Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol.

Social sciences researchers emphasize that new technologies can overcome the limitations of small and homogenous samples. In research on early language development, which often uses parental reports, taking the testing online might be particularly compelling. Due to logistical limitations, previous studies on bilingual children have explored the language development trajectories in general (e.g., by including few and largely set apart timepoints), or focused on small, homogeneous samples. The present study protocol presents a new, on-going study which uses new technologies to collect longitudinal data continuously from parents of multilingual, bilingual, and monolingual children. Our primary aim is to establish the developmental trajectories in Polish-British English and Polish-Norwegian bilingual children and Polish monolingual children aged 0-3 years with the use of mobile and web-based applications. These tools allow parents to report their children's language development as it progresses, and allow us to characterize children's performance in each language (the age of reaching particular language milestones). The project's novelty rests on its use of mobile technologies to characterize the bilingual and monolingual developmental trajectory from the very first words to broader vocabulary and multiword combinations.

Effect of ß-Ketoiminato Ancillary Ligand Modification on Emissive Properties of New Iridium Complexes.

A series of new bis(benzo[h]quinolinato) Ir(III) complexes with modified ß-ketoiminato ancillary ligands were synthesized, and their electrochemical, photophysical properties were determined with the support of theoretical calculations. Moreover, all the synthesized heteroleptic Ir(III) complexes were examined as dopants of the host-guest type emissive layers in solution-processed phosphorescent organic light emitting diodes (PhOLEDs) of a simple structure. As expected on the basis of voltammetry measurements as well as DFT calculations, all the compounds appeared to be green emitters. Their examination showed that alteration of ß-ketoiminato ligand structure causes frontier orbitals' energy levels to be slightly changed, while significantly affecting photoluminescence and electroluminescence efficiencies of iridium phosphors containing these ligands. It was also found that modification of ancillary ligands might enhance charge trapping on the dopant, thus increasing its efficiency, especially in electroluminescence. From among the iridium complexes studied, the compound bearing 1-naphthyl group bonded to the nitrogen atom of the ancillary ligand proved to be the most efficient emitter. The PhOLED fabricated on the basis of this dopant has reached a luminance level of 16000 cd/m2, current efficiency close to 12 cd/A, and an external quantum efficiency around 3.2%.

Do young children have adult-like syntactic categories? Zipf's law and the case of the determiner.

Generativist models of grammatical development assume that children have adult-like grammatical categories from the earliest observable stages, whereas constructivist models assume that children's early categories are more limited in scope. In the present paper, we test these assumptions with respect to one particular syntactic category, the determiner. This is done by comparing controlled measures of overlap in the set of nouns with which children and their caregivers use different instances of the determiner category in their spontaneous speech. In a series of studies, we show, first, that it is important to control for both sample size and vocabulary range when comparing child and adult overlap measures; second, that, once the appropriate controls have been applied, there is significantly less overlap in the nouns with which young children use the determiners a/an and the in their speech than in the nouns with which their caregivers use these same determiners; and, third, that the level of (controlled) overlap in the nouns that the children use with the determiners a/an and the increases significantly over the course of development. The implication is that children do not have an adult-like determiner category during the earliest observable stages, and that their knowledge of the determiner category only gradually approximates that of adults as a function of their linguistic experience.