Input and Interaction in Language Acquisition

Gallaway, Clare; Richards, Brian

doi:10.1017/cbo9780511620690

Cited by 173 publications

(5 citation statements)

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“…In contrast to other studies that have emphasized fathers' task orientation (Barratt, 1995;Gallaway & Richards, 1994;Henderson, 1991), in the present study fathers' nonverbal behavior was oriented toward solidarity in the collaborative activity. This mapping of the patterns in fathers' interactions with their children is a particular contribution of this study.…”

Section: Task Difficulty Affects Patterns Of Nonverbal Parental Commucontrasting

confidence: 99%

Patterns of nonverbal parental communication: A social and situational contexts approach

Grebelsky-Lichtman

Shenker

2017

Journal of Social and Personal Relationships

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Nonverbal communication plays an important role in parent–child interactions; however, previous studies have focused on patterns of verbal parental communication. The current study expands the existing research to patterns of nonverbal parental communication. This study presents a social and situational contexts approach to explain various nonverbal parental communication styles. Parent–child interactions (n = 240) in structured joint-game sequences were filmed in families’ homes and analyzed using a mixed multivariant design. Confirmatory factor analysis produced a conceptualization of patterns of nonverbal parental communication: authoritative, authoritarian, and permissive. Multifaceted analyses revealed significant effects of a range of social and situational contexts. The findings delineated the contexts that activated diverse nonverbal parental communication styles. The proposed theoretical and analytical framework contributes to the research of parent–child interactions and establishes a social and situational approach for patterns of nonverbal parental communication.

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Section: Task Difficulty Affects Patterns Of Nonverbal Parental Commucontrasting

confidence: 99%

Patterns of nonverbal parental communication: A social and situational contexts approach

Grebelsky-Lichtman

Shenker

2017

Journal of Social and Personal Relationships

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“…Complicating the task further, every object is a member of multiple categories that overlap in scope (e.g., grasshopper, bug, insect, animal; green; jumping), yet only a few such categories, if any, will be named in a given encounter. In addition, there is considerable variation, both within and across cultures, in how and how often adults label objects for infants (e.g., Cartmill et al, 2013;Gaskins, 1999;Lieven, 1994;Rogoff, Mistry, Göncü, & Mosier, 1993;Shneidman & Goldin-Meadow, 2012). Finally, even when a caregiver does name an object within the infant's view, identifying the intended referent is often still quite difficult (Cartmill et al, 2013;Gillette, Gleitman, Gleitman, & Lederer, 1999).…”

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confidence: 99%

A little labeling goes a long way: Semi‐supervised learning in infancy

LaTourrette

Waxman

2018

Developmental Science

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There is considerable evidence that labeling supports infants' object categorization. Yet in daily life, most of the category exemplars that infants encounter will remain unlabeled. Inspired by recent evidence from machine learning, we propose that infants successfully exploit this sparsely labeled input through "semi-supervised learning." Providing only a few labeled exemplars leads infants to initiate the process of categorization, after which they can integrate all subsequent exemplars, labeled or unlabeled, into their evolving category representations. Using a classic novelty preference task, we introduced 2-year-old infants (n = 96) to a novel object category, varying whether and when its exemplars were labeled. Infants were equally successful whether all exemplars were labeled (fully supervised condition) or only the first two exemplars were labeled (semi-supervised condition), but they failed when no exemplars were labeled (unsupervised condition). Furthermore, the timing of the labeling mattered: when the labeled exemplars were provided at the end, rather than the beginning, of familiarization (reversed semi-supervised condition), infants failed to learn the category. This provides the first evidence of semi-supervised learning in infancy, revealing that infants excel at learning from exactly the kind of input that they typically receive in acquiring real-world categories and their names.

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“…Many studies propose that CDS in some form exists across all cultures, despite substantial differences in style and frequency of use (Fernald, 1992;Bryant and Barrett, 2007;Saxton, 2009;Piazza et al, 2017). Studies have shown multiple differences between the speech addressed to child and adult interlocutors, providing clear evidence that CDS is a separate speech mode, distinct from ADS (e.g., Snow, 1972;Ferguson, 1978;Ringler, 1981;Gallaway and Richards, 1994;Foulkes et al, 2005). Adults adapt their speech addressed to children in numerous ways including structured repetition (Küntay and Slobin, 1996;Lester et al, 2022), exaggerated articulation (Lindblom, 1990;Minjung and Stoel-Gammon, 2005;Green et al, 2010) and prosody (Fernald and Simon, 1984;McLeod, 1993), syntactic and lexical simplification (Fernald and Morikawa, 1993;Kunert et al, 2011), and a large emphasis on interaction (Hoff and Naigles, 2002).…”

Section: Background and Motivation For The Studymentioning

confidence: 99%

“…In those languages that show evidence of this simplified mode, the simplification affects numerous aspects of caregivers ' speech (e.g., McLeod, 1993;Green et al, 2010;Kunert et al, 2011). Effects in phonology, syntax and the lexicon have been studied extensively in the past decades, demonstrating notable differences between CDS and adult-directed speech (ADS) (e.g., Snow, 1972Snow, , 1995Gallaway and Richards, 1994). When compared to adultdirected speech, CDS is usually slower, has higher pitch and a greater pitch range.…”

Section: Introductionmentioning

confidence: 99%

The use of complex structures with a word class change in Inuktitut child-directed speech

Johnson

Allen

2022

Front. Psychol.

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Caregivers typically use a simplified mode of the language – child-directed speech (CDS) – when addressing young children. In this study, we investigate the use of complex morphological structures with a word class change within a single word in Inuktitut CDS. Inuktitut is a polysynthetic agglutinative language of the Inuit–Yupik–Unangan language family spoken in arctic Quebec, which allows more than 10 morphemes per word and in which the meaning of an entire sentence can be expressed in one word. Clearly, such a complex morphological system presents special challenges for young children, which raises the question of whether caregivers shape their CDS in ways that facilitate acquisition. Using the data from mothers addressing eight Inuktitut-speaking children aged 0;11 to 3;6, we investigated whether the frequency and complexity of polysynthetic structures in CDS are dependent on the stage of the children’s linguistic development. The results demonstrate that the number and morphological complexity of the structures with a word class change increased as the children developed linguistically. The variety of nominalizers and verbalizers – the key components of such structures – also increased through the stages and were used in variation sets, which help children acquire morphological items by providing examples of use of the same morpheme in morphologically contrasting environments. These results show the presence of morphological simplification in Inuktitut CDS and demonstrate that such simplification is fine-tuned, i.e., that mothers are sensitive to their children’s level of linguistic development.

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Input and Interaction in Language Acquisition

Cited by 173 publications

References 0 publications

Patterns of nonverbal parental communication: A social and situational contexts approach

Patterns of nonverbal parental communication: A social and situational contexts approach

A little labeling goes a long way: Semi‐supervised learning in infancy

The use of complex structures with a word class change in Inuktitut child-directed speech

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