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Our research - Take a look at our posters to see what we've been doing!
​
September 2018

How can we use the factors that explain vocabulary

​size to ​identify those children who are late to talk?
​

Why is it that a significant proportion of children who are slow to

begin talking (Late Talkers), go on to develop Developmental

Language Disorder, whilst other children who begin as Late Talkers,

​catch up with their non late-talking peers?


To learn more, this study investigated whether the

factors that can explain individual differences in vocabulary size can

also classify ​children who are, and are not, slow to talk.


​To see what we found, click the PDF below to download the poster or

​preview it on ​the right.
late_talkers.pdf
File Size: 854 kb
File Type: pdf
Download File

Poster presented by Lana Jago at the 3rd Lancaster Conference on Infant

and Early Child Development, 
5th-​7th September 2018, Lancaster, UK.

​July 2018
​
Does how quickly children process words early on

​relate to their later language?


A number of studies have shown that children who process familiar

words more quickly, have larger vocabularies later on.

In this study, as part of the longitudinal Language 0-5 Project, we try

to understand why the two (processing speed and word knowledge)

are related. Is having a faster processing speed helpful for young

children learning new words? Or, could processing speed simply be a

measure of how quickly a child is able to access the words that they

already know?


To see what we found, click the PDF below to download the poster or

​preview it on ​the right.
online_speed_of_processing_and_vocabulary.pdf
File Size: 872 kb
File Type: pdf
Download File

Poster presented by Michelle Peter at Learning Language in Humans

and in Machines, 5th-​6th July 2018, Paris, France.

Does using baby sign really help to improve children's

​language ​development?

​In the UK, baby sign is an increasingly popular activity amongst

parents and their pre-verbal infants. Companies promoting baby sign

make many claims about its benefits, including improving language

development, decreasing frustration and enhancing parent-child

bonding. These are big claims, but it is unclear that baby sign works,

and, if it does, how it works.

In this study, as part of the longitudinal Language 0-5 Project, we try

to find out whether baby sign enhances mother-child interactions

​which, in turn, improves language development.



​To see what we found, click the PDF below to download the poster or

​preview it on ​the right.
Poster presented by Amy Bidgood at the 8th Conference of the

​International Society for Gesture Studies, 4th-8th July 2018, Cape Town, South

​Africa.
baby_sign.pdf
File Size: 1215 kb
File Type: pdf
Download File


​June 2018
​

Are the errors that children make with verbs different

​for children with Developmental Language Disorder?

​It is well known that children make errors in their speech as they learn

their native language. What is less well understood is why

they make some of these errors and why the pattern of these

errors is different for different groups of children. In this study,

we asked German children with Developmental Language Disorder

(DLD) and language-matched controls to take part in a verb-

elicitation task that would allow us to compare two different theories

about the processes that lead to these different error patterns.


To see what we found, click the PDF below to download the poster or

preview it on the right.
Poster presented by Charleen List at the Child Language Symposium, 25th-

​26th June 2018, Reading, UK.
errors_with_verbs.pdf
File Size: 1793 kb
File Type: pdf
Download File


July 2017
​

Can we overcome the barriers to shared book reading

​for some families?

Shared reading interventions have the potential to impact positively

on preschool children’s language development and on their

caregiver’s attitudes/behaviours towards reading. However, a number

of barriers may discourage families from participating or engaging

with these interventions, particularly families from lower

socioeconomic (SES) backgrounds. We investigated how families from

lower SES backgrounds responded to an intervention designed to

overcome these barriers by, in particular, emphasising the enjoyment

​of reading, rather than its educational value. 
​

​
​
To see what we found, click the PDF below to download the poster or

​preview it on ​the right.
Poster presented by Jamie Lingwood at the 14th International Congress for

the Study of Child Language
, 17th-21st July 2017, Lyon, France.
shared_reading.pdf
File Size: 724 kb
File Type: pdf
Download File

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