This study measured longitudinal change in six parameters of infant utterances (i.e. number of sounds, CV syllables, supraglottal consonants, and repetitions per utterance, temporal duration, and seconds per sound), investigated previously unexplored characteristics of repetition (i.e. number of vowel and CV syllable repetitions per utterance) and analyzed change in vocalizations in relation to age and developmental milestones using multilevel models. Infants (N=18) were videotaped bimonthly during naturalistic and semi-structured activities between 0 ; 3 and the onset of word use (M=11.8 months). Results showed that infant utterances changed in predictable ways both in relation to age and in relation to language milestones (i.e. reduplicated babble onset, word comprehension and word production). Looking at change in relation to the milestones of language development led to new views of babbling, the transition from babbling to first words, and processes that may underlie these transitions.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1017/S0305000908009070 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Maternal input, not transient elevated depression and anxiety symptoms, predicts 2-year-olds' vocabulary development.
J Child Lang
December 2024
Centre for Language Studies, Department of Linguistics, Faculty of Medicine, Health and Human Sciences, Macquarie University.
Both the quantity and quality of the maternal language input are important for early language development. However, depression and anxiety can negatively impact mothers' engagement with their infants and their infants' expressive language abilities. Australian mother-infant dyads ( = 30) participated in a longitudinal study examining the effect of maternal language input when infants were 24 and 30 months and maternal depression and anxiety symptoms on vocabulary size.
View Article and Find Full Text PDFWord Repetition and Isolation are Intertwined in Children's Early Language Experiences.
Open Mind (Camb)
November 2024
Department of Psychology, University of Oregon.
Infants experience language in the context of a dynamic environment in which many cues co-occur. However, experimenters often reduce language input to individual cues without considering how children themselves may experience incoming information, leading to potentially inaccurate conclusions about how learning works outside of the lab. Here, we examined the shared temporal dynamics of two historically separated cues that are thought to support word learning: repetition of the same word in nearby utterances, and isolation of individual word tokens (i.
View Article and Find Full Text PDFApproach to Complementary Feeding and Infant Language Use: An Observational Study.
Matern Child Nutr
January 2025
School of Psychology, Institute of Health and Neurodevelopment, Aston University, Birmingham, UK.
Emerging research suggests that a more infant-led approach to complementary feeding may confer benefits for child language, but these findings are based on parent report studies. Using an observational approach this study examines whether different complementary feeding experiences relate to infant language exposure and language use. Fifty-eight parents recorded a typical infant mealtime in the home (mean infant age = 14 months, SD = 4.
View Article and Find Full Text PDFChildren acquiring Japanese differ from those acquiring English with regard to the rate at which verbs are learned (Fernald & Morikawa, ). One possible explanation is that Japanese caregivers use verbs in referentially transparent contexts, which facilitate the form-meaning link. We examined this hypothesis by assessing differences in verb usage by Japanese and American caregivers during dyadic play with their infants (5-22 months).
View Article and Find Full Text PDFHow Infants Link Nonce Phrases to Scenes With Objects and Predicates.
Dev Sci
January 2025
Department of Psychology, University of Pennsylvania, Philadelphia, Pennsylvania, USA.
When infants hear sentences containing unfamiliar words, are some language-world links (such as noun-object) more readily formed than others (verb-predicate)? We examined English learning 14-15-month-olds' capacity for linking referents in scenes with bisyllabic nonce utterances. Each of the two syllables referred either to the object's identity, or the object's motion. Infants heard the syllables in either a Verb-Subject (VS) or Subject-Verb (SV) order.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!