Maternal speech: strategy or response?

Smolak, Linda; Weinraub, Marsha

doi:10.1017/s0305000900007820

Cited by 40 publications

(35 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The effects of differences in the children's birth order and sex on the mother's conversational style was also considered. Several studies suggest that parental conversational style does not significantly differ as a function of the sex or exact age of preschool children [Cortcr et al, 1983;Ling and Ling, 1974;Smolak and Weinraub, 1983;Wilkinson et al, 1981], This investigation supports these studies and suggests that the mother used a conversa tional style that was rather consistent across the two conditions except for her failure to yield the conversation to Heather. Heather differed from her normal sibling primarily in the extent of her nonverbal and verbal nega tive and refusal behaviors.…”

Section: Discussionsupporting

confidence: 67%

Discontinuity in Mother-Child Conversations: Cleft Palate Child Compared to Normal Sibling

Lynch

Fox

Brookshire

1988

Folia Phoniatr Logop

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 67%

Discontinuity in Mother-Child Conversations: Cleft Palate Child Compared to Normal Sibling

Lynch

Fox

Brookshire

1988

Folia Phoniatr Logop

View full text Add to dashboard Cite

“…Although there are differences in how talkative different parents are, in general an individual parent’s tendency to be talkative or taciturn is relatively stable across interactional situations and over time. That is, parents who are talkative in interactions with their own young children are likely to also be talkative when interacting with adults and other children (Smolak & Weinraub 1983; Huttenlocher et al 1991; Hoff 2003b) and with their own children when they are older (Olsen-Fulero 1982; Huttenlocher et al 1991; Shimpi & Huttenlocher 2007). …”

Section: Input Quantity: Parent and Child Contributionsmentioning

confidence: 99%

Linguistic Input, Electronic Media, and Communication Outcomes of Toddlers With Hearing Loss

Ambrose¹,

VanDam

Moeller³

2014

Ear &Amp; Hearing

111

View full text Add to dashboard Cite

Objectives The objectives of this study were to examine the quantity of adult words, adult-child conversational turns, and electronic media in the auditory environments of toddlers who are hard of hearing (HH) and to examine whether these variables contributed to variability in children’s communication outcomes. Design Participants were 28 children with mild to severe hearing loss. Full-day recordings of children’s auditory environments were collected within 6 months of their 2nd birthdays by utilizing LENA (Language ENvironment Analysis) technology. The system analyzes full-day acoustic recordings, yielding estimates of the quantity of adult words, conversational turns, and electronic media exposure in the recordings. Children’s communication outcomes were assessed via the receptive and expressive scales of the Mullen Scales of Early Learning at 2 years of age and the Comprehensive Assessment of Spoken Language at 3 years of age. Results On average, the HH toddlers were exposed to approximately 1400 adult words per hour and participated in approximately 60 conversational turns per hour. An average of 8% of each recording was classified as electronic media. However, there was considerable within-group variability on all three measures. Frequency of conversational turns, but not adult words, was positively associated with children’s communication outcomes at 2 and 3 years of age. Amount of electronic media exposure was negatively associated with 2-year-old receptive language abilities; however, regression results indicate that the relationship was fully mediated by the quantity of conversational turns. Conclusions HH toddlers who were engaged in more conversational turns demonstrated stronger linguistic outcomes than HH toddlers who were engaged in fewer conversational turns. The frequency of these interactions was found to be decreased in households with high rates of electronic media exposure. Optimal language-learning environments for HH toddlers include frequent linguistic interactions between parents and children. To support this goal, parents should be encouraged to reduce their children’s exposure to electronic media.

show abstract

“…Therefore, it would be difficult to argue that HI mothers continued to ask questions because their children were better able to recall information. Second, a study by Smolak and Weinraub (1983) suggests that maternal conversational style is relatively independent of the abilities of the child. In their study, a conversation-eliciting mother continued to use the same conversational devices when conversing with a child of lesser language abilities than her own child.…”

Section: Children's Recallmentioning

confidence: 99%

Style and structure in mother‐child conversations about the past

Fıvush

Fromhoff

1988

Discourse Processes

319

226

View full text Add to dashboard Cite

This research examined possible stylistic differences in how mothers structure conversations about the past with their young children. Just as there are different maternal styles for talking about the "here-and-now," which influence children's language development, we explored different maternal styles for talking about the "there-and-then," which might influence children's memory development. Ten mothers and their 30-35-monthold children engaged in naturalistic conversations about various past events. Two styles emerged, an elaborative style and a repetitive style. Elaborative mothers talk more than repetitive mothers, they ask more memory questions, and they provide more information about the event under discussion. They are also more likely to elaborate on their previous questions, whereas repetitive mothers tend to simply repeat questions without embellishment. Implications of these two maternal styles for the child's memory development are discussed.In this study, we examined how mothers structure conversations about past events with their 2-year-old children. A few recent studies indicate that even children this young are able to participate in conversations about the past and can provide accurate information about the event under discussion (DeForest & Fivush, 1984;Fivush, Gray, & Fromhoff, 1987;Hudson, 1986). But recounting a past experience involves more than simply reporting details of the event; children must also learn how to talk about past events in a conventionalized linguistic form, in order to communicate effectively to another what transpired. Reporting the past is as much a conversational skill as a memory skill and, as such, must be influenced by the kinds of conversational interactions in which the child is expected to engage. That is, the ways in which adults converse with the child about the past will influence the way in which the child comes to think about and talk about the past independently. Eisenberg (1985) identified three phases in how children learn to talk about past events in a longitudinal study of 2 young children between the ages of 18

show abstract

Maternal speech: strategy or response?

Cited by 40 publications

References 13 publications

Discontinuity in Mother-Child Conversations: Cleft Palate Child Compared to Normal Sibling

Discontinuity in Mother-Child Conversations: Cleft Palate Child Compared to Normal Sibling

Linguistic Input, Electronic Media, and Communication Outcomes of Toddlers With Hearing Loss

Style and structure in mother‐child conversations about the past

Contact Info

Product

Resources

About