactic bootstrapping." A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the "semantic seed hypothesis," children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words. We propose that these learning mechanisms relate to a larger cognitive model: the "predictive processing framework." According to this model, we perceive and make sense of the world by constantly predicting what will happen next in a probabilistic fashion. We outline evidence that prediction operates within language acquisition and show how this framework helps us understand the way lexical knowledge refines syntactic predictions and how syntactic knowledge refines predictions about novel words' meanings. The predictive processing framework entails that learners can adapt to recent information and update their linguistic model. Here we review some of the recent experimental work showing that the type of prediction preschool children make from a syntactic context can change when they are presented with contrary evidence from recent input. We end by discussing some challenges of applying the predictive processing framework to syntactic bootstrapping and propose new avenues to investigate in future work.
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- 2023
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4. Child-Directed and Overheard Input from Different Speakers in Two Distinct Cultures
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Loukatou, Georgia, Scaff, Camila, Demuth, Katherine, Cristia, Alejandrina, and Havron, Naomi
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Despite the fact that in most communities interaction occurs between the child and multiple speakers, most previous research on input to children focused on input from mothers. We annotated recordings of Sesotho-learning toddlers living in non-industrial Lesotho in South Africa, and French-learning toddlers living in urban regions in France. We examined who produced the input (mothers, other children, adults), how much input was child directed, and whether and how it varied across speakers. As expected, mothers contributed most of the input in the French recordings. However, in the Sesotho recordings, input from other children was more common than input from mothers or other adults. Child-directed speech from all speakers in both cultural groups showed similar qualitative modifications. Our findings suggest that input from other children is prevalent and has similar features as child-directed from adults described in previous work, inviting cross-cultural research into the effects of input from other children.
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- 2022
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5. The Effect of Older Sibling, Postnatal Maternal Stress, and Household Factors on Language Development in Two- to Four-Year-Old Children
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Havron, Naomi, Lovcevic, Irena, Kee, Michelle Z. L., Chen, Helen, Chong, Yap Seng, Daniel, Mary, Broekman, Birit F. P., and Tsuji, Sho
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Previous literature has shown that family structure affects language development. Here, factors relating to older siblings (their presence in the house, sex, and age gap), mothers (maternal stress), and household size and residential crowding were assessed to systematically examine the different roles of these factors. Data from mother-child dyads in a Singaporean birth cohort, (677-855 dyads; 52% males; 58% to 61% Chinese, 20% to 24% Malay, 17% to 19% Indian) collected when children were 24, 48, and 54 months old, were analyzed. There was a negative effect of having an older sibling, moderated by the siblings' age gap, but not by the older sibling's sex, nor household size or residential crowding. Maternal stress affected language outcomes in some analyses but not others. Implications for understanding the possible effects of family structure on language development are discussed.
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- 2022
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6. A Multilab Study of Bilingual Infants: Exploring the Preference for Infant-Directed Speech
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Byers-Heinlein, Krista, Tsui, Angeline Sin Mei, Bergmann, Christina, Black, Alexis K, Brown, Anna, Carbajal, Maria Julia, Durrant, Samantha, Fennell, Christopher T, Fiévet, Anne-Caroline, Frank, Michael C, Gampe, Anja, Gervain, Judit, Gonzalez-Gomez, Nayeli, Hamlin, J Kiley, Havron, Naomi, Hernik, Mikołaj, Kerr, Shila, Killam, Hilary, Klassen, Kelsey, Kosie, Jessica E, Kovács, Ágnes Melinda, Lew-Williams, Casey, Liu, Liquan, Mani, Nivedita, Marino, Caterina, Mastroberardino, Meghan, Mateu, Victoria, Noble, Claire, Orena, Adriel John, Polka, Linda, Potter, Christine E, Schreiner, Melanie S, Singh, Leher, Soderstrom, Melanie, Sundara, Megha, Waddell, Connor, Werker, Janet F, and Wermelinger, Stephanie
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Cognitive and Computational Psychology ,Psychology ,Basic Behavioral and Social Science ,Clinical Research ,Pediatric ,Behavioral and Social Science ,Mental health ,language acquisition ,bilingualism ,speech perception ,infant-directed speech ,reproducibility ,experimental methods ,open data ,open materials ,preregistered ,Applied and developmental psychology ,Cognitive and computational psychology - Abstract
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference. As part of the multi-lab ManyBabies 1 project, we compared lab-matched samples of 333 bilingual and 385 monolingual infants' preference for North-American English IDS (cf. ManyBabies Consortium, 2020: ManyBabies 1), tested in 17 labs in 7 countries. Those infants were tested in two age groups: 6-9 months (the younger sample) and 12-15 months (the older sample). We found that bilingual and monolingual infants both preferred IDS to ADS, and did not differ in terms of the overall magnitude of this preference. However, amongst bilingual infants who were acquiring North-American English (NAE) as a native language, greater exposure to NAE was associated with a stronger IDS preference, extending the previous finding from ManyBabies 1 that monolinguals learning NAE as a native language showed a stronger preference than infants unexposed to NAE. Together, our findings indicate that IDS preference likely makes a similar contribution to monolingual and bilingual development, and that infants are exquisitely sensitive to the nature and frequency of different types of language input in their early environments.
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- 2021
7. Syntactic Prediction Adaptation Accounts for Language Processing and Language Learning
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Havron, Naomi, Babineau, Mireille, Fiévet, Anne-Caroline, de Carvalho, Alex, and Christophe, Anne
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A previous study has shown that children use recent input to adapt their syntactic predictions and use these adapted predictions to infer the meaning of novel words. In the current study, we investigated whether children could use this mechanism to disambiguate words whose interpretation as a noun or a verb is ambiguous. We tested 2- to 4-year-old French children using the phrase "la petite" followed by a homophone that could be interpreted as either a noun or a verb. We assigned the children to a noun condition or a verb condition. Before the test, those in the noun condition were exposed to sentences where "la petite" predicted nouns, and those in the verb condition to sentences where "la petite" predicted verbs. At testing, 3- to 4-year-olds, but not 2-year-olds, from the verb condition looked at the verb interpretation longer than did the children in the noun condition. This suggests a progression in children's ability to rely on input to adapt their predictions in language comprehension.
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- 2021
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8. Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
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Frank, Michael C, Alcock, Katherine Jane, Arias-Trejo, Natalia, Aschersleben, Gisa, Baldwin, Dare, Barbu, Stephanie, Bergelson, Elika, Bergmann, Christina, Black, Alexis K, Blything, Ryan, Bohland, Maximilian P, Bolitho, Petra, Borovsky, Arielle, Brady, Shannon M, Braun, Bettina, Brown, Anna, Byers-Heinlein, Krista, Campbell, Linda E, Cashon, Cara, Choi, Mihye, Christodoulou, Joan, Cirelli, Laura K, Conte, Stefania, Cordes, Sara, Cox, Christopher, Cristia, Alejandrina, Cusack, Rhodri, Davies, Catherine, de Klerk, Maartje, Delle Luche, Claire, de Ruiter, Laura, Dinakar, Dhanya, Dixon, Kate C, Durier, Virginie, Durrant, Samantha, Fennell, Christopher, Ferguson, Brock, Ferry, Alissa, Fikkert, Paula, Flanagan, Teresa, Floccia, Caroline, Foley, Megan, Fritzsche, Tom, Frost, Rebecca LA, Gampe, Anja, Gervain, Judit, Gonzalez-Gomez, Nayeli, Gupta, Anna, Hahn, Laura E, Hamlin, J Kiley, Hannon, Erin E, Havron, Naomi, Hay, Jessica, Hernik, Mikolaj, Hohle, Barbara, Houston, Derek M, Howard, Lauren H, Ishikawa, Mitsuhiko, Itakura, Shoji, Jackson, Iain, Jakobsen, Krisztina V, Jarto, Marianna, Johnson, Scott P, Junge, Caroline, Karadag, Didar, Kartushina, Natalia, Kellier, Danielle J, Keren-Portnoy, Tamar, Klassen, Kelsey, Kline, Melissa, Ko, Eon-Suk, Kominsky, Jonathan F, Kosie, Jessica E, Kragness, Haley E, Krieger, Andrea AR, Krieger, Florian, Lany, Jill, Lazo, Roberto J, Lee, Michelle, Leservoisier, Chloe, Levelt, Claartje, Lew-Williams, Casey, Lippold, Matthias, Liszkowski, Ulf, Liu, Liquan, Luke, Steven G, Lundwall, Rebecca A, Cassia, Viola Macchi, Mani, Nivedita, Marino, Caterina, Martin, Alia, Mastroberardino, Meghan, Mateu, Victoria, Mayor, Julien, Menn, Katharina, Michel, Christine, Moriguchi, Yusuke, Morris, Benjamin, Nave, Karli M, and Nazzi, Thierry
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language acquisition ,speech perception ,infant-directed speech ,reproducibility ,experimental methods ,open data ,open materials ,preregistered ,Behavioral and Social Science ,Basic Behavioral and Social Science ,Pediatric ,Clinical Research - Abstract
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) assessing the overall replicability of a single theoretically important phenomenon and (b) examining methodological, cultural, and developmental moderators. We focus on infants’ preference for infant-directed speech (IDS) over adult-directed speech (ADS). Stimuli of mothers speaking to their infants and to an adult in North American English were created using seminaturalistic laboratory-based audio recordings. Infants’ relative preference for IDS and ADS was assessed across 67 laboratories in North America, Europe, Australia, and Asia using the three common methods for measuring infants’ discrimination (head-turn preference, central fixation, and eye tracking). The overall meta-analytic effect size (Cohen’s d) was 0.35, 95% confidence interval = [0.29, 0.42], which was reliably above zero but smaller than the meta-analytic mean computed from previous literature (0.67). The IDS preference was significantly stronger in older children, in those children for whom the stimuli matched their native language and dialect, and in data from labs using the head-turn preference procedure. Together, these findings replicate the IDS preference but suggest that its magnitude is modulated by development, native-language experience, and testing procedure.
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- 2020
9. Socioeconomic Status Correlates with Measures of Language Environment Analysis (LENA) System: A Meta-Analysis
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Piot, Leonardo, Havron, Naomi, and Cristia, Alejandrina
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Using a meta-analytic approach, we evaluate the association between socioeconomic status (SES) and children's experiences measured with the Language Environment Analysis (LENA) system. Our final analysis included 22 independent samples, representing data from 1583 children. A model controlling for LENA[TM] measures, age and publication type revealed an effect size of r[subscript z]= 0.186, indicating a small effect of SES on children's language experiences. The type of LENA metric measured emerged as a significant moderator, indicating stronger effects for adult word counts than child vocalization counts. These results provide important evidence for the strength of association between SES and children's everyday language experiences as measured with an unobtrusive recording analyzed automatically in a standardized fashion.
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- 2021
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10. 18-Month-Olds Fail to Use Recent Experience to Infer the Syntactic Category of Novel Words
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Havron, Naomi, Babineau, Mireille, and Christophe, Anne
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Infants are able to use the contexts in which familiar words appear to guide their inferences about the syntactic category of novel words (e.g. 'This is a' + 'dax' -> dax = object). The current study examined whether 18-month-old infants can rapidly adapt these expectations by tracking the distribution of syntactic structures in their input. In French, "la petite" can be followed by both nouns ("la petite balle," 'the little ball') and verbs ("la petite mange," 'the little one is eating'). Infants were habituated to a novel word, as well as to familiar nouns or verbs (depending on the experimental group), all appearing after "la petite." The familiar words served to create an expectation that "la petite" would be followed by either nouns or verbs. If infants can utilize their knowledge of a few frequent words to adjust their expectations, then they could use this information to infer the syntactic category of a novel word -- and be surprised when the novel word is used in a context that is incongruent with their expectations. However, infants in both groups did not show a difference between noun and verb test trials. Thus, no evidence for adaptation-based learning was found. We propose that infants have to entertain strong expectations about syntactic contexts before they can adapt these expectations based on recent input.
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- 2021
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11. Starting Big: The Effect of Unit Size on Language Learning in Children and Adults
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Havron, Naomi and Arnon, Inbal
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Multiword units play an important role in language learning and use. It was proposed that learning from such units can facilitate mastery of certain grammatical relations, and that children and adults differ in their use of multiword units during learning, contributing to their varying language-learning trajectories. Accordingly, adults learn gender agreement better when encouraged to learn from multiword units. Previous work has not examined two core predictions of this proposal: (1) that children also benefit from initial exposure to multiword units, and (2) that their learning patterns reflect a greater reliance on multiword units compared to adults. We test both predictions using an artificial-language. As predicted, both children and adults benefit from early exposure to multiword units. In addition, when exposed to unsegmented input -- adults show better learning of nouns compared to article-noun pairings, but children do not, a pattern consistent with adults' predicted tendency to focus less on multiword units.
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- 2021
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12. Young children’s screen time during the first COVID-19 lockdown in 12 countries
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Bergmann, Christina, Dimitrova, Nevena, Alaslani, Khadeejah, Almohammadi, Alaa, Alroqi, Haifa, Aussems, Suzanne, Barokova, Mihaela, Davies, Catherine, Gonzalez-Gomez, Nayeli, Gibson, Shannon P., Havron, Naomi, Horowitz-Kraus, Tzipi, Kanero, Junko, Kartushina, Natalia, Keller, Christina, Mayor, Julien, Mundry, Roger, Shinskey, Jeanne, and Mani, Nivedita
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- 2022
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13. “The tiger is hitting! the duck too!” 3-year-olds can use prosodic information to constrain their interpretation of ellipsis
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Kolberg, Letícia, de Carvalho, Alex, Babineau, Mireille, Havron, Naomi, Fiévet, Anne-Caroline, Abaurre, Bernadete, and Christophe, Anne
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- 2021
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14. Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings
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Havron, Naomi, de Carvalho, Alex, Fiévet, Anne-Caroline, and Christophe, Anne
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Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.
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- 2019
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15. Four- and 5-year-old children adapt to the reliability of conflicting sources of information to learn novel words
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Beretti, Marion, Havron, Naomi, and Christophe, Anne
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- 2020
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16. Syntactic Adaptation and Word Learning in 3‐ to 4‐Year‐Olds.
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Yu, Yukun, Havron, Naomi, and Fisher, Cynthia
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VOCABULARY , *VERBS , *FRENCH language , *LEARNING , *NOUNS , *PRESCHOOL children - Abstract
In a recent study, preschoolers adapted their syntactic expectations about a familiar phrase in French; this adaptation affected later word learning. In two experiments, we probed the generality of this finding by replicating the experiment and extending it to a different expression in English. We examined the ambiguous phrase
the baby , which can be followed by nouns (the baby monkeys ) or verbs (the baby sleeps ). In induction trials,the baby consistently preceded either familiar nouns (noun condition) or verbs (verb condition). In later novel‐word trials, children in the verb condition were more likely to interpret novel words followingthe baby (The baby gorps! ) as verbs than were children in the noun condition. In Experiment 2, a modified design isolated the effect of experience with the critical phrase from possible effects of task structure, and an added baseline condition showed the adaptation effect to be asymmetrical, suggesting frequency or surprisal effects on adaptation. [ABSTRACT FROM AUTHOR]- Published
- 2024
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17. Minding the Gaps: Literacy Enhances Lexical Segmentation in Children Learning to Read
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Havron, Naomi and Arnon, Inbal
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Can emergent literacy impact the size of the linguistic units children attend to? We examined children's ability to segment multiword sequences before and after they learned to read, in order to disentangle the effect of literacy and age on segmentation. We found that early readers were better at segmenting multiword units (after controlling for age, cognitive, and linguistic variables), and that improvement in literacy skills between the two sessions predicted improvement in segmentation abilities. Together, these findings suggest that literacy acquisition, rather than age, enhanced segmentation. We discuss implications for models of language learning.
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- 2017
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18. Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021.
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Aravena-Bravo, Paulina, Cristia, Alejandrina, Garcia, Rowena, Kotera, Hiromasa, Nicolas, Ramona Kunene, Laranjo, Ronel, Arokoyo, Bolanle Elizabeth, Benavides-Varela, Silvia, Benders, Titia, BollAvetisyan, Natalie, Cychosz, Margaret, Ben, Rodrigo Dal, Diop, Yatma, DuránUrzúa, Catalina, Havron, Naomi, Manalili, Marie, Narasimhan, Bhuvana, Omane, Paul Okyere, Rowland, Caroline, and Kolberg, Leticia Schiavon
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LANGUAGE acquisition ,LANGUAGE research ,LANGUAGE schools ,RESEARCH personnel ,RESEARCH & development - Abstract
With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped worldwide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous. [ABSTRACT FROM AUTHOR]
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- 2024
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19. Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood
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Steffan, Adrian, primary, Zimmer, Lucie, additional, Arias‐Trejo, Natalia, additional, Bohn, Manuel, additional, Dal Ben, Rodrigo, additional, Flores‐Coronado, Marco A., additional, Franchin, Laura, additional, Garbisch, Isa, additional, Grosse Wiesmann, Charlotte, additional, Hamlin, J. Kiley, additional, Havron, Naomi, additional, Hay, Jessica F., additional, Hermansen, Tone K., additional, Jakobsen, Krisztina V., additional, Kalinke, Steven, additional, Ko, Eon‐Suk, additional, Kulke, Louisa, additional, Mayor, Julien, additional, Meristo, Marek, additional, Moreau, David, additional, Mun, Seongmin, additional, Prein, Julia, additional, Rakoczy, Hannes, additional, Rothmaler, Katrin, additional, Santos Oliveira, Daniela, additional, Simpson, Elizabeth A., additional, Sirois, Sylvain, additional, Smith, Eleanor S., additional, Strid, Karin, additional, Tebbe, Anna‐Lena, additional, Thiele, Maleen, additional, Yuen, Francis, additional, and Schuwerk, Tobias, additional
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- 2023
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20. Children infer the meaning of novel verbs through morphological bootstrapping
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Golan, Miran, primary, Shkara, Malakk Abo, additional, and Havron, Naomi, additional
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- 2023
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21. What Makes Social Work Students Implement Evidence-Based Practice Behaviors?
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Shapira, Yaron, Enosh, Guy, and Havron, Naomi
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The purpose of the present study was to recognize the factors influencing social work students' evidence-based practice (EBP) behaviors. The authors sought to examine the roles of attitudes, EBP feasibility, and familiarity with EBP in implementing EBP behaviors. Social work students (161 in total) completed a self-report questionnaire measuring EBP behaviors, feasibility to engage in the EBP process, sense of EBP self-efficacy, and attitudes toward EBP as well as a computerized task measuring implicit attitudes toward research. Self-efficacy and feasibility were found to predict EBP behaviors. EBP behavior was not influenced by explicit or implicit attitudes. Policy makers striving to promote the use of EBP should enhance the level of social workers' EBP knowledge and promote EBP feasibility in the workplace.
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- 2017
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22. Literate and preliterate children show different learning patterns in an artificial language learning task
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Havron, Naomi, Raviv, Limor, and Arnon, Inbal
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- 2018
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23. What Makes Social Work Students Implement Evidence-Based Practice Behaviors?
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Shapira, Yaron, Enosh, Guy, and Havron, Naomi
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- 2017
24. Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood.
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Steffan, Adrian, Zimmer, Lucie, Arias‐Trejo, Natalia, Bohn, Manuel, Dal Ben, Rodrigo, Flores‐Coronado, Marco A., Franchin, Laura, Garbisch, Isa, Grosse Wiesmann, Charlotte, Hamlin, J. Kiley, Havron, Naomi, Hay, Jessica F., Hermansen, Tone K., Jakobsen, Krisztina V., Kalinke, Steven, Ko, Eon‐Suk, Kulke, Louisa, Mayor, Julien, Meristo, Marek, and Moreau, David
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MEDICAL consultation ,EYE movements ,INTERNET ,MEDICAL care ,PEDIATRICS ,COMPARATIVE studies ,RESEARCH funding ,DESCRIPTIVE statistics ,TELEMEDICINE ,CHILDREN - Abstract
Measuring eye movements remotely via the participant's webcam promises to be an attractive methodological addition to in‐person eye‐tracking in the lab. However, there is a lack of systematic research comparing remote web‐based eye‐tracking with in‐lab eye‐tracking in young children. We report a multi‐lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tested sample of 18‐27‐month‐old toddlers (N = 125) revealed that web‐based eye‐tracking successfully captured goal‐based action predictions, although the proportion of the goal‐directed anticipatory looking was lower compared to the in‐lab sample (N = 70). As expected, attrition rate was substantially higher in the web‐based (42%) than the in‐lab sample (10%). Excluding trials based on visual inspection of the match of time‐locked gaze coordinates and the participant's webcam video overlayed on the stimuli was an important preprocessing step to reduce noise in the data. We discuss the use of this remote web‐based method in comparison with other current methodological innovations. Our study demonstrates that remote web‐based eye‐tracking can be a useful tool for testing toddlers, facilitating recruitment of larger and more diverse samples; a caveat to consider is the larger drop‐out rate. [ABSTRACT FROM AUTHOR]
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- 2024
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25. There might be more to syntactic bootstrapping than being pragmatic: A look at grammatical person and prosody in naturalistic child-directed speech
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HAVRON, Naomi, primary, DE CARVALHO, Alex, additional, BABINEAU, Mireille, additional, BARBIR, Monica, additional, DAUTRICHE, Isabelle, additional, and CHRISTOPHE, Anne, additional
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- 2023
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26. Towards Diversifying Early Language Development Research: First Truly Global International Summer/ Winter School on Language Acquisition (/L+/) 2021
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Aravena-Bravo, Paulina, primary, Cristia, Alejandrina, additional, Garcia, Rowena, additional, Kotera, Hiromasa, additional, Nicolas, Ramona Kunene, additional, Laranjo, Ronel, additional, Arokoyo, Bolanle Elizabeth, additional, Benavides, Silvia, additional, Benders, Titia, additional, Boll-Avetisyan, Natalie, additional, Cychosz, Meg, additional, Dal Ben, Rodrigo, additional, Diop, Yatma, additional, Durán-Urzúa, Catalina, additional, Havron, Naomi, additional, Manalili, Marie Adrienne Robles, additional, Narasimhan, Bhuvana, additional, Omane, Paul Okyere, additional, Rowland, Caroline F, additional, Kolberg, Leticia Schiavon, additional, Ssemata, Andrew Sentoogo, additional, Styles, Suzy J, additional, Troncoso-Acosta, Belén, additional, and Woon, Fei Ting, additional
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- 2023
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27. ManyBabies 5: A large-scale investigation of the proposed shift from familiarity preference to novelty preference in infant looking time
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Kosie, Jessica Elizabeth, primary, Zettersten, Martin, additional, Abu-Zhaya, Rana, additional, Amso, Dima, additional, Babineau, Mireille, additional, Baumgartner, Heidi A, additional, Bazhydai, Marina, additional, Belia, Margherita, additional, Benavides, Silvia, additional, Bergmann, Christina, additional, Berteletti, Ilaria, additional, Black, Alexis K., additional, Borges, Priscila, additional, Borovsky, Arielle, additional, Byers-Heinlein, Krista, additional, Cabrera, Laurianne, additional, Calignano, Giulia, additional, Cao, Anjie, additional, Cox, Christopher Martin Mikkelsen, additional, Dal Ben, Rodrigo, additional, Dautriche, Isabelle, additional, DeBolt, Michaela C, additional, Exner, Anna, additional, Fisher-Thompson, Donna, additional, Frank, Michael C., additional, Gönül, Gökhan, additional, Gonzalez-Gomez, Nayeli, additional, Grosse Wiesmann, Charlotte, additional, Hamlin, Kiley, additional, Havron, Naomi, additional, Hochmann, Jean-Rémy, additional, Hoehl, Stefanie, additional, Houston-Price, Carmel, additional, Kachergis, George, additional, Kaldy, Zsuzsa, additional, Kingo, Osman Skjold, additional, Ko, Eon-Suk, additional, Kong, Shannon P, additional, Krøjgaard, Peter, additional, Liu, Shari, additional, Lu, Helen Shiyang, additional, Maganti, Madhavilatha, additional, Mather, Emily, additional, Mayor, Julien, additional, McMillan, Brianna, additional, Molnar, Monika T., additional, Moreau, David, additional, Moriguchi, Yusuke, additional, Moulson, Margaret, additional, Mueller, Jutta L., additional, Oakes, Lisa, additional, Peperkamp, Sharon, additional, Peykarjou, Stefanie, additional, Pires, Mónica Taveira, additional, Raz, Gal, additional, Requena, Pablo E., additional, Rocha-Hidalgo, Joscelin, additional, Saffran, Jenny, additional, Schaetz, Christina, additional, Schuwerk, Tobias, additional, Shinskey, Jeanne L., additional, Simpson, Elizabeth Ann, additional, Singh, Leher, additional, Smolak, Erin, additional, Soderstrom, Melanie, additional, Sonne, Trine, additional, Ssemata, Andrew Sentoogo, additional, Visser, Ingmar, additional, Von Holzen, Katie, additional, waxman, sandra, additional, Westermann, Gert, additional, White, Katherine, additional, Woodruff Carr, Kali L, additional, Zahner-Ritter, Katharina, additional, Zeidler, Henriette, additional, Zimmer, Lucie, additional, Zupan, Zorana, additional, and Lew-Williams, Casey, additional
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- 2023
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28. The influence of sibship composition on language development at 2 years of age in the ELFE birth cohort study
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Gurgand, Lilas, primary, Lamarque, Loïa, additional, Havron, Naomi, additional, Bernard, Jonathan Y., additional, Ramus, Franck, additional, and Peyre, Hugo, additional
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- 2022
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29. The effect of older sibling, postnatal maternal stress, and household factors on language development in two- to four-year-old children.
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Havron, Naomi, primary, Lovcevic, Irena, additional, Kee, Michelle Z. L., additional, Chen, Helen, additional, Chong, Yap Seng, additional, Daniel, Mary, additional, Broekman, Birit F. P., additional, and Tsuji, Sho, additional
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- 2022
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30. Individual differences in infants’ social evaluations across cultures
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Wang, Yiyi, Sen, Hilal, Dresel, Michaela, Exner, Anna, Hamlin, Kiley, Havron, Naomi, Henderson, Annette, Martin, Alia, Partridge, Teresa, Schuwerk, Tobias, Shainy, Munna, Su, Yanjie, Tsang, Adrian, Uzefovsky, Florina, WONG, Terry, Yuen, Francis, Zimmer, Lucie, and Lucca, Kelsey
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open science ,moral development ,social cognition ,infancy ,Social and Behavioral Sciences ,culture - Abstract
The goal of this project is to examine individual differences in infants’ early social evaluations across diverse cultural contexts. Specifically, this project aims to test the relation between infants’ preferences for prosocial characters (“helpers”) over antisocial characters (“hinderers”) and (1) caregiver prosocial characteristics, beliefs, expectations, and socialization practices; (2) the infants’ cultural context; (3) infants’ everyday prosocial behaviors. We take a multi-method approach, combining experimental, observational, and survey-based measures in a large sample of infants from labs across the world. This study is a spin-off of the ManyBabies4 (MB4) project, a large-scale, multi-laboratory, standardized investigation of infants’ social evaluations. The goal of MB4 is to test the replicability, and obtain a more precise understanding of the effect size, of the finding that infants prefer a character (i.e., a triangle with googly eyes) who helps, over a character who hinders, another character in reaching their goal (i.e., climbing to the top of a mountain, Hamlin et al., 2007). For a complete background and full methodological details of MB4, see the project’s pre-print (https://psyarxiv.com/qhxkm). Infants’ preferences in this hill paradigm appear to reflect an early-emerging ability to socially evaluate others based on their actions toward third party agents (Hamlin et al., 2007). However, not all infants display a preference for prosocial characters. A meta-analysis reported an estimated average of 68% of infants between 4 and 32 months select prosocial over antisocial characters in social evaluation tasks, meaning that 32% of infants select antisocial characters (Margoni & Surian, 2018). Individual differences in infants’ social evaluations have been documented in a variety of behavioral tasks including the hill paradigm, the box-opening/closing paradigm (Hamlin & Wynn, 2011; Hamlin et al., 2011), and the ball-giving/taking paradigm (Hamlin & Wynn, 2011; Tan et al., 2018), in addition to brain activity studies while perceiving others’ prosocial/friendly or antisocial/threatening behaviors (Cowell & Decety, 2015; Krol & Grossman, 2020). Here, we aim to examine factors that relate to individual differences in social preferences in the hill paradigm by using a large sample of infants from diverse cultural contexts. The main objective is to explore the role that two key experience-related factors may play in infants' social preferences: caregivers and culture. A subsidiary goal of this project is to explore whether infants' social preferences relate to their everyday prosocial behaviors. The MB4 project provides a unique opportunity to test questions about individual differences because it aims to recruit a large number of infants from a diverse group of labs (see target lab participation and sample size, below). First, we will examine caregivers’ expectations, values, and practices surrounding prosociality in relation to their infants’ performance in the social evaluation task. To date, only a handful of studies have examined the parental correlates of social evaluation in infancy, with a focus on parental justice sensitivity and empathy (Cowell & Decety, 2015), parent-child attachment (Loheide-Niesmann et al., 2020), and parental moral evaluation talk (Shimizu et al., 2018). One shared limitation of these studies is that they tended to use small sample sizes (sample sizes were all less than 100), therefore lacking sufficient power to detect and identify robust correlates of individual differences early in infancy (Margoni & Shepperd, 2020; Oakes, 2017). Here, we will test the extent to which infants’ social evaluations are associated with three types of parental characteristics and behaviors: (1) parental justice sensitivity; (2) parental prosocial values, expectations, motivation, and beliefs, as measured by (a) parents’ other-oriented prosocial values; (b) the age at which parents expect infants to show prosocial behaviors; (c) parental interest and curiosity in their infants’ mental states; (3) parental socialization practices surrounding moral and social development, as measured by (a) parental moral language input; (b) parental mental state and emotional talk; (c) parental mind-mindedness, and (d) frequency of playing social games with their infants. We included multiple measures of parental factors to isolate which parental factors explain unique variation in infants’ preference for helper characters, above and beyond others. Including multiple measures will also allow us to develop tentative theoretical explanations with regard to the underlying mechanisms linking parental factors and infants’ preferences. For example, parental prosocial values, expected age of when infants can show prosocial behaviors, justice sensitivity, and moral language input might be related to infants’ sensitivity and responses to moral information in the hill paradigm. Parental interest and curiosity in infants’ mental states, mind-mindedness, mental state talk, and social-game playing might be related to infants’ processing of agents’ mental states, especially the intentions of the helper and the hinderer in the hill paradigm, which has been argued to underlie the development of early social preferences (Woo et al., 2022). In sum, by testing the extent to which each of these parent-related characteristics are associated with infants’ social evaluation performances, we hope to describe some of the sources of individual differences in infants’ social evaluations. A second aim of this project is to investigate the influence of culture on infants’ social evaluations. Findings on social development during infancy mainly come from data from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies, which warrants further investigation into early social development across more diverse backgrounds (Singh et al., 2021). Examining the role of culture, as well as caregiver socialization practices, on infants’ social evaluations is key because these cultural factors play an important role in the development of individual differences in social cognition and behavior, including self- and other-awareness, social learning, and prosocial behaviors (for a review, see Kaertner et al., 2020). To date, only one study has directly compared the role of parental factors in infants’ social evaluations across cultures (Shimizu et al., 2018). While European American mothers (on average) used more socially evaluative speech (e.g., “He opened the box for the elephant, that’s nice.”) than Japanese mothers, the frequency of mothers’ socially evaluative speech in both cultures was positively related to infants’ prosocial preferences across all ages (6-month-olds, 9-month-olds, 12-month-olds, and 15- to 18-month-olds) – suggesting that the broader cultural context plays an important role in shaping caregiver behavior and infants’ social preferences. Here, we sought to extend these findings by examining the relation between social evaluations and cultural context, as measured by both country of habitation as well as cultural values (i.e., collectivistic vs. individualistic). Previous research has shown that mothers from Western cultures (primarily individualistic cultures) talk more about mental states (e.g., emotions, knowledge states, beliefs, desires) and show higher tendency of mind-mindedness (i.e., viewing their child as an individual with a mind) than mothers from Eastern cultures (primarily collectivistic cultures; e.g., Doan & Wang, 2010; Hughes et al., 2018; Wang, 2001). Yet, it remains unknown whether parental mental state talk and mind-mindedness are associated with infants’ social evaluations, and whether distinct aspects of mind-mindedness (e.g., emotion talk vs. cognitive talk vs. desire talk) are differentially related to infants’ evaluations across cultures. Therefore, more evidence is needed to examine the role of parental mental state talk and mind-mindedness in infants’ social evaluations in different cultures. As a third and final goal, this study will examine the relation between infants’ performance in a social evaluation task (the hill paradigm) and their prosocial behaviors in daily life. The relation between moral evaluation and moral behaviors is a long debated topic. Some evidence suggests that children’s early moral evaluation or moral sense is related to their actual moral behaviors (e.g., Eisenberg & Shell, 1986; Malti et al., 2010; Schmidt & Sommerville, 2011). For example, 15-month-old infants’ sensitivity to others’ fair vs. unfair resource distribution was found to be related to their actual sharing behavior (Schmidt & Sommerville, 2011). Infants who looked longer at an unfair, compared to fair distribution, were more likely to share their own preferred toy with an unfamiliar adult. Other work suggests that evaluations and behavior are unrelated in a preschool sample (e.g., Tan et al., 2020). Here, we will assess whether infants who show a preference for the prosocial agent also show more prosocial behaviors in their daily lives. In sum, this project will examine infants’ social preferences for prosocial characters over antisocial characters in the hill paradigm in relation to (1) their caregivers’ moral-related characteristics, expectations, and everyday socialization activities, (2) the cultural context in which the infant is being raised, and (3) infants’ prosocial behaviors outside of the lab. Findings from this work will help us understand the roots of individual differences in infants’ social preferences, as well as culturally-shared and -unique patterns of development.
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- 2023
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31. Hebrew morphological bootstraping
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Havron, Naomi
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Other Psychology ,FOS: Psychology ,Morphology ,Developmental Psychology ,First and Second Language Acquisition ,FOS: Languages and literature ,Cognitive Psychology ,Psychology ,Linguistics ,Social and Behavioral Sciences - Abstract
Hebrew morphological bootstraping
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- 2022
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32. Syntactic Disambiguation through Prosodic Cues by Young Infants
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Kolberg, Leticia, de Carvalho, Alex, Havron, Naomi, Babineau, Mireille, Abaurre, Maria, and CHRISTOPHE, Anne
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- 2022
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33. The effect of siblings on language development as a function of age difference and sex
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Havron, Naomi, Ramus, Franck, Cristia, Alejandrina, and Peyre, Hugo
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- 2022
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34. Syntactic Disambiguation through Prosodic Cues by Young Infants II: Verb - learning task
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Kolberg, Leticia, de Carvalho, Alex, Havron, Naomi, Babineau, Mireille, Abaurre, Maria, and CHRISTOPHE, Anne
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- 2022
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35. Do 15-month-olds understand complex utterances ?
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Maillot, Sylvie, CHRISTOPHE, Anne, Havron, Naomi, and Ashur, Parham
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- 2022
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36. Syntactic disambiguation through prosodic cues by young Brazilian Portuguese-learning children
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Kolberg, Leticia, CHRISTOPHE, Anne, de Carvalho, Alex, Abaurre, Maria, Havron, Naomi, and Babineau, Mireille
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- 2022
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37. Young children's comprehension of ellipsis sentences
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Kolberg, Leticia, de Carvalho, Alex, Dudley, Rachel, Babineau, Mireille, Havron, Naomi, Abaurre, Maria, and CHRISTOPHE, Anne
- Abstract
This research project aims to investigate French children's comprehension of ellipsis sentences, specifically a type of Tense Phrase ellipsis called stripping. A previous experiment has shown 3-4-year-olds can tell apart stripping sentences such as "The tiger hits! The duck too!" from transitive sentences such as "The tiger hits the duck too!" by paying attention to its prosodic boundary cues, but it does not show if children really understand the ellipsis, or if they just realize that it's a sentence where both mentioned nouns are agents, due to their initial position in the intonational phrases (which would be enough to differentiate them from the transitive sentences). In order to investigate this, we propose a preferential looking experiment, where we’ll present children with either stripping sentences with "aussi" (too), like "Le tigre tape! Le canard aussi!" (The tiger hits! The duck too!) or with sentences where we switch this adverb for a novel verb-like word "cali", as in "Le canard tape! Le lapin cali!", accompanied by two simultaneous videos, one showing the stripping interpretation (e.g., a duck and a bunny hitting a ball, for the sentence above), and another one depicting the first mentioned character performing the known action, but the second character performing a novel action, where it stretches both arms and legs simultaneously. If 3-4-year-old children understand stripping sentences, they should look longer toward the same-action videos when listening to stripping sentences. If, however, they do not know stripping or the adverb "aussi", they should look longer toward the novel action video, either because they think "aussi" is a novel verb, or because it is more novel and therefore more attractive than the known action.
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- 2022
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38. The effect of the older siblings and postnatal maternal stress on language development
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Lovcevic, Irena, Havron, Naomi, and Tsuji, Sho
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Social and Behavioral Sciences - Abstract
It has previously been shown that having an older sibling may influence language skills, with children who do not have an older sibling showing greater language scores compared to children with one older sibling (Havron et al., 2019). Closer looks at the characteristics of older siblings such as age gap and sex demonstrated an effect of older sibling’s sex. Specifically, children who had an older sister had better language scores than children who had an older brother with their language score not differing from language scores of children with no older sibling (Havron et al., 2019). In our replication study (Study 1, https://osf.io/d73yv/?view_only=a4c8f42625a84d38a23664bb8cb9e0c1) with the GUSTO cohort of children from Singapore, we replicated the finding from the EDEN cohort study (Havron et al., 2019), thus demonstrating better language skills in children with no older sibling compared to children with one older sibling. Unlike in the EDEN study, we have not replicated the effect of older sibling’s sex on children language skills. In this study, we are conducting a follow-up of our replication study by assessing the effects of other factors that may influence the language skills in our GUSTO cohort. One of the reasons proposed by Havron et al (2019) for the effect of sibling sex is maternal stress. The logic behind this claim is that maternal stress is related to poorer language scores (King & Laplante, 2005; Laplante, Brunet, Schmitz, Ciampi, & King, 2008; Laplante et al., 2004) and it has been found that raising a female baby is related to less maternal stress in comparison to raising a male baby (e.g., Scher & Sharabany, 2010). In order to investigate this possibility, as a first step in our follow-up study, we will assess the effect of maternal stress and the presence of an older sibling on language skills. Next, we will examine the effect of maternal stress and the older sibling’s sex on language skills. We explore the effects of maternal stress and older siblings on language skills in the above-mentioned GUSTO cohort. In this cohort, language measures were administered in four different languages (English, Mandarin Chinese, Malay, and Tamil) depending on the participants’ native language.
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- 2022
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39. The effect of the number of household members and postnatal maternal stress on language development
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Lovcevic, Irena, Havron, Naomi, and Tsuji, Sho
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Social and Behavioral Sciences - Abstract
It has previously been shown that the household size is negatively correlated with cognitive and language development (Evans et al., 2010). Evans, Maxwell, and Hart (1999) demonstrated that parents in the larger households speak less to their children and use the less complex language. This in turn can have detrimental effects on language development, since the quantity and quality of the language environment are important predictors of child language skills (Hart & Risley, 1995). Since previous studies measured only the total household size, it is hard to disentangle the effects of adult members and child members. With regard to child members in the household, it has been demonstrated that the number of older siblings that a child has is negatively correlated with verbal skills (e.g., Peyre et al., 2016). This may be the result of many factors, including e.g., differential parental investment, thus more limited attention to allocate to each child, or other confounding factors (e.g., Black, Devereux, & Salvanes 2005). In this study, we investigate the effect of household size on language development by disentangling the effects of adult members and child members. Furthermore, previous studies showed that children who live in crowded homes demonstrate delayed language and cognitive development (Evans et al., 1999, 2010). Thus, in this study we will assess the effect of residential density, measured as the ratio of the number of people in the household to the number of rooms (Evans et al., 2010). Another variable of interest here is maternal stress. The evidence suggests that maternal stress is negatively correlated with cognitive and language development (King & Laplante, 2005; Laplante, Brunet, Schmitz, Ciampi, & King, 2008; Laplante et al., 2004). It is possible that maternal stress may mediate the relationship between the household size and language skills. To our knowledge, there is no previous study investigating this possibility. Here, we explore the effects of household size, residential density and maternal stress on language skills in a cohort of children from Singapore. In this cohort, language measures were administered in four different languages (English, Mandarin Chinese, Malay, and Tamil) depending on the participants’ native language.
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- 2022
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40. Phonological experiment
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Cristia, Alejandrina, Seidl, Amanda, Havron, Naomi, Lannelongue, Elisa, Piot, Leonardo, semenzin, chiara, and Oliel, Lara
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- 2022
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41. The effect of syntactic adaptation on the interpretation of noun-verb homophones in 24-30 months old
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Havron, Naomi, de Carvalho, Alex, and CHRISTOPHE, Anne
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- 2022
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42. Syntactic adaptation in comprehension: verb vs. noun attachment
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Havron, Naomi, Linzen, Tal, CHRISTOPHE, Anne, and Scaff, Camila
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- 2022
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43. Stimuli
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Piot, Leonardo, Havron, Naomi, semenzin, chiara, and Cristia, Alejandrina
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- 2022
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44. Looking-while-listening task
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Piot, Leonardo, Oliel, Lara, Cristia, Alejandrina, Bergmann, Christina, Havron, Naomi, semenzin, chiara, Lannelongue, Elisa, and Babineau, Mireille
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- 2022
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45. Validation of an open source, web-based, eye-tracking method (WebGazer) for research on cognitive development: Comparison of anticipatory looking behavior in toddlers tested via web-based vs. in-lab eye-tracking
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Steffan, Adrian, Zimmer, Lucie, Arias-Trejo, Natalia, Bergmann, Christina, Billing, Addison, Bohn, Manuel, Dal Ben, Rodrigo, Franchin, Laura, Garbisch, Isa, Hamlin, Kiley, Haun, Daniel, Havron, Naomi, Hay, Jessica, Jakobsen, Krisztina, Kalinke, Steven, Kulke, Louisa, Liu, Liquan, Mayor, Julien, Meristo, Marek, Prein, Julia, rakoczy, hannes, Oliveira, Daniela, Simpson, Elizabeth, Sirois, Sylvain, Smith, Eleanor, Strid, Karin, Thiele, Maleen, Yuen, Francis, and Schuwerk, Tobias
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FOS: Psychology ,Developmental Psychology ,Psychology ,Social and Behavioral Sciences - Abstract
In this multi-lab project, which is a part of the ManyBabies Project, we try to validate an open source, web-based, eye-tracking method for research on cognitive development in young children. More specifically, we evaluate whether this method, which is based on WebGazer.js (Papoutsaki et al., 2016) and jsPsych (de Leeuw, 2015), is comparable to lab-based eye-tracking. Therefore, we aim to replicate findings of an in-lab paradigm of the ManyBabies2 project, which revealed spontaneous goal-directed action anticipation in toddlers using commercial eye-tracking systems (Schuwerk, Kampis et al., 2021).
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- 2022
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46. Infant well-being in the time of Corona
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Mayor, Julien, Kartushina, Natalia, Mundry, Roger, Mani, Nivedita, Havron, Naomi, Łuniewska, Magdalena, Mieszkowska, Karolina, Aussems, Suzanne, de Carvalho, Alex, Perry, Lynn, Dynak, Agnieszka, Gonzalez-Gomez, Nayeli, Gibson, Shannon, Alroqi, Haifa, Almohammadi, Alaa, Gendler-Shalev, Hila, Aldrich, Naomi, Cashon, Cara, von Soest, Tilmann, and Alaslani, Khadeejah
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PANAS ,covid-19 ,well-being ,early childhood ,Social and Behavioral Sciences - Abstract
Stemming from an existing pre-registered project, on the role of SES and home activities on early language development in 8-36-month-old infants (https://osf.io/r85fw) during the first Covid-19 lockdown period in Spring 2020 (March-September 2020), the current project examines, across 11 countries, the impact of lockdown on infants’ well-being. In particular, it aims at evaluating how activities that young children engaged in during lockdown (with or without a parent) and their language skills impacted their well-being (cf. details below), and how infants’ well-being impacted their vocabulary gains, in production and comprehension, during lockdown.
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- 2022
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47. Are determiners, marking animacy, learned better via implicit learning, and does this change with age?
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Barbir, Monica, Havron, Naomi, Recht, Samuel, Fievet, Anne-Caroline, and CHRISTOPHE, Anne
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- 2022
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48. Stimuli
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Cristia, Alejandrina, Seidl, Amanda, Havron, Naomi, Lannelongue, Elisa, Piot, Leonardo, semenzin, chiara, and Oliel, Lara
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- 2022
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49. Correction: Infant-directed input and literacy effects on phonological processing: Non-word repetition scores among the Tsimane’
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Cristia, Alejandrina, primary, Farabolini, Gianmatteo, additional, Scaff, Camila, additional, Havron, Naomi, additional, and Stieglitz, Jonathan, additional
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- 2022
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50. Learning to predict and predicting to learn: Before and beyond the syntactic bootstrapper.
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Babineau, Mireille, Havron, Naomi, Dautriche, Isabelle, de Carvalho, Alex, and Christophe, Anne
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- *
PRESCHOOL children , *LINGUISTIC models , *LANGUAGE acquisition , *PREDICTION models , *FORECASTING , *PRESCHOOL teachers - Abstract
Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is syntactic bootstrapping. A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the semantic seed hypothesis, children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words. We propose that these learning mechanisms relate to a larger cognitive model: the predictive processing framework. According to this model, we perceive and make sense of the world by constantly predicting what will happen next in a probabilistic fashion. We outline evidence that prediction operates within language acquisition and show how this framework helps us understand the way lexical knowledge refines syntactic predictions and how syntactic knowledge refines predictions about novel words' meanings. The predictive processing framework entails that learners can adapt to recent information and update their linguistic model. Here we review some of the recent experimental work showing that the type of prediction preschool children make from a syntactic context can change when they are presented with contrary evidence from recent input. We end by discussing some challenges of applying the predictive processing framework to syntactic bootstrapping and propose new avenues to investigate in future work. [ABSTRACT FROM AUTHOR]
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- 2023
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