The current research examined how infants exploit linguistic information to update an agent’s false belief about an object’s location. Fourteen- to eighteen-month-old infants first watched a series of events involving two agents, a ball, and two containers (a box and a cup). Agent1 repeatedly acted on the ball and then put it in the box in the presence of agent2. Then agent1 disappeared from the scene and agent2 switched the ball’s location from the box to the cup. Upon agent1’s return, agent2 told her, “The ball is in the cup!” Agent1 then reached for either the cup (cup event) or the box (box event). The infants looked reliably longer if shown the box event as opposed to the cup event. However, when agent2 simply said, “The ball and the cup!” – which does not explicitly mention the ball’s new location – infants looked significantly longer if shown the cup event as opposed the box event. These findings thus provide new evidence for false-belief understanding in infancy and suggest that infants expect an agent’s false belief to be updated only by explicit verbal information.

This narrative inquiry explores how good English language learners' (GELLs) L2 motivation and usage of language learning strategies change over time based on the onset age of active English learning in the Korean English as a foreign language (EFL) context. And also the current study examines how GELLs learn English. The authors investigated a total dataset of 83 GELLs from 25 autobiographical books on "How I succeed in learning English as a foreign language." Results indicated that as GELLs' language proficiency increased, their L2 motivation changed in different patterns depending on the onset age of active English learning. Second, GELLs preferred metacognitive, cognitive, memorization, and social strategies both at the beginning and advanced stage of the English learning process regardless of the onset age of active learning. Finally, GELLs acquired English through a well-balanced language course regardless of the onset age of active learning. Pedagogical implications and future research suggestions are also discussed.

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.