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doi:10.1111/desc.2001.4.issue-1

Cited by 7 publications

(8 citation statements)

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“…Already when the typically developed infant is between 3 and 5 months old, parents respond differently to infant vocalizations that are fully voiced and resonant than to vocalizations that are not fully voiced (Hsu, Fogel, & Cooper, 2000). Parents are able to confidently identify well-formed canonical syllables (combinations of consonant-like and vowel-like sounds with a smooth and rapid transition in between, e.g., "da") by the end of the first year (Oller, Eilers, & Basinger, 2001;Ramsdell, Oller, Buder, Ethington, & Chorna, 2012) and differentiate their responses to the child's vocalizations (Gros-Louis et al, 2006). Thus, it seems that parents, in the typical case, respond differently to more "mature" utterances, suggesting that parents also know how to discriminate between utterances at different levels (Gros-Louis et al, 2006).…”

Section: Parental Adaptations To the Childmentioning

confidence: 99%

Parents’ contingent responses in communication with 10-month-old children in a clinical group with typical or late babbling

Lieberman

Lohmander

Gustavsson

2019

Clinical Linguistics & Phonetics

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Parental responsive behaviour in communication has a positive effect on child speech and language development. Absence of canonical babbling (CB) in 10-month-old infants is considered a risk factor for developmental difficulties, yet little is known about parental responsiveness in this group of children. The purpose of the current study was to examine proportion and type of parental responsive utterances after CB and vocalization utterances respectively in a clinical group of children with otitis media with effusion, with or without cleft palate. Audio-video recordings of interactions in free play situations with 22 parents and their 10-monthold infants were used, where 15 infants had reached the CB stage and 7 infants had not. Fifty consecutive child utterances were annotated and categorized as vocalization utterance or CB utterance. The parent's following contingent response was annotated and labelled as acknowledgements, follow-in comments, imitations/expansions or directives. The Average intra-judge agreement was 90%, and the average interjudger agreement was 84%. There was no significant difference in proportion contingent responses after vocalizations and CB, neither when considering all child utterances nor the child's babbling stage. However, imitations/expansions tended to be more common after CB in the typical babbling group, whereas acknowledgements were more common after CB in the late babbling group. Our findings imply that responsiveness is a supportive strategy that is not fully used by parents of children with late babbling. Implications for further research as well as parent-directed intervention for children in clinical groups with late babbling are suggested.

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Section: Parental Adaptations To the Childmentioning

confidence: 99%

Parents’ contingent responses in communication with 10-month-old children in a clinical group with typical or late babbling

Lieberman

Lohmander

Gustavsson

2019

Clinical Linguistics & Phonetics

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“…First, we considered toddlers' manual actions because research suggests that toddlers' object name learning is enhanced when parents name the objects with which their toddlers are manually engaged (Yu & Smith, 2012; see also Scofield, Hernandez-Reif, & Keith, 2009). Second, we considered parents' manual actions based on Gogate's and others' work showing how parents' sensorimotor behaviors as they named objects is associated with better learning (for reviews see Gogate & Hollich, 2010;Gogate, Walker-Andrews, & Bahrick, 2001). Finally, based on a series of recent studies showing that toddlers' visual experiences with objects also shapes learning, we considered toddlers' egocentric object views during play.…”

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confidence: 99%

The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions

Suanda

Smith

2016

Developmental Neuropsychology

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Toddlers learn object names in sensory rich contexts. Many argue that this multisensory experience facilitates learning. Here, we examine how toddlers' multisensory experience is linked to another aspect of their experience associated with better learning: the temporally extended nature of verbal discourse. We observed parent-toddler dyads as they played with, and as parents talked about, a set of objects. Analyses revealed links between the multisensory and extended nature of speech, highlighting inter-connections and redundancies in the environment. We discuss the implications of these results for our understanding of early discourse, multisensory communication, and how the learning environment shapes language development.

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“…In fact, we followed the standard NP paradigm as other related studies did. 9,23,26,38 In the NP paradigm, there are two types of prime-probe pairs: in the test trials, participants need to inhibit the misleading strategy to solve the prime (ie, incongruent task) correctly, and the same strategy needs to be reactivated to solve the subsequent probe (ie, congruent task). In the control trials, the probe is the same task as the one in the test trials; however, the prime is a neutral task involving neither inhibition nor activation of the related strategy; thus, participants' performance on the probes in the control trials could be treated as a baseline.…”

Section: Discussionmentioning

confidence: 99%

“…That is, if a misleading strategy is inhibited in a prior task, then the subsequent processing of the same strategy in the second task will be impaired. 23 By using the NP paradigm, studies have demonstrated that inhibitory control is needed in solving math problems, such as arithmetic word problems, 38,39 decimal number comparison tasks, 53 geometry comparison tasks, 26 and to overcome the proportional bias. 25,27 Meert, Grégoire and Noël 43 conducted a study with fraction comparison tasks as primes and natural number comparison tasks as probes.…”

Section: Introductionmentioning

confidence: 99%

<p>Inhibiting the Whole Number Bias in a Fraction Comparison Task: An Event-Related Potential Study</p>

Fu¹,

Li²,

Ping³

et al. 2020

PRBM

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Introduction: People often use heuristics derived from natural number tasks to solve fraction comparison tasks. For instance, one may falsely consider a fraction with a larger natural number to be the larger in magnitude, as in the case of 1/5 vs 1/4. We hypothesized that inhibitory control was needed to overcome this type of bias. Methods: To test the hypothesis, Event-related potentials (ERP) were collected when participants were conducting fraction comparison tasks that designed with the negative priming paradigm. Twenty-eight adult participants performed three types of fraction comparison tasks: congruent items, incongruent items and neutral items. Results: We found a negative priming effect in terms of response time. Consistently, ERP results demonstrated larger N1 and N2 amplitudes and a smaller P3 amplitude in the test trial than in the control trial. Conclusion: These findings indicated that adults still need to inhibit the "larger natural number-larger fraction" misleading strategy when solving fraction comparison tasks with common components.

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Cited by 7 publications

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Parents’ contingent responses in communication with 10-month-old children in a clinical group with typical or late babbling

Parents’ contingent responses in communication with 10-month-old children in a clinical group with typical or late babbling

The Multisensory Nature of Verbal Discourse in Parent–Toddler Interactions

<p>Inhibiting the Whole Number Bias in a Fraction Comparison Task: An Event-Related Potential Study</p>

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