Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

271
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
271
Language Development01:22

Language Development

444
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
444
Associative Learning01:27

Associative Learning

566
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
566
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

1.9K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
1.9K
Complementation Tests00:49

Complementation Tests

5.1K
A complementation test is a simple cross to identify whether the two mutations are located on the same gene or different genes. It was first performed by Edward Lewis in the 1940s while working on fruit flies. He developed the test to identify the location and arrangement of different mutations on chromosomes.
Organisms heterozygous for different mutations are crossed pairwise in all combinations. If present on different genes, the mutations can complement each other by providing the missing...
5.1K
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

769
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
769

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Recognition of Familiar Wordforms and Phonological Variation in Akan by Multilingual Infants Learning African Tone Languages in Ghana.

Developmental science·2026
Same author

Corrigendum to 'Consonant, vowel, and tone cues in early wordform recognition: Evidence from Cantonese-learning infants' [Cognition 275 (2026) 106624].

Cognition·2026
Same author

Influence of Visual Context Stability on Word Learning in Fourteen- and Nineteen-Month-Old Children.

Journal of child language·2026
Same author

Consonant, vowel, and tone cues in early wordform recognition: Evidence from Cantonese-learning infants.

Cognition·2026
Same author

Eye movements when reading Arabic numbers in sentences.

Acta psychologica·2025
Same author

Evaluation of the Crosslinguistic Nonword Repetition Test: Evidence From a Large and Diverse Secondary Data Set.

Journal of speech, language, and hearing research : JSLHR·2025

Related Experiment Video

Updated: Sep 8, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.5K

Difficulties in Nonadjacent Dependency Learning in French-Learning Toddlers.

Julie Bodard1, Thierry Nazzi2, Géraldine Jean-Charles1

  • 1Institut des Sciences Logopédiques, Maison des Sciences du Langage et de la Communication - Université de Neuchâtel, Switzerland.

Journal of Speech, Language, and Hearing Research : JSLHR
|July 29, 2025
PubMed
Summary
This summary is machine-generated.

French-learning toddlers showed limited ability to learn nonadjacent dependencies (NADs) in an artificial language task. While 27-month-olds exhibited some learning patterns, further research is needed to understand NAD acquisition in young children.

More Related Videos

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

10.8K
Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.7K

Related Experiment Videos

Last Updated: Sep 8, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.5K
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

10.8K
Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.7K

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Statistical learning, the ability to detect environmental patterns, is crucial for language development.
  • Detecting nonadjacent dependencies (NADs) is particularly linked to morphosyntactic development.
  • Research on NAD acquisition in French-learning children using artificial languages is scarce.

Purpose of the Study:

  • To investigate the acquisition of NADs in 18- and 27-month-old French-learning children.
  • To adapt an artificial grammar learning study to an eye-tracking paradigm.
  • To explore developmental differences in NAD processing.

Main Methods:

  • An artificial grammar learning study using a central fixation eye-tracking paradigm.
  • Familiarization with three-element strings (e.g., /na sokɛ fib/).
  • Monitoring looking times for grammatical versus ungrammatical strings in 18- and 27-month-olds.

Main Results:

  • No significant effect of grammaticality was found overall at 18 or 27 months.
  • At 27 months, a decrease in gaze duration for ungrammatical strings was observed between blocks.
  • A trend towards longer looking at grammatical stimuli in the second block at 27 months suggests potential early learning.

Conclusions:

  • Results did not fully replicate findings from studies with English-learning children.
  • Age and language background differences, along with methodological factors, may influence NAD acquisition.
  • Further research is necessary to refine tasks and understand the developmental trajectory of NAD processing.