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The present study tested 14‐month‐old monolingual infants (N = 64, 52% female, 75% Korean, and 25% American) in a looking‐time task adapted from previous referent identification research. In three experiments, Korean‐learning infants watched a speaker, who could only see one of two identical balls, ask a recipient, "gong jom jul‐lae?" ("Will you give me Ø ball?" because Korean lacks an article system). They expected the recipient to reach for the ball visible to the speaker, but not the one hidden from her, only when the speaker was introduced separately to facilitate perspective‐taking. Korean infants were also found to hold these expectations when the speaker said, "jeo gong jom jul‐lae?" ("Will you give me that ball?"), presumably because the added demonstrative "jeo" rendered the speech more informative. A group of American English‐learning infants performed similarly, but not as robustly as did their Korean peers, when the speaker requested "Give me that ball." These findings shed new light on how infants use their emergent perspective‐taking and language skills to interpret a speaker's intended referent and expand the previous focus on English‐learning infants. [ABSTRACT FROM AUTHOR]

Micronutrient deficiencies are common in inflammatory bowel disease (IBD). The aim of this study was to evaluate micronutrient deficiencies and identify muscular status of patients with IBD. From June 2019 to October 2021, a total of 105 patients with IBD were enrolled prospectively. To obtain objective data, micronutrients were measured in the patients' serum, and body composition analysis was performed using bioelectrical impedance analysis. There were 51 patients with ulcerative colitis (UC) and 54 with Crohn's disease (CD), while the gender ratio (M: F) was 54:51. The average age was 37 ± 18 years, which was significantly lower in patients with CD than UC (29 ± 16 vs. 45 ± 16, p < 0.001). Iron and magnesium were lower in patients with CD compared to UC, respectively (63.3 ± 42.5 vs. 82.8 ± 44.0 µg/dL, p = 0.024, 2.08 ± 0.15 vs. 2.15 ± 0.19 mg/dL, p = 0.036). Vitamin D levels showed insufficiency in patients with UC and deficiency (below 20 ng/mL) in patients with CD (20.1 ± 10.6 vs. 19.0 ± 9.9 ng/mL, p = 0.567). In the UC and CD patient groups, skeletal muscle index (SMI) and adjusted skeletal muscle mass were lower in patients with CD compared to UC (SMI: 32.8 ± 4.7 vs. 35.8 ± 5.5%, p < 0.004, adjusted skeletal muscle: 7.0 ± 1.5 vs. 8.2 ± 1.9 kg/m2, p < 0.001). In conclusion, decreased trace elements, specifically iron, magnesium, and vitamin D, as well as skeletal muscle mass were observed to be prominent in patients with CD as compared to UC. [ABSTRACT FROM AUTHOR]

The current research examined whether children's expectations about labeling conventions can be influenced by limited exposure to a foreign language. Three- to four-year-old Korean children were presented with two speakers who each assigned a novel label either in Korean or Spanish to a novel object. Children were asked whether both labels were acceptable for the object. Children who had more exposure to a foreign language through live social interaction, but not through media, were more likely to accept both Korean and Spanish labels. These findings indicate the influence of social interaction in foreign language exposure on children's understanding of different labeling conventions. [ABSTRACT FROM AUTHOR]

To learn new words, particularly verbs, child learners have been shown to benefit from the linguistic contexts in which the words appear. However, cross-linguistic differences affect how this process unfolds. One previous study found that children's abilities to learn a new verb differed across Korean and English as a function of the sentence in which the verb occurred. The authors hypothesized that the properties of word order and argument drop, which vary systematically in these two languages, were driving the differences. In the current study, we pursued this finding to ask if the difference persists later in development, or if children acquiring different languages come to appear more similar as their linguistic knowledge and learning capacities increase. Preschool-aged monolingual English learners (N = 80) and monolingual Korean learners (N = 64) were presented with novel verbs in contexts that varied in word order and argument drop and accompanying visual stimuli. We assessed their learning by measuring accuracy in a forced-choice pointing task, and we measured eye gaze during the learning phase as an indicator of the processes by which they mapped the novel verbs to meaning. Unlike previous studies which identified differences between English and Korean learning 2-year-olds in a similar task, our results revealed similarities between the two language groups with these older preschoolers. We interpret our results as evidence that over the course of early childhood, children become adept at learning from a large variety of contexts, such that differences between learners of different languages are attenuated. [ABSTRACT FROM AUTHOR]

Research on early word learning reveals that verbs present a unique challenge. While English-acquiring 24-month-olds can learn novel verbs and extend them to new scenes, they perform better in rich linguistic contexts (when novel verbs appear with lexicalized noun phrases naming the event participants) than in sparser linguistic contexts (Arunachalam & Waxman 2011) However, in languages like Korean, where noun phrases are often omitted when their referents are highly accessible, rich linguistic contexts are less frequent. The current study investigates the influence of rich and sparse linguistic contexts in verb learning in Korean-acquiring 24-month-olds. In contrast to their English-acquiring counterparts, 24-month-olds acquiring Korean perform better when novel verbs appear in sparse linguistic contexts. These results, which provide the first experimental evidence on early verb learning in Korean, indicate that the optimal context for verb learning depends on many factors, including how event participants are typically referred to in the language being acquired.

Reports that infants in the second year of life can attribute false beliefs to others have all used a "search" paradigm in which an agent with a false belief about an object's location searches for the object. The present research asked whether 18-month-olds would still demonstrate false-belief understanding when tested with a novel "non-search" paradigm. An experimenter shook an object, demonstrating that it rattled, and then asked an agent, "Can you do it?" In response to this prompt, the agent selected one of two test objects. Infants realized that the agent could be led through inference (Experiment 1) or memory (Experiment 2) to hold a false belief about which of the two test objects rattled. These results suggest that 18-month-olds can attribute false beliefs about non-obvious properties to others, and can do so in a non-search paradigm. These and additional results (Experiment 3) help address several alternative interpretations of false-belief findings with infants. (Contains 2 figures.)

Research concerning the spatial dimension "fit" ("tight" versus "loose") has been based on a tacit but untested assumption that the dimension "fit" is symmetrical, with tight- and loose-fitting relations highlighting the dimension "fit" with equal force. We propose a reformulation, documenting that adult speakers of English (Experiment 1) and Korean (Experiment 2) are sensitive to the dimension "fit", but that their representation is asymmetric, with tight-fitting events highlighting "fit" with greater force than loose-fitting events. We propose that sensitivity to the dimension "fit" is more resilient than has previously been suggested, and that the asymmetry documented here provides a foundation upon which to pursue nuanced questions about the relationship between language and our underlying representations of space. (Contains 5 figures.)

Do 18-month-olds understand that an agent's false belief can be corrected by an appropriate, though not an inappropriate, communication? In Experiment 1, infants watched a series of events involving two agents, a ball, and two containers: a box and a cup. To start, agent 1 played with the ball and then hid it in the box, while agent 2 looked on. Next, in agent 1's absence, agent 2 moved the ball from the box to the cup. When agent 1 returned, agent 2 told her "The ball is in the cup!" (informative-intervention condition) or "I like the cup!" (uninformative-intervention condition). During test, agent 1 reached for either the box (box event) or the cup (cup event). In the informative-intervention condition, infants who saw the box event looked reliably longer than those who saw the cup event; in the uninformative-intervention condition, the reverse pattern was found. These results suggest that infants expected agent 1's false belief about the ball's location to be corrected when she was told "The ball is in the cup!", but not "I like the cup!". In Experiment 2, agent 2 simply pointed to the ball's new location, and infants again expected agent 1's false belief to be corrected. These and control results provide additional evidence that infants in the second year of life can attribute false beliefs to agents. In addition, the results suggest that by 18 months of age infants expect agents' false beliefs to be corrected by relevant communications involving words or gestures. (Contains 11 figures.)

Prior research suggests that children younger than age 3 or 4 do not understand that an agent may be deceived by an object's misleading appearance. The authors asked whether 14.5-month-olds would give evidence in a violation-of-expectation task that they understand that agents may form false perceptions. Infants first watched events in which an agent faced a stuffed skunk and a doll with blue pigtails; the agent consistently reached for the doll, suggesting that she preferred it over the skunk. Next, while the agent was absent, the doll was hidden in a plain box, and the skunk was hidden in a box with a tuft of blue hair protruding from under its lid. Infants expected the agent to be misled by the tuft's resemblance to the doll's hair and to falsely perceive it as belonging to the doll. These and other results indicate that 14.5-month-old infants can already reason about agents' false perceptions.

Children as young as two use sentence structure to learn the meanings of verbs. We probed the generality of sensitivity to sentence structure by moving to a different semantic and syntactic domain, spatial prepositions. Twenty-six-month-olds used sentence structure to determine whether a new word was an object-category name ("This is a corp!") or a spatial-relational term ("This is acorp my box!"). We argue that children rely on the intimate relationship between nouns in sentences and semantic arguments of predicate terms: Noting that a new word takes noun arguments identifies the new word as a predicate term, and directs the child's attention to relations among its arguments.

The present research investigated whether 13.5-month-old infants would attribute to an actor a disposition to perform a recurring action, and would then use this information to predict which of two new objects--one that could be used to perform the action and one that could not--the actor would grasp next. During familiarization, the infants watched an actor slide various objects forward and backward on an apparatus floor. During test, the infants saw two new identical objects placed side by side: one stood inside a short frame that left little room for sliding; the other stood inside a longer frame that left ample room for sliding. The infants who saw the actor grasp the object inside the short frame looked reliably longer than those who saw the actor grasp the object inside the long frame. This and control results from a lifting condition provide evidence that by 13.5 months, infants can attribute to an actor a disposition to perform a particular action.