Login | Register
- Editorial Team
- Editorial Policies
- Author Guidelines
- Reviewer Guidelines
- Statistics and Methods
- Research Integrity
- Full Policies
Language Development Research: An Open-Science Journal
Read author guidelines (PDF) before submission, and ensure your article includes a standalone Data, Code and Materials Availability Statement.
Announcement: New Editors-in-Chief. Patricia Brooks (City University of New York) and Vera Kempe (Abertay University) will be taking over as joint Editors-in-Chief of Language Development Research on 31st March 2025 (replacing Ben Ambridge).
========================================================
Science is for everyone. We set up Language Development Research (ISSN 2771-7976) because we don't believe in locking articles behind paywalls, in charging taxpayers and universities to publish research they've already funded, or in privileging papers that are "exciting" over those committed to scientific rigour. We believe that open science is better science. We uphold the highest standards of research integrity . We insist on open data and materials , and commit to publishing every article that is judged by our peer review process to meet our criteria for methodological and theoretical rigour .
We invite submissions of empirical and theoretical investigations of children's language development : typical and atypical, mono-, bi- and multi-lingual, spoken, signed, or written. We are also interested in the exploration of any topic or population relevant to language development, broadly construed (e.g., second language learning, artificial language learning, adult psycholinguistics, computational modeling).
Fiercely independent, we are answerable to no one except the scientific community and our 30-member strong Editorial Board of respected researchers . Please browse our articles (below on this page), learn more about the journal and its editorial policies , and, when you're ready, submit your article .
Featured Articles
David Pagmar, Kirsten Abbot-Smith, Danielle Matthews
Predictors of children's conversational contingency
Evelina Leivada, Elliot Murphy
A demonstration of the uncomputability of parametric models of language acquisition and a biologically plausible alternative
alejandrina cristia, Marisa Casillas
Non-word repetition in children learning Yélî Dnye
Linda Kelly, Elizabeth Nixon, Jean Quigley
It’s Your Turn: The Dynamics of Conversational Turn-Taking in Father-Child and Mother-Child Interaction
Khazar Khorrami, Okko Räsänen
Can phones, syllables, and words emerge as side-products of cross-situational audiovisual learning? - A computational investigation
Karla K McGregor, Ronald Pomper, Nichole Eden, Timothy Arbisi-Kelm, Nancy Ohlmann, Shivani Gajre, Erin Smolak
Children’s language abilities predict success in remote communication contexts
Disa Witkowska, Laura Lucas, Maria Jelen, Hannah Kin, Courtenay Norbury
Development of complex syntax in the narratives of children with English as an Additional Language and their monolingual peers
Giulia Bovolenta, Emma Marsden
Expectation violation enhances the development of new abstract syntactic representations: evidence from an artificial language learning study
Nicola Dawson, Yaling Hsiao, Alvin Wei Ming Tan, Nilanjana Banerji, Kate Nation
Features of lexical richness in children's books: Comparisons with child-directed speech
Ben Ambridge
Language Development Research Editorial: Why do we need another journal?
Mitja Nikolaus, Eliot Maes, Jeremy Auguste, Laurent Prévot, Abdellah Fourtassi
Large-scale study of speech acts' development in early childhood
Audun Rosslund, Julien Mayor, Gabriella Óturai, Natalia Kartushina
Parents’ hyper-pitch and low vowel category variability in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary
Samuel David Jones, Madeline Dooley, Ben Ambridge
Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)
Victoria Knowland, Mohreet Rauni, Gareth Gaskell, Sarah Walker, Elaine van Rijn, Courtenay Norbury, Lisa-Marie Henderson
Sleep behaviour in children with developmental language disorder
Benjamin Edward deMayo, Danielle Kellier, Mika Braginsky, Christina Bergmann, Cielke Hendriks, Caroline Frances Rowland, Michael C Frank, Virginia Marchman
Web-CDI: A system for online administration of the MacArthur-Bates Communicative Development Inventories
Maxime Alexandra Tulling, Ailís Cournane
Wishes before ifs: mapping “fake” past tense to counterfactuality in wishes and conditionals
Natalia Kartushina, Nivedita Mani, Aslı Aktan-Erciyes, Khadeejah Alaslani, Naomi J. Aldrich, Alaa Almohammadi, Haifa Alroqi, Lucy M. Anderson, Elena Andonova, Suzanne Aussems, Mireille Babineau, Mihaela Barokova, Christina Bergmann, Cara Cashon, Stephanie Custode, Alex de Carvalho, Nevena Dimitrova, Agnieszka Dynak, Rola Farah, Christopher Fennell, Anne-Caroline Fiévet, Michael C Frank, Margarita Gavrilova, Hila Gendler-Shalev, Shannon P. Gibson, Katherine Golway, Nayeli Gonzalez-Gomez, Ewa Haman, Erin Hannon, Naomi Havron, Jessica Hay, Cielke Hendriks, Tzipi Horowitz-kraus, Marina Kalashnikova, Junko Kanero, Christina Keller, Grzegorz Krajewski, Catherine Laing, Rebecca A. Lundwall, Magdalena Łuniewska, Karolina Mieszkowska, Luis Muñoz, Karli Nave, Nonah Olesen, Lynn Perry, Caroline Frances Rowland, Daniela Santos Oliveira, Jeanne Shinskey, Aleksander Veraksa, Kolbie Vincent, Michal Zivan, Julien Mayor
COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains
Iris Broedelet, Paul Boersma, Judith Rispens
Distributional learning of novel visual object categories in children with and without developmental language disorder
Martin Fortier, Danielle Kellier, María Fernández-Flecha, Michael C Frank
Ad-hoc pragmatic implicatures among Shipibo-Konibo children in the Peruvian Amazon
Matt Hilton, Katherine E. Twomey, Gert Westermann
Face time: Effects of shyness and attention to faces on early word learning
Robert Fromont, Lynn Clark, Joshua Wilson Black, Margaret Blackwood
Maximizing accuracy of forced alignment for spontaneous child speech
Anika van der Klis, Rianne van Lieburg, Lisa Lai-Shen Cheng, Clara Cecilia Levelt
Pauses matter: Rule-learning in children
Joshua Hartshorne, Yujing Huang, Lauren Skorb
Some puzzling findings regarding the acquisition of verbs
Ben Ambridge, Stewart McCauley, Colin Bannard, Michelle Davis, Thea Cameron-Faulkner, Alison Gummery, Anna Theakston
Uninversion error in English-speaking children’s wh-questions: Blame it on the bigrams?
Janet Yougi Bang, George Kachergis, Adriana Weisleder, Virginia Marchman
An automated classifier for periods of sleep and target-child-directed speech from LENA recordings
Lena V. Kremin, Amel Jardak, Casey Lew-Williams, Krista Byers-Heinlein
Bilingual children’s comprehension of code-switching at an uninformative adjective
Ana Maria Gonzalez-Barrero, Rodrigo Dal Ben, Hilary Killam, Krista Byers-Heinlein
Word learning in 14-month-old monolinguals and bilinguals: Challenges and methodological opportunities
Elspeth Wilson, Kate Cain, Catherine Davies, Jenny Gibson, Holly Joseph, Ludovica Serratrice, Margreet Vogelzang
Children’s development of conversational and reading inference skills: a call for a collaborative approach
Elizabeth Swanson, Michael C Frank, Judith Degen
Syntactic adaptation and word learning in children and adults
Enkeleida Kapia, Shanley Allen, Doruntinë Zogaj
Early vocabulary and grammar development in Albanian-speaking children: a MB-CDI adaptation study
Emma Thornton, Praveetha Patalay, Danielle Matthews, Colin Bannard
Investigating how vocabulary relates to different dimensions of family socio-economic circumstance across developmental and historical time
Sivan Bar-Or, Naomi Havron
Is the effect of gross motor development on vocabulary size mediated by language-promoting interactions?
Houjun Liu, Brian MacWhinney
Morphosyntactic Analysis for CHILDES
Anastasia Stoops, Jessica L Montag
A novel corpus of naturalistic picture book reading with 2-to-3 year old children
Paula Stinson, Julian M Pine
Children with Developmental Language Disorder and Typically Developing Children learn novel nouns more easily than novel verbs: An experimental comprehension and production study.
Francesco Cabiddu, Mitja Nikolaus, Abdellah Fourtassi
Comparing children and large language models in word sense disambiguation: Insights and challenges
Sarah Kucker, Bob McMurray, Larissa K Samuelson
Examining the incremental process of word learning: Word-form exposure and retention of new word-referent mappings
Maxime Poli, Thomas Schatz, Emmanuel Dupoux, Marvin Lavechin
Modeling the initial state of early phonetic learning in infants
Martin Fortier, Danielle Kellier, Maria Fernández Flecha, Michael C Frank
The Development of Color Terms in Shipibo-Konibo Children
Donna Jackson-Maldonado, Margaret Friend, Virginia Marchman, Adriana Weisleder, Alejandra Auza, Barbara Conboy, Marta Rubio-Codina, Philip S Dale
The MacArthur Inventario del Desarrollo de Habilidades Comunicativas III: A measure of language development in Spanish-speaking two- to four-year-olds
IMAGES
VIDEO