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Potter CE, Lew-Williams C. Language development in children's natural environments: People, places, and things. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 67:200-235. [PMID: 39260904 DOI: 10.1016/bs.acdb.2024.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/13/2024]
Abstract
Our goal in this chapter is to describe young children's experiences with language by examining three domains-people, places, and things-that define and influence their language input. We highlight how features of each of these three domains could provide useful learning opportunities, as well as how differences in infants' and toddlers' experiences may affect their long-term language skills. However, we ultimately suggest that a full understanding of early environments must move beyond a focus on individual experiences and include the broader systems that shape young children's lives, including both tangible aspects of the environment, such as physical resources or locations, and more hidden factors, such as cultural considerations, community health, or economic constraints.
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Affiliation(s)
- Christine E Potter
- Department of Psychology, University of Texas at El Paso, El Paso, TX, United States.
| | - Casey Lew-Williams
- Department of Psychology, Princeton University, Princeton, NJ, United States
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Rivero M, Vilaseca R, Cantero MJ, Valls-Vidal C, Leiva D. Relations between Positive Parenting Behavior during Play and Child Language Development at Early Ages. CHILDREN 2023; 10:children10030505. [PMID: 36980063 PMCID: PMC10047316 DOI: 10.3390/children10030505] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 02/21/2023] [Accepted: 02/28/2023] [Indexed: 03/08/2023]
Abstract
Parental behavior in interactions with children has been related to child language development. Our study contributes to the literature about relations between the characteristics of parent–child interactions during play and a child’s language development in typically developing children at early ages, with data from mothers and fathers from the same families in Spain. Our aim was to analyze the relation between positive parenting behaviors assessed with the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and child language development assessed with the Bayley-III scales. We controlled for some sociodemographic variables. The participants were 90 children aged 15–31 months and their mothers and fathers. Bivariate analysis showed significant positive relations between mothers’ responsive, encouraging and teaching behaviors and a child’s language scores. Relations were found between fathers’ encouraging and teaching behaviors and a child’s language. Regression models indicate that maternal and paternal encouraging behaviors predicted 18% of the variability in the child’s receptive language, and maternal responsive and teaching behaviors predicted 16% of the variability in the child’s expressive language and total language scores. The study provides new data that support the relevance of positive parental behaviors to improve a child’s linguistic development.
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Affiliation(s)
- Magda Rivero
- Department of Cognition, Developmental and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
| | - Rosa Vilaseca
- Department of Cognition, Developmental and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
| | - María-José Cantero
- Department of Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain
- Correspondence: ; Tel.: +34-963983468
| | - Clara Valls-Vidal
- Department of Psychology, University Abat Oliba-CEU, 08022 Barcelona, Spain
| | - David Leiva
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, 08035 Barcelona, Spain
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3
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Understanding why infant-directed speech supports learning: A dynamic attention perspective. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Grinberg D, Levin-Asher B, Segal O. The Myth of Women's Advantage in Using Child-Directed Speech: Evidence of Women Versus Men in Single-Sex-Parent Families. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4205-4227. [PMID: 36327494 DOI: 10.1044/2022_jslhr-21-00558] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Differences between child-directed speech (CDS) by women and men are generally explained by either biological-evolutionary or gender-social theories. It is difficult to tease these two explanations apart for different-sex-parent families because women are usually also the main caregivers. Thus, this study aims to examine the influence of parental sex on CDS by investigating men and women who are in same-sex-parent families. METHOD Twenty same-sex-parent families participated in the study-10 families in which the parents were two men and 10 families in which the parents were two women. The families were matched for toddler age (range: 9-24 months) and sex. CDS was recorded using the Language Environment Analysis (LENA) device for 16 hr during a day. Each parent was also audio-recorded during a 30-min play session with his or her child. RESULTS No difference was found between men and women across all the LENA measures, namely, adult word count, conversational turns count, and child vocalization count. The analysis of speech samples during parent-child play showed no difference between men and women in mean length of utterance and number of nouns, verbs, and adjectives. Pragmatic speech acts of initiations, responses to infants' actions, or vocalizations were similar in both sexes. Women used more "teaching" utterances than men, and men who were main caregivers used more "teaching" utterances than men who were secondary caregivers. Across both sexes, secondary caregivers used more "requests for actions" compared to main caregivers. CONCLUSIONS The present findings support a functional-social approach and not a biological approach for explaining the use of CDS by men and women. These findings have clinical implications on the involvement of men in early intervention programs.
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Affiliation(s)
- Dana Grinberg
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel
| | - Bonnie Levin-Asher
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel
| | - Osnat Segal
- Department of Communication Disorders, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel-Aviv University, Israel
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Schroer SE, Yu C. The real-time effects of parent speech on infants' multimodal attention and dyadic coordination. INFANCY 2022; 27:1154-1178. [PMID: 36073790 DOI: 10.1111/infa.12500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 05/26/2022] [Accepted: 06/29/2022] [Indexed: 11/26/2022]
Abstract
Parental responsiveness to infant behaviors is a strong predictor of infants' language and cognitive outcomes. The mechanisms underlying this effect, however, are relatively unknown. We examined the effects of parent speech on infants' visual attention, manual actions, hand-eye coordination, and dyadic joint attention during parent-infant free play. We report on two studies that used head-mounted eye trackers in increasingly naturalistic laboratory environments. In Study 1, 12-to-24-month-old infants and their parents played on the floor of a seminaturalistic environment with 24 toys. In Study 2, a different sample of dyads played in a home-like laboratory with 10 toys and no restrictions on their movement. In both studies, we present evidence that responsive parent speech extends the duration of infants' multimodal attention. This social "boost" of parent speech impacts multiple behaviors that have been linked to later outcomes-visual attention, manual actions, hand-eye coordination, and joint attention. Further, the amount that parents talked during the interaction was negatively related to the effects of parent speech on infant attention. Together, these results provide evidence of a trade-off between quantity of speech and its effects, suggesting multiple pathways through which parents impact infants' multimodal attention to shape the moment-by-moment dynamics of an interaction.
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Affiliation(s)
| | - Chen Yu
- University of Texas at Austin, Austin, Texas, USA
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Elmlinger SL, Park D, Schwade JA, Goldstein MH. Comparing Word Diversity Versus Amount of Speech in Parents’ Responses to Infants’ Prelinguistic Vocalizations. IEEE Trans Cogn Dev Syst 2022. [DOI: 10.1109/tcds.2021.3095766] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Deokgun Park
- Department of Computer Science and Engineering, University of Texas at Arlington, Arlington, TX, USA
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How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books. LANGUAGES 2022. [DOI: 10.3390/languages7010069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0–9 and available to parents in the United States. We focus specifically on a sample of codeswitching books (N = 45) which present text in one language embedded in another language. All books were transcribed and evaluated for (1) the number of words and utterances presented in each language; (2) the quality and complexity of text presented in each language; and (3) how switching occurred between the two languages. Results showed that although picture books in our sample presented predominantly English text and more complex English sentences, relatively more unique words were presented in Spanish. Furthermore, picture books in our sample presented frequent switching between languages, particularly within utterances. We suggest that bilingual picture books provide children with potentially enriching yet asymmetrical opportunities for learning in each language.
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Casla M, Méndez-Cabezas C, Montero I, Murillo E, Nieva S, Rodríguez J. Spontaneous verbal repetition in toddler-adult conversations: a longitudinal study with Spanish-speaking two- year-olds. JOURNAL OF CHILD LANGUAGE 2022; 49:266-301. [PMID: 33736727 DOI: 10.1017/s0305000921000015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The role of children's verbal repetition of parents' utterances on vocabulary growth has been well documented (Masur, 1999). Nevertheless, few studies have analyzed adults' and children's spontaneous verbal repetition around the second birthday distinguishing between the types of repetition. We analyzed longitudinally Spanish-speaking parent-child dyads during spontaneous interaction at 21, 24 and 30 months. Linguistic level was measured using the Spanish version of the MacArthur CDI (López-Ornat et al., 2005). Children's and adults' repetitions are about 17% of the speech. Children repeated adults' utterances in a reduced manner whereas adults produced more extended repetitions. Adults' rate of repetition predicted children's linguistic level at 30 months. Children's rate of repetition did not predict linguistic level. These results suggest that parents adapt their speech to children's communicative abilities. Since children's rate of repetition did not predict linguistic level, we suggest that verbal imitation plays an indirect and complex role in communicative development.
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Affiliation(s)
- Marta Casla
- Dpto. Psicología Evolutiva y de la Educación. Facultad de Psicología. Universidad Autónoma de Madrid, Spain
| | - Celia Méndez-Cabezas
- Dpto. Psicología Evolutiva y de la Educación. Facultad de Psicología. Universidad Autónoma de Madrid, Spain
| | - Ignacio Montero
- Dpto. Psicología Social y Metodología. Facultad de Psicología. Universidad Autónoma de Madrid, Spain
| | - Eva Murillo
- Dpto. Psicología Básica. Facultad de Psicología. Universidad Autónoma de Madrid, Spain
| | - Silvia Nieva
- Dpto. de Psicología Experimental, Procesos Cognitivos y Logopedia. Facultad de Psicología.Universidad Complutense de Madrid, Spain
| | - Jessica Rodríguez
- Dpto. Psicología Evolutiva y de la Educación. Facultad de Psicología. Universidad Autónoma de Madrid, Spain
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Environmental influences on early language and literacy development: Social policy and educational implications. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 63:103-127. [DOI: 10.1016/bs.acdb.2022.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Piazza EA, Nencheva ML, Lew-Williams C. THE DEVELOPMENT OF COMMUNICATION ACROSS TIMESCALES. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2021; 30:459-467. [PMID: 35177881 PMCID: PMC8849573 DOI: 10.1177/09637214211037665] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
How do young children learn to organize the statistics of communicative input across milliseconds and months? Developmental science has made progress in understanding how infants learn patterns in language and how infant-directed speech is engineered to ease short-timescale processing, but less is known about how they link perceptual experiences across multiple levels of processing within an interaction (from syllables to stories) and across development. In this article, we propose that three domains of research - statistical summary, neural processing hierarchies, and neural coupling - will be fruitful in uncovering the dynamic exchange of information between children and adults, both in the moment and in aggregate. In particular, we discuss how the study of brain-to-brain and brain-to-behavior coupling between children and adults will further our understanding of how children's neural representations become aligned with the increasingly complex statistics of communication across timescales.
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Affiliation(s)
- Elise A Piazza
- Department of Psychology, Princeton University, Princeton, NJ 08544
- Princeton Neuroscience Institute, Princeton University, Princeton, NJ 08544
- Department of Brain & Cognitive Sciences, University of Rochester, Rochester, NY 14611
| | - Mira L Nencheva
- Department of Psychology, Princeton University, Princeton, NJ 08544
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Fitzgerald HE, Robinson LR, Cabrera N, Segal L. Fathers and Families: Risk and Resilience. An Introduction. ADVERSITY AND RESILIENCE SCIENCE 2021; 2:63-69. [PMID: 34223193 PMCID: PMC8231737 DOI: 10.1007/s42844-021-00039-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 05/16/2021] [Indexed: 11/30/2022]
Abstract
The articles in this special issue are informed by the historic changes in the twentieth century (i.e., decreasing family size, changing family roles, and youth demonstrating more independent behaviors) that propelled intensive study of fathers' impacts on child development. The papers are conceptualized within a developmental systems framework and focused on a father's presence rather than on his absence in the family, going beyond the study of merely father involvement. Papers reflect longitudinal and cross-sectional methods and examine issues related to paternal mental health, parenting behavior, cultural context, and children's physical and mental health.
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Affiliation(s)
- Hiram E. Fitzgerald
- Department of Psychology, Michigan State University, East Lansing, MI 48824 USA
- BankWest Economics Research Center, Curtin University, Bentley, WA 6102 Australia
| | - Lara R. Robinson
- National Center On Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, GA 30341 USA
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742 USA
| | - Leonie Segal
- Health Economics and Social Policy, Australian Centre for Precision Health, Allied Health and Human Movement, University of South Australia, Adelaide, SA 5001 Australia
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Volodina A, Heppt B, Weinert S. Effects of socioeconomic status and language use on academic language proficiency in children with a migration background: An evaluation using quantile regressions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101973] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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Nencheva ML, Piazza EA, Lew-Williams C. The moment-to-moment pitch dynamics of child-directed speech shape toddlers' attention and learning. Dev Sci 2021; 24:e12997. [PMID: 32441385 PMCID: PMC7680269 DOI: 10.1111/desc.12997] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 01/02/2020] [Accepted: 05/01/2020] [Indexed: 11/29/2022]
Abstract
Young children have an overall preference for child-directed speech (CDS) over adult-directed speech (ADS), and its structural features are thought to facilitate language learning. Many studies have supported these findings, but less is known about processing of CDS at short, sub-second timescales. How do the moment-to-moment dynamics of CDS influence young children's attention and learning? In Study 1, we used hierarchical clustering to characterize patterns of pitch variability in a natural CDS corpus, which uncovered four main word-level contour shapes: 'fall', 'rise', 'hill', and 'valley'. In Study 2, we adapted a measure from adult attention research-pupil size synchrony-to quantify real-time attention to speech across participants, and found that toddlers showed higher synchrony to the dynamics of CDS than to ADS. Importantly, there were consistent differences in toddlers' attention when listening to the four word-level contour types. In Study 3, we found that pupil size synchrony during exposure to novel words predicted toddlers' learning at test. This suggests that the dynamics of pitch in CDS not only shape toddlers' attention but guide their learning of new words. By revealing a physiological response to the real-time dynamics of CDS, this investigation yields a new sub-second framework for understanding young children's engagement with one of the most important signals in their environment.
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Affiliation(s)
| | - Elise A. Piazza
- Department of Psychology, Princeton University
- Princeton Neuroscience Institute, Princeton University
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Benitez VL, Zettersten M, Wojcik E. The temporal structure of naming events differentially affects children's and adults' cross-situational word learning. J Exp Child Psychol 2020; 200:104961. [PMID: 32853966 DOI: 10.1016/j.jecp.2020.104961] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Revised: 05/07/2020] [Accepted: 07/12/2020] [Indexed: 11/30/2022]
Abstract
To acquire novel words, learners often need to integrate information about word meanings across ambiguous learning events distributed in time. How does the temporal structure of those word learning events affect what learners encode? How do the effects of temporal structure differ in children and adults? In the current experiments, we asked how 4- to 7-year-old children's (N = 110) and adults' (N = 90) performance on a cross-situational word learning task is influenced by the temporal distribution of learning events. We tested participants in three training conditions, manipulating the number of trials that separated naming events for specific objects. In the Unstructured condition, the temporal distribution was varied; in the Massed condition, naming events occurred with few interleaved trials; and in the Interleaved condition, naming events occurred with many interleaved trials. Adults showed substantially larger benefits from the Massed condition than children, whereas children were equally successful at learning in the Massed and Interleaved conditions. These results provide evidence that adults differ from children in how they exploit temporal structure during cross-situational word learning.
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Affiliation(s)
| | | | - Erica Wojcik
- Department of Psychology, Skidmore College, Saratoga Springs, NY 12866, USA
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Conica M, Nixon E, Quigley J. Fathers’ but not Mothers’ Repetition of Children’s Utterances at Age Two is Associated with Child Vocabulary at Age Four. J Exp Child Psychol 2020; 191:104738. [DOI: 10.1016/j.jecp.2019.104738] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Revised: 10/21/2019] [Accepted: 10/22/2019] [Indexed: 11/25/2022]
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Doering E, Schluter K, Suchodoletz AV. Features of speech in German and US-American mother-toddler dyads during toy play and book-reading. JOURNAL OF CHILD LANGUAGE 2020; 47:112-131. [PMID: 31524110 DOI: 10.1017/s0305000919000461] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Previous research indicates that features of speech during mother-toddler interactions are dependent on the situational context. In this study, we explored language samples of 69 mother-toddler dyads collected during standardized toy play and book-reading situations across two countries, Germany and the United States (US). The results showed that features of speech differed across situational contexts. However, situational differences were mostly found among the sample from the US but not from Germany. Few significant associations between mothers' and toddlers' language variables were found. Findings are discussed with regard to variations in language across situations and countries.
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Affiliation(s)
- Elena Doering
- Department of Psychology, New York University Abu Dhabi, United Arab Emirates
| | - Kevin Schluter
- Department of Psychology, New York University Abu Dhabi, United Arab Emirates
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Quigley J, Nixon E. Infant language predicts fathers' vocabulary in infant-directed speech. JOURNAL OF CHILD LANGUAGE 2020; 47:146-158. [PMID: 31030683 DOI: 10.1017/s0305000919000205] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Research on sources of individual difference in parental Infant-Directed Speech (IDS) is limited and there is a particular lack of research on fathers' compared to mothers' speech. This study examined the predictive relations between infant characteristics and variability in paternal lexical diversity (LD) in dyadic free play with two-year-olds (M = 24.1 months, SD = 1.39, 35 girls). Ten minutes of interaction for sixty-four father-infant dyads were transcribed and multiple regression analyses were performed to examine the effects of a set of distal and proximal sources of infant influence on paternal LD. Fathers' LD was predicted only by infant language, both standardised language scores and dynamic language measures, and was not predicted by infant age, gender, executive function, or temperament. Findings are discussed in the light of the complex interplay of factors contributing to variability in IDS and the infant's linguistic environment.
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Affiliation(s)
- Jean Quigley
- School of Psychology, Trinity College Dublin, Ireland
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Rowe ML, Snow CE. Analyzing input quality along three dimensions: interactive, linguistic, and conceptual. JOURNAL OF CHILD LANGUAGE 2020; 47:5-21. [PMID: 31668157 DOI: 10.1017/s0305000919000655] [Citation(s) in RCA: 96] [Impact Index Per Article: 24.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
This paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challenging for the child's age/level. Furthermore, input features interact across dimensions to promote learning. Some but not all qualities of input vary based on parent socioeconomic status, language, or culture, and contexts such as book-reading or pretend play generate uniquely facilitative input features. The review confirms that we know a great deal about the role of input quality in promoting children's development, but that there is much more to learn. Future research should examine input features across the boundaries of the dimensions distinguished here.
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Abstract
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words.
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Teufl L, Deichmann F, Supper B, Ahnert L. How fathers’ attachment security and education contribute to early child language skills above and beyond mothers: parent-child conversation under scrutiny. Attach Hum Dev 2019; 22:71-84. [DOI: 10.1080/14616734.2019.1589063] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Lukas Teufl
- Faculty of Psychology, University of Vienna, Austria
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