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ERIC Number: EJ1043804
Record Type: Journal
Publication Date: 2014-Nov
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1363-755X
Look Who's Talking: Speech Style and Social Context in Language Input to Infants Are Linked to Concurrent and Future Speech Development
Ramírez-Esparza, Nairán; García-Sierra, Adrián; Kuhl, Patricia K.
Developmental Science, v17 n6 p880-891 Nov 2014
Language input is necessary for language learning, yet little is known about whether, in natural environments, the speech style and social context of language input to children impacts language development. In the present study we investigated the relationship between language input and language development, examining both the style of parental speech, comparing "parentese" speech to standard speech, and the social context in which speech is directed to children, comparing one-on-one (1:1) to group social interactions. Importantly, the language input variables were assessed at home using digital first-person perspective recordings of the infants' auditory environment as they went about their daily lives (N = 26, 11- and 14-months-old). We measured language development using (a) concurrent speech utterances, and (b) word production at 24 months. Parentese speech in 1:1 contexts is positively correlated with both concurrent speech and later word production. Mediation analyses further show that the effect of parentese speech-1:1 on infants' later language is mediated by concurrent speech. Our results suggest that both the social context and the style of speech in language addressed to children are strongly linked to a child's future language development.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation; National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: SBE-0354453|HD37954|DC04661