Exposure to multiple languages may support the development of Theory of Mind (ToM) in neurotypical (NT) and autistic children. However, previous research mainly applied group comparisons between monolingual and bilingual children, and the underlying mechanism of the observed difference remains unclear. The present study, therefore, sheds light on the effect of bilingualism on ToM in both NT and autistic children by measuring language experiences with a continuous operationalization. We measure ToM with a behavioral, linguistically simple tablet-based task, allowing inclusive assessment in autistic children. Analyses revealed no difference between monolingual and bilingual NT and autistic children. However, more balanced exposure to different languages within contexts positively predicted first-order false belief understanding in NT children but not autistic children. Mediation analysis showed that the impact in NT children was a direct effect and not mediated via other cognitive skills.

Grammaticalization is the process whereby lexical items change into grammatical items. This phenomenon is widely attested, while the change from grammatical to lexical is far less common. We ran two experiments to test whether this unidirectional tendency originates with a preference for extending lexical meanings to grammatical ones rather than vice versa. We focus on body parts and spatial relations. In Experiment 1, participants were told the meaning of an artificial word then rated how likely it is that that word can also be used to refer to a second meaning – one meaning was a body part and one a preposition. We expected higher ratings when extending from body parts to prepositions than vice versa but found no difference. In Experiment 2, participants performed semantic extension in communication. We varied whether they extended words for body parts to prepositions or vice versa. Again, we found no asymmetry. Finally, we used a model of Experiment 2 to show that asymmetrical extension follows straightforwardly if there is an asymmetry in the number of words available relative to the number of meanings to express, indicating that having a larger number of lexical items than grammatical concepts could be an alternative source of unidirectionality.

Despite growing interest in African varieties of French, few attempts have been made to examine them from a variationist perspective. This contribution aims to use phonetic variation as a vantage point for exploring language ideologies surrounding the use of French in postcolonial contexts. The study focuses on the French variety spoken in Kinshasa, the capital of the Democratic Republic of Congo, and draws on a bilingual Lingala–French dataset elicited from L1 Lingala speakers. The sample reflects a key social distinction in Kinshasa: that between long-term urban residents and recent rural migrants. Are there multiple phonetic varieties of Kinshasa French? To what extent do their forms merely reflect variation in Lingala? The study finds that the most focused variety of Kinshasa French is strongly associated with urban women and is approximated to varying degrees by rural migrants, particularly women. In addition to features with likely origins in either rural or urban Lingala, Kinshasa French exhibits hypercorrect forms and features that may mirror variation trends in Parisian French.

Recent research has shown that 6-month-olds relate novel words suffixed with -s, like babs, that are embedded in passages, with just the stem bab, demonstrating an early sensitivity to morphological relatedness. This study builds on these findings by investigating the role of allomorphy in early morphological acquisition. We tested whether infants relate novel words suffixed with [-z] and [-s] allomorphs of the -s suffix and their stems. We find that English-learning 6-month-olds relate novel words suffixed with the [-z], but not [-s], allomorph with stems, providing evidence for an acquisition trajectory where infants discover morphemes one allomorph at a time.

This study examined the capacity of ChatGPT-4 to assess L2 writing in an accurate, specific, and relevant way. Based on 35 argumentative essays written by upper-intermediate L2 writers in higher education, we evaluated ChatGPT-4’s assessment capacity across four L2 writing dimensions: (1) Task Response, (2) Coherence and Cohesion, (3) Lexical Resource, and (4) Grammatical Range and Accuracy. The main findings were (a) ChatGPT-4 was exceptionally accurate in identifying the issues across the four dimensions; (b) ChatGPT-4 demonstrated more variability in feedback specificity, with more specific feedback in Grammatical Range and Accuracy and Lexical Resource, but more general feedback in Task Response and Coherence and Cohesion; and (c) ChatGPT-4’s feedback was highly relevant to the criteria in the Task Response and Coherence and Cohesion dimensions, but it occasionally misclassified errors in the Grammatical Range and Accuracy and Lexical Resource dimensions. Our findings contribute to a better understanding of ChatGPT-4 as an assessment tool, informing future research and practical applications in L2 writing assessment.