ERIC Number: EJ1011726
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: N/A
What Counts as Effective Input for Word Learning?
Shneidman, Laura A.; Arroyo, Michelle E.; Levine, Susan C.; Goldin-Meadow, Susan
Journal of Child Language, v40 n3 p672-686 Jun 2013
The talk children hear from their primary caregivers predicts the size of their vocabularies. But children who spend time with multiple individuals also hear talk that others direct to them, as well as talk not directed to them at all. We investigated the effect of linguistic input on vocabulary acquisition in children who routinely spent time with one vs. multiple individuals. For all children, the number of words primary caregivers directed to them at age 2 ; 6 predicted vocabulary size at age 3 ; 6. For children who spent time with multiple individuals, child-directed words from ALL household members also predicted later vocabulary and accounted for more variance in vocabulary than words from primary caregivers alone. Interestingly, overheard words added no predictive value to the model. These findings suggest that speech directed to children is important for early word learning, even in households where a sizable proportion of input comes from overheard speech.
Descriptors: Linguistic Input, Vocabulary Development, Caregiver Child Relationship, Parent Child Relationship, Toddlers, Prediction, Family Environment, Speech Communication
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Publication Type: Reports - Research; Journal Articles
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