Linguistic Fedback and Maternal Speech: Comparisons of Mothers Addressing Infants, One-Year-Olds and Two-Year-Olds

Cross, Toni G.; Morris, J.

doi:10.1177/014272378000100202

Cited by 19 publications

(22 citation statements)

References 12 publications

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“…In fact, mothers’ speech to infants with hearing loss was sometimes less complex than speech to even younger hearing infants (Cross et al, 1980). Cross et al attributed reduced maternal MLU to Hd infants’ limited comprehension and unreliable conversational responsiveness—a view consistent with evidence from Hh dyads showing maternal complexity increased with infant age, language and conversational competence (Cross & Morris, 1980). However, additional research is needed to assess potential changes in Hd maternal complexity following Hd infants’ access to cochlear implants.…”

Section: Introductionmentioning

confidence: 66%

“…This apparently inconsistent pattern of maternal complexity in Hd dyads may indicate Hd (and Hh) mothers responded to infants’ relative lack of word use at Time 1. Further, at Time 2, when Hh infants’ rate of word use was significantly greater than that of Hd infants, Hh mothers’ speech was significantly more complex than Hd mothers’ speech (see also Cross et al, 1980; Cross & Morris, 1980; Goldin-Meadow & Saltzman, 2000). Thus, maternal MLU did not increase solely with infant age or cochlear implantation (i.e., Hd dyads), but rather with infants’ rate of word use.…”

Section: Discussionmentioning

confidence: 99%

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Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation

Fagan

Bergeson

Morris

2014

Infant Behavior and Development

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This study investigated effects of profound hearing loss on mother-infant interactions before and after cochlear implantation with a focus on maternal synchrony, complexity, and directiveness. Participants included two groups of mother-infant dyads: 9 dyads of mothers and infants with normal hearing; and 9 dyads of hearing mothers and infants with profound hearing loss. Dyads were observed at two time points: Time 1, scheduled to occur before cochlear implantation for infants with profound hearing loss (mean age = 13.6 months); and Time 2 (mean age = 23.3 months), scheduled to occur approximately six months after cochlear implantation. Hearing infants were age-matched to infants with hearing loss at both time points. Dependent variables included the proportion of maternal utterances that overlapped infant vocalizations, maternal mean length of utterance, infant word use, and combined maternal directives and prohibitions. Results showed mothers’ utterances overlapped the vocalizations of infants with hearing loss more often before cochlear implantation than after, mothers used less complex utterances with infants with cochlear implants compared to hearing peers (Time 2), and mothers of infants with profound hearing loss used frequent directives and prohibitions both before and after cochlear implantation. Together, mothers and infants adapted relatively quickly to infants’ access to cochlear implants, showing improved interactional synchrony, increased infant word use, and levels of maternal language complexity compatible with infants’ word use, all within seven months of cochlear implant activation.

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Section: Introductionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation

Fagan

Bergeson

Morris

2014

Infant Behavior and Development

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“…Research has also indicated that many formal and discourse aspects of mother-child conversations are specifically attuned to the child's linguistic ability (e.g. It is not capable of explaining the fact that similar modifications to adult language styles are common in maternal speech to infants in the prelinguistic stages of development (Snow 1977, Cross & Morris 1980, Cross, Morris-Johnson & Nienhuys 1980. However, as Snow (1977) has pointed out, a strict 'linguistic-feedback' account of such adjustments is appropriate only once the child has acquired the ability to process language.…”

Section: Introductionmentioning

confidence: 99%

Mothers' speech to prelingual infants: a pragmatic analysis

et al. 1983

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Functional and referential changes in maternal speech were investigated in a developmental study of nineteen mother-infant dyads, using videorecordings of their free play at three and six months. The role of the infant in influencing speech adjustments was investigated by analysing the relationships between different types of maternal speech and different infant behavioural modes. Three general modes were differentiated -Communicative, Praxic and Other -and, regardless of infant age, mothers were found to make some modifications to their speech style as a function of infant mode. Speech style also was found to change, at a pragmatic level, from three to six months. Both findings support the conclusion that maternal speech is influenced by non-linguistic behavioural 'feedback' from infants. However, a finding that affect-oriented speech is more sensitive to infant behaviour than informative speech supports Brown's (1977) contention that the maternal speech register is shaped by two relatively independent interpersonal functions -the affective and communicative components. It is argued that a fuller account of maternal conversational adjustments to prelingual infants requires both a dialogic and a monologic explanation.

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“…He also elaborated the conceptual argument as to why Brown's 'expansions' necessarily imply corrections. Cross (1977, 1978 as well as Cross and associates (Cross, Johnson-Morris & Nienhuys 1980, Cross & Morris 1980 provided perhaps the strongest evidence and arguments for the value of corrections as reflected in 'expansions'. Cross stressed '... the linguistic immaturity and the resulting communicative imprecision of child utterances ...' (Cross 1977: 168) that induce mothers to '... drive home the linguistic information contained in the original expansion...' (Cross 1977: 170) by means of further expansions, extensions, and self-repetitions.…”

mentioning

confidence: 99%

Positive evidence for negative evidence

Moerk

1991

First Language

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The topic of 'negative evidence', i.e., of linguistic corrections, is focused upon. Its denial in the recent literature is briefly documented and various dimensions of this denial are specified. After a brief historical survey of research on adult corrections of children's speech, verbatim evidence of maternal corrective feedback is presented for the following categories of filial mistakes: Nouns and Labels, Verbs, Determiners, Prepositions, Bound Morphemes, and Syntax. It is also argued and demonstrated that most 'expansions' involve grammatical corrections and that expanding corrections predominate by far during the early developmental period. Finally, diverse aspects of corrections, their generality, and their effect upon language acquisition are discussed from epistemological and methodological perspectives.In any type of skill learning, feedback as to incorrect or sub-optimal performance has a very important function in leading to improvements (cf., e.g., Newell 1981). It would, therefore, be expected that the same principle might apply for the acquisition of language skills, whether in a first language or a foreign one. Gold (1967) formulated a model of language learning in which corrections are seen as highly conducive to learning. Corrective feedback is, of course, widely used in educational settings where foreign languages are taught. For first language acquisition, much of the recent literature asserts, however, that this general principle does not apply.Four forms and degrees of this denial are found. (a) Most general is a comprehensive denial of the existence of corrections (Atkinson

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Linguistic Fedback and Maternal Speech: Comparisons of Mothers Addressing Infants, One-Year-Olds and Two-Year-Olds

Cited by 19 publications

References 12 publications

Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation

Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation

Mothers' speech to prelingual infants: a pragmatic analysis

Positive evidence for negative evidence

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