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Limited options exist to evaluate the development of hippocampal function in young children. Research has established that trace eyeblink conditioning (EBC) relies on a functional hippocampus. Hence, we set out to investigate whether trace EBC is linked to hippocampal structure, potentially serving as a valuable indicator of hippocampal development. Our study explored potential associations between individual differences in hippocampal volume and neurite density with trace EBC performance in young children. We used onset latency of conditioned responses(CR) and percentage of conditioned responses (% CR) as measures of hippocampal‐dependent associative learning. Using a sample of typically developing children aged 4 to 6 years (N = 30; 14 girls; M = 5.70 years), participants underwent T1‐ and diffusion‐weighted MRI scans and completed a 15‐min trace eyeblink conditioning task conducted outside the MRI. % CR and CRonset latency were calculated based on all trials involving tone‐puff presentations and tone‐alone trials. Findings revealed a connection between greater left hippocampal neurite density and delayed CR onset latency. Children with higher neurite density in the left hippocampus tended to blink closer to the onset of the unconditioned stimulus, indicating that structural variations in the hippocampus were associated with more precise timing of conditioned responses. No other relationships were observed between hippocampal volume, cerebellum volume or neurite density, hippocampal white matter connectivity and any EBC measures. Preliminary results suggest that trace EBC may serve as a straightforward yet innovative approach for studying hippocampal development in young children and populations with atypical development. [ABSTRACT FROM AUTHOR]

The current study explores whether individual differences in the dimensional adjectives (e.g., big, tall) children understand, relates to individual differences in two non‐verbal spatial abilities, spatial scaling and mental transformations, in bilingual children. The inclusion of English–Spanish bilingual children broadens the work in this area which has previously focused strictly on English language. Ninety‐two English–Spanish bilingual children between 37.65 and 71.87 months (42 male) participated in the study. Results show number of dimensional adjectives preschool children comprehend utilizing a new interactive, tablet‐based task relates to performance on non‐verbal spatial tasks. This research supports hypothesized relations between spatial language comprehension and spatial abilities, introduces an effective tool for examining spatial language comprehension in young children, and improves generalizability by including a bilingual sample and testing comprehension in both English and Spanish. [ABSTRACT FROM AUTHOR]

Mental rotation has emerged as an important predictor of success in Science, Technology, Engineering, and Math (STEM). By the age of 4.5 years, boys outperform girls in these abilities. Because parents use less spatial language with girls at this age (Pruden and Levine, 2017), the amount of spatial language that children are exposed to at home is believed to be one potential contributor to this disparity in preschool age children. To date, it is unclear if this gender difference continues when children enter school. To address this question in this study, children not yet in kindergarten (PreK) and kindergarten and first grade children (K+) were recorded playing with their mothers using magnetic tile toys followed by children's completion of a mental rotation task. As expected, mothers used more spatial language with PreK boys than girls; however, this relationship reversed in K+, with mothers using significantly more spatial language with girls than boys. Surprisingly, despite this, boys outperformed girls on the mental rotation task. These findings suggest that although girls' exposure to spatial language is higher after entry into school, this language difference is not reflected in increases in mental rotation abilities. Thus, earlier exposure to spatial language may be vital for the development of mental rotation abilities. [ABSTRACT FROM AUTHOR]

• SES related differences in the neural indices of word learning in school age children. • The higher SES group showed an N400 attenuation across exposures for learned words. • The low SES group did not show an attenuation of the N400 for learned words. • Differences in how low SES children learn words may contribute to the vocabulary gap. Children from low-socioeconomic status (SES) homes have significantly smaller vocabularies than their higher-SES peers, a gap that increases over the course of the school years. One reason for the increase in this vocabulary gap during the school years is that children from low-SES homes learn fewer words from context than their higher-SES peers. To better understand how the process of word learning from context might differ in children related to SES, we investigated changes in the N400 event-related potential (ERP) as children from low- and higher-SES homes learned new words using only the surrounding linguistic context. There were no differences in the N400 response to known words related to SES. In response to the target word being learned, children from higher-SES homes, like adults in previous studies, exhibited an attenuation of the N400 across exposures as they attached meaning to it. Children from low-SES homes did not show this same attenuation. These findings support previous work showing that children from low-SES homes may have differences or more variability in the neural components supporting language processing, and they extend previous work to illustrate how this variability may relate to word learning and, ultimately, vocabulary growth. [ABSTRACT FROM AUTHOR]

Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8–15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers. [ABSTRACT FROM AUTHOR]

The relationship between children’s slow vocabulary growth and the family’s low socioeconomic status (SES) has been well documented. However, previous studies have often focused on infants or preschoolers and primarily used static measures of vocabulary at multiple time points. To date, there is no research investigating whether SES predicts a child’s word learning abilities in grade school and, if so, what mediates this relationship. In this study, 68 children aged 8–15 years performed a written word learning from context task that required using the surrounding text to identify the meaning of an unknown word. Results revealed that vocabulary knowledge significantly mediated the relationship between SES (as measured by maternal education) and word learning. This was true despite the fact that the words in the linguistic context surrounding the target word are typically acquired well before 8 years of age. When controlling for vocabulary, word learning from written context was not predicted by differences in reading comprehension, decoding, or working memory. These findings reveal that differences in vocabulary growth between grade school children from low and higher SES homes are likely related to differences in the process of word learning more than knowledge of surrounding words or reading skills. Specifically, children from lower SES homes are not as effective at using known vocabulary to build a robust semantic representation of incoming text to identify the meaning of an unknown word. [ABSTRACT FROM AUTHOR]