Early Language Development -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Preface -- Introduction to early language development -- The method of event-related brain potentials in the study of cognitive processes -- 1 The field of cognitive neuroscience -- 2 Electroencephalography and event-related brain potentials -- Figure 1. -- 3 ERP components and their interpretation -- Figure 2. -- 4 Advantages and disadvantages of the ERP method -- 4.1 General methodological considerations -- 4.2 Pragmatic considerations regarding developmental research -- 5 ERP components in language processing -- Figure 3. -- Figure 4. -- Figure 5. -- Figure 6. -- 6 Summary -- References -- Event-related potential studies of early language processing at the phoneme, word, and sentence leve -- 1 Introduction -- 2 Phoneme processing in the first year -- 2.1 Insights from behavioral studies -- 2.2 Insights from ERP studies -- 2.2.1 ERP indices of phonetic processing -- 2.2.2 ERP studies of phoneme processing in infants -- Figure 1. -- Figure 2. -- Figure 3. -- 2.2.3 ERP phoneme processing measures as predictors of early language development -- 2.2.4 Behavioral phoneme processing measures and language outcomes -- 2.3 Future directions for phoneme processing studies using ERPs -- 3 Word processing in the second year -- 3.1 Insights from behavioral studies -- 3.2 Insights from ERP studies -- 3.2.1 Infants growing up with one language -- 3.2.2 Infants growing up with two languages -- Figure 4. -- 3.3 Future directions for word processing studies using ERPs -- 4 Sentence processing in the third, fourth, and fifth years -- 4.1 ERP effects associated with semantic and syntactic processing in adults and school-age children -- 4.2 ERP effects associated with semantic and syntactic processing in preschool-age children -- Figure 5.

4.3 ERP effects associated with syntactic processing in the face of reduced lexical-semantic inform -- 4.4 Future directions for sentence processing studies using ERPs -- 5 Conclusions -- References -- Behavioral and electrophysiological exploration of early word segmentation in French -- Figure 1. -- 1 The emergence of segmentation abilities in English-learning infants -- 2 Crosslinguistic issues -- 3 Testing the rhythmic-based early segmentation hypothesis: the case of the syllable in French -- Figure 2. -- Figure 3. -- Figure 4. -- 4 Using ERPs to further explore the relationship between syllabic and whole-word segmentation durin -- Figure 5. -- Figure 6. -- 5 Conclusions -- References -- Reflections on reflections of infant word recognition -- 1 Introduction: Reflecting the development of speech perception -- 2 The word segmentation problem -- Figure 1. -- 3 The headturn preference procedure and early word segmentation -- 4 Advantages and disadvantages of behavioral word segmentation measures -- Figure 2. -- 5 ERPs as a reflection of early word segmentation -- Table 1. -- Figure 3. -- 6 Parallel measures: A preliminary account -- Figure 4. -- Table 2. -- 7 What does it mean when behavior and brain activity fail to line up? -- 8 Simultaneous measures: Future goals -- Notes -- References -- The onset of word form recognition -- 1 Introduction -- 1.1 Early advances in linguistic knowledge as revealed by the headturn preference procedure -- 1.2 Word recognition as revealed by ERPs -- Figure 1. -- 2 Onset of word recognition in English and Welsh -- 2.1 English infants -- Figure 2. -- Figure 3. -- Figure 4. -- 2.2 Welsh infants -- Figure 5. -- Figure 6. -- Figure 7. -- 2.3 Welsh-English bilingual infants -- Figure 8. -- Figure 9. -- 3 General discussion -- 3.1 The absence of a main familiarity effect in Welsh.

3.2 The familiarity effect in bilinguals -- 4 Conclusion -- Notes -- References -- Neurophysiological correlates of picture-word priming in one-year-olds -- 1 Introduction -- 2 Behavioural and ERP research: Complementary methodological approaches -- 3 The N400: An electrophysiological correlate of semantic processing -- 4 The cross-modal picture-word priming paradigm -- 4.1 Participants -- 4.2 Stimuli -- 4.3 Procedure -- Figure 1. The picture-word priming paradigm -- 5 The comparison of congruous and incongruous words -- 5.1 The early priming effect -- Figure 2. -- 5.2 The later N400 priming effect -- Figure 3. -- 5.3 Summary of the comparison of congruous and incongruous words -- 6 The comparison of legal and phonotactically illegal nonsense words -- 6.1 The early phonotactic familiarity effect -- Figure 4. -- Figure 6. -- 6.2 The later semantic integration effect -- Figure 7. -- 6.3 Summary of the comparison of legal and illegal nonsense words -- 7 Analyses of subgroups with different behavioral language development -- 7.1 The language test SETK-2 -- 7.2 Participants -- 7.3 Results -- Figure 8. -- Figure 9. -- 7.4 Discussion of the subgroup comparisons -- 8 The importance of N400 mechanisms for word learning -- Notes -- References -- The effects of early word learning on brain development -- 1 Introduction -- 2 Event-related potentials -- Figure 1. Electrode placements for infant studies using 16 channels -- 3 Single word processing from 13 to 20 months -- 4 Measuring language experience: Overall Language Exposure or Individual Words? -- 5 Different levels of experience: Evidence from bilingual children -- 6 Cross-modal semantic priming -- Figure 2. -- 6.1 Semantic processing of words and gestures -- Figure 3. -- 7 Influences of phonological information on word comprehension -- 8 Influences of prosodic information on word comprehension.

8.1 Effects of altered experience with infant-directed speech -- Figure 4 -- 9 Single word processing from 3 to 11 months -- Figure 5. -- 10 Discussion -- 10.1 N200-400 indexes word meaning -- 10.2 Experience and the organization of language-relevant brain activity -- References -- From perception to grammar -- 1 Biological perspectives on language acquisition -- 2 Setting the stage: earlier thoughts on language acquisition -- 3 Learning language: rule-based and statistics-based approaches -- 4 A new perspective: perceptual primitives in artificial grammar experiments and language -- 5 Conclusion -- References -- The development of syntactic brain correlates during the first years of life -- 1 Introduction -- 2 Phases of language processing in the adult -- 3 Processing of syntactic violations in children -- 4 The present study -- 5 Adult ERP pattern -- Figure 1. -- 6 Developmental ERP pattern -- 6.1 Early positivity -- Figure 2. -- Figure 3. -- 6.2 Syntax-related components -- 7 General Discussion -- References -- Language acquisition and ERP approaches -- 1 Interdisciplinary preliminaries -- 2 Highlights -- Table 1. Areas of child ERP research thematized: Sounds to sentences, 3 months to 48 -- 2.1 The inventory of speech sounds -- 2.2 Segmenting the signal and finding words -- 2.3 The meaning of words -- 2.4 Finding and processing structure in sentences -- 3 Prospects and challenges: The state of the art -- 3.1 The technological challenge -- 3.1.1 Fine time course measure and ERP components -- 3.1.2 Higher sensitivity of ERP responses to underlying cognitive processes -- 3.1.3 Applicability across different age groups -- 3.1.4 Caveats -- 3.2 What does one stand to learn about language development from using EEG/ERP with children? -- 3.2.1 Linguistic representation -- 3.2.2 Linguistic computation.

3.3 Large-scale neurocognitive models - an opportunity for developmental research? -- 4 Recommendations from some (friendly) disciplinary neighbors -- 5 Conclusion -- Acknowledgments -- References -- Glossary of selected terms -- Index -- The series Trends in Language Acquisition Research.