This chapter explores the variables involved in language research and analysis in children. The four primary goals of child language research are (1) to confirm general linguistic principles, (2) discover principles of language development, (3) clarify the relationship of language developments in other areas, such as cognition, and (4) to provide a more or less theoretical description of language. A particular research study is created from the theoretical perspective of the individual conducting the study.
- http://www.languageanalysislab.com/
This is the website of the Language Analysis Lab at the University of Wisconsin Madison. The popular software Systematic Analysis of Language Transcripts (SALT) was developed at this lab and research is ongoing to develop updates of this software as well as supply normative data on language acquisition.
- http://childes.psy.cmu.edu/topics/sites.html
This website is a central list of people and institutions working on Child Language who have posted information somewhere on the World Wide Web.
- http://childes.psy.cmu.edu/
CHILDES is the child language component of the TalkBank system. The goal of TalkBank is to foster fundamental research in the study of human and animal communication. TalkBank personnel will construct sample databases within each of the subfields studying communication and use these databases to advance the development of standards and tools for creating, sharing, searching, and commenting upon primary materials via networked computers.
- http://www.uiowa.edu/~clrc/epidemiologic/datashare2.html
This website contains a large quantity of data collected in the Specific Language Impairment (SLI) Epidemiologic study which was funded by The National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health. NIDCD has authorized this data base to be created this outreach as a means to fully utilize research data gathered with its support.
- http://www.nsf.gov/news/special_reports/linguistics/intro.jsp
This is the website of the National Science Foundation which contains news on Language and Linguistics and presents rationales for the need for further research in these areas.
- http://www.sciencedaily.com/releases/2004/02/040202071730.htm
A research study can be viewed at this website. Research shows evidence of left hemispheric dominance according to language processing.
- http://speechlab.bu.edu/demos.php
The Department of Cognitive and Neural Systems at Boston University has written a summary of their work in simulating a model to help explain infant babbling. This site discusses a DIVA model they have constructed that learns to control the movements of a computer-simulated vocal tract. The model's articulator movements and acoustic signal can be captured in videos. The site contains auditory samples that illustrate several interesting aspects of speech in developing infants.
- http://uwnews.washington.edu/ni/article.asp?articleID=25475
This is an explanation of a study at the University of Washington by Dr. Patricia Kuhl and colleagues. Using new technology that measures the magnetic field generated by the activation of neurons in the brain, the researchers tracked what appears to be a link between the listening and speaking areas of the brain in newborn, 6-month-old and one-year-old infants, before infants can speak. They found that practice helps to build brain connections for babies learning language, how to speak
- http://www.indiana.edu/~aviary/baby_research.htm
This is a section of a website describing research on babies and their vocalizations at Indiana University.
- http://www.ling.umd.edu/labs/acquisition/
This is the website of the University of Maryland Cognitive Neuroscience of language laboratory Project of Children's language learning. Here you will read about child language studies in progress.
- http://www.sciencedaily.com/releases/1997/09/970919103930.htm
This is an article titled 'Infants Have Keen Memory For Learning Words.' It is based on a news release issued by researchers at Johns Hopkins University in 1997. The authors describe a study whereby 8 month old infants listened to a story containing new vocabulary words such as 'python' etc. and several weeks later they were able to measure that the children still remember the words even when they were read in a list of words, and not a story.
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