Journal of Child Language (J CHILD LANG)

Publisher: Cambridge University Press (CUP)

Journal description

A key publication in the field Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children the principles which underlie it and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology linguistics cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology phonetics morphology syntax vocabulary semantics pragmatics sociolinguistics or any other recognised facet of language study. In addition to articles and book reviews the journal contains a "Notes" section and a new occasional section has been added which contains a review article plus commentaries by a range of other researchers.

Current impact factor: 1.41

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 1.04

Additional details

5-year impact 1.72
Cited half-life 0.00
Immediacy index 0.10
Eigenfactor 0.00
Article influence 0.64
Website Journal of Child Language website
Other titles Journal of child language
ISSN 0305-0009
OCLC 974793
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Cambridge University Press (CUP)

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    • Author can archive a pre-print version
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    • Author can archive a post-print version
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    • Author's Pre-print on author's personal website, departmental website, social media websites, institutional repository, non-commercial subject-based repositories, such as PubMed Central, Europe PMC or arXiv
    • Author's post-print on author's personal website, departmental website, institutional repository, non-commercial subject-based repositories, such as PubMed Central, Europe PMC or arXiv, on acceptance of publication
    • Publisher's version/PDF cannot be used
    • Published abstract may be deposited
    • Pre-print to record acceptance for publication
    • Publisher copyright and source must be acknowledged with set statement, for deposit of Authors Post-print or Publisher's version/PDF
    • Must link to publisher version
    • This policy is an exception to the default policies of 'Cambridge University Press (CUP)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated how Turkish-speaking children and adults interpret negative sentences with disjunction (English or ) and ones with conjunction (English and ). The goal was to see whether Turkish-speaking children and adults assigned the same interpretation to both kinds of sentences and, if not, to determine the source of the differences. Turkish-speaking children and adults were found to assign different interpretations to negative sentences with disjunction just in case the nouns in the disjunction phrase were marked with accusative case. For children, negation took scope over disjunction regardless of case marking, whereas, for adults, disjunction took scope over negation if the disjunctive phrases were case marked. Both groups assigned the same interpretation to negative sentences with conjunction; both case-marked and non-case-marked conjunction phrases took scope over negation. The findings are taken as evidence for a ‘subset’ principle of language learnability that dictates children's initial scope assignments.
    Journal of Child Language 06/2015; DOI:10.1017/S0305000915000306
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    ABSTRACT: Past research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work) and investigates the relationship between proficiency and performance in a variety of mental state tasks (not just false belief). Furthermore, it explores whether the relationship between language proficiency and performance in mental state tasks differs between bilingual and monolingual groups. Twenty-six Spanish–English bilingual and twenty-six English monolingual preschool-age children completed seven mental state tasks. Findings provide evidence that high proficiency in English is related to better performance in mental state tasks for monolinguals. In contrast, high proficiency in both English and Spanish is related to better performance in mental state tasks for bilinguals.
    Journal of Child Language 06/2015; DOI:10.1017/S0305000915000276
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    ABSTRACT: In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54.51 months, 54.3% male; Sample 2: N = 116, mean age = 60.70 months, 56.0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.
    Journal of Child Language 06/2015; in press.
  • Journal of Child Language 03/2015; 42(2):316-322. DOI:10.1017/S0305000914000841
  • Journal of Child Language 01/2015; DOI:10.1017/S0305000914000786
  • Journal of Child Language 01/2015; DOI:10.1017/S0305000914000762
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    ABSTRACT: ABSTRACT The gender and number of a direct object clitic pronoun are based on the gender and number of the noun to which it refers. Grammatical gender is an intrinsic property of the lexical item that is independent from the natural sex of referents, whereas number is a non-intrinsic feature of nouns based on the conceptual level of quantity. The aim of this paper is to investigate children's ability in matching Italian direct object clitic pronouns to an inanimate visual referent on the basis of number or gender information. The dependent variables are accuracy and response time. A total of sixty-nine children aged from 4;6 to 7;5 participated. The results show that children are more accurate and faster in selecting the referent when they use number information compared to the condition in which this matching operation is led by gender.
    Journal of Child Language 08/2014; 42(04):1-15. DOI:10.1017/S0305000914000427
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    ABSTRACT: ABSTRACT Conventional implicatures are omnipresent in daily life communication but experimental research on this topic is sparse, especially research with children. The aim of this study was to investigate if eight- to twelve-year-old children spontaneously make the conventional implicature induced by but, so, and nevertheless in 'p but q' sentences. Additionally, the study aimed to shed light on the cognitive effort required for these inferences by measuring working memory (WM) capacity. Our results show that children do make these inferences to a certain extent, but are sensitive to the content of the arguments. We found a significant effect of sentence type, but did not observe any developmental effect, nor any effect of WM: a higher age or WM capacity does not result in more pragmatic inferences.
    Journal of Child Language 07/2014; DOI:10.1017/S0305000914000312
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    ABSTRACT: ABSTRACT I first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.
    Journal of Child Language 07/2014; 41 Suppl 1:48-63. DOI:10.1017/S0305000914000282
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    ABSTRACT: ABSTRACT Perusing early issues of this Journal from nearly forty years ago, we find many topics on the contents lists that could appear in a current issue. But the resources available to contributors for addressing questions of interest have changed dramatically, not least in the public availability of data. Here we look briefly at two assets which have accrued to the field in the intervening decades, and at the contributions they make. CHILDES provides a level playing field on which debates about the import of language sample data, especially longitudinal data, can be played out. The MBCDI and its offspring encourage the collection of data from large samples of individuals and so promote the exploration of factors that may explain individual differences. Both have been major contributions to the field.
    Journal of Child Language 07/2014; 41 Suppl 1:18-25. DOI:10.1017/S0305000914000191
  • Article: Editorial.
    Journal of Child Language 07/2014; 41 Suppl 1:v-vi. DOI:10.1017/S0305000914000129
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    ABSTRACT: ABSTRACT The entry into language via first words and, the acquisition of word meanings is considered from the perspective of publications in the Journal of Child Language over the past forty years. Problems in achieving word meanings include the disparate and sparse concepts available to the child from past prelanguage experience. Variability in beginning word learning and in its progress along a number of dimensions suggests the problems that children may encounter, as well as the strategies and styles they adopt to make progress. Social context and adult practices are vitally involved in the success of this process. Whereas much headway has been made over the past decades, much remains to be revealed through dynamic systems theory and developmental semiotic analyses, as well as laboratory research aimed at social context conditions.
    Journal of Child Language 07/2014; 41 Suppl 1(S1):93-104. DOI:10.1017/S0305000914000154