Language Development & Cognition

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How did disruption to Early Years Education during COVID-19 affect children’s cognitive development and academic progress in 2020-2021 Dr Catherine Davies (University of Leeds) Abstract In this talk I will present the findings of two projects investigating the effects of educational disruption during COVID-19 on young children. First, the Social Distancing and Development study focuses on children…
Writing development in two languages: A case study in two P’urhepecha-medium primary schools in Michoacán (Mexico) Invited talk by Dr Kate Bellamy (KU Leuven) Abstract: In this talk I investigate the development of writing skills in P’urhepecha and Spanish in the context of two P’urhepecha communities in Michoacán (Mexico) where P’urhepecha is the main home…
Invited talk by Rachel Kan (Hong Kong Polytechnic University) Abstract: The identification of Developmental Language Disorder (DLD) remains a thorny issue in bilingual children, due to the lack of appropriate standardised tests and norms. In Hong Kong, 8-10% of children present with speech and/or language difficulties, and around 8% of the population are heritage speakers…
Napoleon will be giving a talk titled: ‘Bilingualism in Children with Developmental Disorders: From Language and Cognition to Human Rights’. If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite
The Leeds Child Development Unit at the University of Leeds is hosting a researcher-practitioner online workshop on children’s descriptive vocabulary on Thursday March 18th, 1-5pm GMT. Event description: The role of vocabulary breadth and depth in children’s achievement at school and beyond is well recognised. One way of enriching vocabulary is through descriptive language. Classroom and clinical practice is designed to…
Assessing homonymic awareness in children from diverse linguistic backgrounds Lydia Gunning (University of Leeds) Homonymous words are defined as those which have multiple, unrelated meanings, but each meaning of the word has identical spelling and pronunciation. Whilst homonyms are rife within the English language, there is a paucity of research exploring homonymic awareness in children,…
Cecile and Drasko will be discussing their current progress on the Quantifying Bilingual Experience project (https://q-bex.org/). If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite.
Clare Wright will discuss her ongoing work on eyetracking and the learning of Chinese characters, and Chen Yang will talk to us about her PhD plans to examine whether the noun phrase accessibility hierarchy predicts acquisition of Chinese relative clauses. If you would like to attend, please contact Chris Dixon (c.l.dixon@leeds.ac.uk) for a Teams invite.
Effects of code-switching on the processing of emotional words Aleksandra Tomic (UiT – Arctic University of Norway) Many phenomena in psycholinguistics have been studied using artificial paradigms due to laboratory limitations. Code-switching, a highly socially regulated practice, may be one of the phenomena experimentally studied with the least regard for the environment it appears in…
If you would like to attend this talk online, please email language@leeds.ac.uk by the 11th of May at the latest. “Learner corpora and SLA theory: the importance of task design” (abstract to be posted soon) Florence Myles, University of Essex Learner corpora are becoming a significant asset for second language acquisition research, and are becoming…