Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: a longitudinal, growth curve modeling study

Brooks, Rechele; Meltzoff, Andrew N.

doi:10.1017/s030500090700829x

Cited by 324 publications

(268 citation statements)

References 22 publications

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“…In conclusion, the present findings dovetail nicely with laboratory studies of early language learning at the phonetic and word level, showing that an infant's ability to pick up on information in the social context is strongly linked to learning a novel natural language (22)(23)(24)(25). The present study shows that this social information--quality encounters in which interpretation is transparent to socio-visual inspection--is delivered to varying degrees by parents in natural settings, and that its presence predicts later language skills.…”

Section: Resultssupporting

confidence: 83%

“…However, these potentially informative linguistic cues are largely inaccessible to the rank novices (14-to 18-mo-olds) whose learning environments we study here (21). In contrast, nonverbal cues (e.g., the presence and salience of a word's referent, whether it is being looked at, pointed to, or manipulated by the adult interlocutor) are available from earliest infancy and can, at times, simplify the task of inferring word meaning from situational context (22)(23)(24)(25). Attempts have been made to investigate these nonverbal cues using detailed coding systems (26-28).…”

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confidence: 99%

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Quality of early parent input predicts child vocabulary 3 years later

Cartmill

Armstrong

Gleitman

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

320

237

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Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word meaning can be inferred from the immediate extralinguistic context, an aspect of input quality. To examine this aspect, we asked 218 adult participants to guess 50 parents' words from (muted) videos of their interactions with their 14-to 18-mo-old children. We found systematic differences in how easily individual parents' words could be identified purely from this socio-visual context. Differences in this kind of input quality correlated with the size of the children's vocabulary 3 y later, even after controlling for differences in input quantity. Although input quantity differed as a function of socioeconomic status, input quality (as here measured) did not, suggesting that the quality of nonverbal cues to word meaning that parents offer to their children is an individual matter, widely distributed across the population of parents.language acquisition | word learning | SES C hildren's vocabularies vary greatly in size by the time they enter school (1, 2). Because preschool vocabulary is a major predictor of subsequent school success (3), this variability must be taken seriously and its sources understood. Some of this variability resides in the individual capacities and temperament that infants bring to the word learning task (4, 5). However, environmental influences are also bound to play instrumental roles. Accordingly, we examined the contextualized speech input parents provide to infants during the second year of life as a potential source of the massive vocabulary differences found at school entry.It is already known that the sheer quantity of linguistic input is an important determinant of vocabulary size; overall, the more words children hear early in development, the larger their subsequent vocabularies. This relationship holds true both for types (different words) and tokens (number of words heard, including repetitions) (6, 7). These quantity differences are correlated with socioeconomic status (SES). Children from low SES homes are typically exposed to fewer words early in development (8, 9) and have smaller vocabularies at school entry than children from high SES homes (10).Taken alone, the correlation of vocabulary size with amount of input is puzzling because as a general rule language learners do not seem to require a large number of exposures to a word to acquire its meaning (11). In experimental settings, for example, children have been shown to acquire and retain a new word heard only once or a very few times (12-14). The likelihood, then, is that certain exposures to a new word are especially informative, supporting secure and rapid inferences to meaning. For example, common sense insists that it will be ...

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Section: Resultssupporting

confidence: 83%

mentioning

confidence: 99%

Quality of early parent input predicts child vocabulary 3 years later

Cartmill

Armstrong

Gleitman

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

320

237

View full text Add to dashboard Cite

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“…Those codes are deciphered mostly by the mother or by the person with the mother's role (1) . Other studies (3,4) have shown that the babies with 10 to 11 months that were able to follow the adult's gaze direction and to vocalize spontaneously in a proto-declarative attitude presented earlier vocabulary understanding and gestural production than those that presented just vocalizations. It reinforces the role of the ability to follow the other's gaze to the language acquisition process.…”

Section: Introductionmentioning

confidence: 94%

Aspectos funcionais da comunicação: estudo longitudinal dos primeiros três anos de vida

Amato

Fernandes

2011

J. Soc. Bras. Fonoaudiol.

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O objetivo deste estudo de casos múltiplos é apresentar elementos para a discussão e a análise do desenvolvimento da comunicação desde o período pré-verbal. A apresentação dos casos inicia-se com a descrição do corpus de análise, seguida pela síntese dos dados referentes aos aspectos pragmáticos da comunicação de seis sujeitos, entre o primeiro e o 36º mês de vida. Foram incluídos os dados referentes ao número de atos comunicativos expressos por minuto, a ocupação do espaço comunicativo, a proporção de utilização dos meios comunicativos e a proporção de interatividade da comunicação. A análise individualizada do número de atos comunicativos produzidos em cada uma das amostras evidencia uma tendência crescente quase constante. No entanto, variações individuais também ocorreram. A ocupação do espaço comunicativo mostrou variações maiores e mais constantes que, não obstante, continuam a evidenciar evolução. O acompanhamento longitudinal possibilita a observação da proporção do uso do meio verbal e seu papel fundamental na comunicação de crianças a partir dos 21 meses. A partir dos 30 meses, esse meio é mais usado que o meio gestual, embora os gestos continuem a ser responsáveis por uma parte importante da comunicação iniciada pela criança. No que diz respeito à interatividade de comunicação, os dados evidenciam que os bebês buscam interação desde o nascimento e que, com o avanço da idade, ampliam suas habilidades comunicativas em qualidade e quantidade.

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“…Razvoj besednjaka poteka v obdobju malčka zelo hitro (Brooks in Meltzoff, 2008;Fenson idr., 2004;Marjanovič Umek, Fekonja, Kranjc in Bajc, 2008), pri čemer razumevanje besed v razvoju časovno predhodi rabi leteh (Bates in Goodman, 2001;Fenson idr., 2004;Reynell, 1979). Dojenčki za sporazumevanje z odraslimi najprej rabijo glasove, in sicer jok, vokalizacijo, bebljanje in naključna posnemanja glasov brez razumevanja njihovega pomena (Bates in Goodman, 2001;Siegler, 1998).…”

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“…Dojenčkove geste pogosto spremlja vokalizacija in neposreden očesni stik z osebo, s katero se sporazumeva (Messinger, Fogel in Dickson, 1999). R. Brooks in Meltzoff (2008) ugotavljata, da sta pogostnost dojenčkovega sledenja s pogledom pogledu odrasle osebe in pogostnost kazanja na predmete med 10. in 11. mesecem starosti pomembna napovednika hitrosti naraščanja obsega malčkovega besednjaka do drugega leta starosti. Malčki z gestami in kazanjem na predmete dodatno pojasnjujejo pomen svojih enobesednih izjav, ko npr.…”

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Zgodnje sporazumevalne zmožnosti dojenčkov in malčkov: študija v Sloveniji

Umek¹,

Peklaj²,

Sočan³

et al. 2012

Psihološka obzorja / Horizons of Psychology

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Povzetek: Razvoj zgodnjih sporazumevalnih zmožnosti poteka v obdobjih dojenčka in malčka zelo hitro tako s kakovostnega kot tudi količinskega vidika. V pričujoči raziskavi smo želeli prvič podrobneje raziskati starostne razlike v zgodnjih sporazumevalnih zmožnosti slovenskih dojenčkov in malčkov. V vzorec je bilo vključenih 512 dojenčkov in malčkov, starih od 8 do 30 mesecev, njihove sporazumevalne zmožnosti pa so bile ocenjene z Listo razvoja sporazumevalnih zmožnosti: Besede in geste in Listo razvoja sporazumevalnih zmožnosti: Besede in stavki (Marjanovič Umek, Fekonja Peklaj, Sočan in Komidar, 2011). Dobljeni rezultati so pokazali, da v obdobju med 8. in 30. mesecem starosti prihaja do pomembnih starostnih razlik na različnih področjih sporazumevalnih zmožnosti (npr. pri sporazumevalnih in simbolnih gestah, besednjaku, dolžini in slovnični zapletenosti stavkov). Poleg tega smo ugotovili, da se različna področja sporazumevalnih zmožnosti dojenčkov in malčkov zmerno do visoko pozitivno povezujejo med seboj. Analiza učinka spola na sporazumevalne zmožnosti dojenčkov in malčkov je pokazala, da se dojenčki/dojenčice in malčki/malčice, stari od 8 do 16 mesecev, med seboj niso statistično pomembno razlikovali v sporazumevalnih zmožnostih. Statistično pomembne razlike med spoloma so bile pri malčkih, starih od 16 do 30 mesecev, in sicer so imele malčice večji besednjak kot malčki.Ključne besede: sporazumevalne zmožnosti, geste, besednjak, slovnica, dojenčki, malčki Early communicative competences of infants and toddlers:A Slovenian study Fekonja Peklaj, Sočan, and Komidar, 2011). The obtained results suggest that in the period between 8 and 30 months of age there are significant age differences within different areas of communication competences (e.g. communicative and symbolic gestures, vocabulary, length and grammatical complexity of sentences). In addition, we found moderate to high positive correlations between different areas of infants' and toddlers' communication competences. The analysis of the effect of gender on the communication competences of infants and toddlers showed that girls and boys aged 8 to 16 months did not differ significantly in their communicative competences. Significant gender differences were found in toddlers aged from 16 to 30 months: girls expressed a more extensive vocabulary.

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Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: a longitudinal, growth curve modeling study

Cited by 324 publications

References 22 publications

Quality of early parent input predicts child vocabulary 3 years later

Quality of early parent input predicts child vocabulary 3 years later

Aspectos funcionais da comunicação: estudo longitudinal dos primeiros três anos de vida

Zgodnje sporazumevalne zmožnosti dojenčkov in malčkov: študija v Sloveniji

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