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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: The Early Language in Victoria Study: Predicting vocabulary at age one and two years from gesture and object use
Author: Edith L. Bavin
Institution: La Trobe University
Author: M. Prior
Institution: University of Melbourne
Author: Sheena Reilly
Institution: Murdoch Childrens Research Institute, The Royal Children's Hospital
Author: Lesley Bretherton
Institution: University of Melbourne
Author: J. Williams
Institution: Murdoch Childrens Research Institute, The Royal Children's Hospital
Author: P. Eadie
Institution: The Royal Children's Hospital
Author: Y. Barrett
Institution: Murdoch Childrens Research Institute, The Royal Children's Hospital
Author: O. C. Ukoumunne
Institution: University of Melbourne
Linguistic Field: Psycholinguistics
Abstract: The Macarthur-Bates Communicative Development Inventories (CDI) have been used widely to document early communicative development. The paper reports on a large community sample of 1,447 children recruited from low, middle and high socioeconomic (SES) areas across metropolitan Melbourne, Australia. Regression analyses were conducted to determine the extent to which communicative behaviours reported at 0 ; 8 and 1 ; 0 predicted vocabulary development at 1 ; 0 and 2 ; 0. In support of previous findings with smaller, often less representative samples, gesture and object use at 1 ; 0 were better predictors of 2 ; 0 vocabulary than were gesture and object use at 0 ; 8. At 1 ; 0, children from the lower SES groups were reported to understand more words than children from the higher SES groups, but there were no SES differences for words produced at 1 ; 0 or 2 ; 0. The findings add to our understanding of the variability in the development of early communicative behaviours.

CUP AT LINGUIST

This article appears IN Journal of Child Language Vol. 35, Issue 3, which you can READ on Cambridge's site or on LINGUIST .



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