Mothers' Speech to Children Learning Language

Snow, Catherine E.

doi:10.1111/j.1467-8624.1972.tb01123.x

Cited by 271 publications

(384 citation statements)

References 11 publications

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“…Prior research has found that child-directed language differs from adult-directed language, for example, in terms of phonology, grammatical complexity, number of word repetitions, and the use of lexical substitution such as saying choo-choo for train (e.g. Ferguson, 1964 ;Hayes & Ahrens, 1988 ;Newport, Gleitman & Gleitman, 1977;Snow, 1972). These have been discussed using terms such as ' motherese ', ' parentese ' and ' baby talk ', referring to the potential for language directed to children to better facilitate language acquisition, as compared with language directed to other adults (e.g.…”

Section: University Of Warwickmentioning

confidence: 99%

The company that words keep: comparing the statistical structure of child- versus adult-directed language

Hills

2012

J. Child Lang.

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Section: University Of Warwickmentioning

confidence: 99%

The company that words keep: comparing the statistical structure of child- versus adult-directed language

Hills

2012

J. Child Lang.

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“…Although it is true that at least some portion of the speech the child hears is more slowly spoken, more clearly articulated, and grammatically simpler than normal adult conversation (Snow, 1972), it is not currently clear how the infant learns to produce the sounds and to segment the speech flow into words. It is known, however, that the child's listening processes must give him the ability to recognize recurring verbal sounds, and his uttering processes must give him the ability to reproduce these sounds.…”

Section: The Languaging Processmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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“…Ninety percent of all respondents were mothers, with 8.7 percent being the father, and 1 percent of the respondents indicating "both parents" completed the questionnaire. These data are compatible with the literature that the mother spends the most time with the child (Brinley, 1983;Cross, 1979;Friedrich, 1983;Snow, 1972Snow, , 1979Unger, 1976). In Appendix D, these figures are visually demonstrated to aid in analysis.…”

Section: Language Acquisition Methodssupporting

confidence: 91%

“…Education begins in the cradle as adults are constantly talking and exposing the child to speech and to experiences that give him or her language (Hearsay, 1978). The young child must derive information about language from the speech he or she hears, including the sentences spoken by adults (Nelson, Carskaddon, and Bonvillian, 1976;Snow, 1972). Verbal interaction between parent and child has been the focus of many studies (Cazden, 1972;Dale, 1976;Moerk, 1976;Phillips, 1973;Seitz and Stewart, 1975;Snow, 1972Snow, , 1979Wood, 1976).…”

Section: Introductionmentioning

confidence: 99%

Survey of language acquisition techniques provided by parents of talented and gifted children

Engen¹

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The ability to conununicate is perhaps the most important gift afforded mankind, and any breakdown in this process greatly affects one's well being. Education begins in the cradle as adults are constantly talking and exposing the child to speech and to experiences that give him or her language (Hearsay, 1978).Children's performance in school settings as well as their behavior in social groups is based upon their ability to communicate meanings to others. Children who are able to express fine distinctions in meaning will more successfully communicate their feelings, ideas, and attitudes to others (Wood, 1976). Parents are considered to be the major source of stimulation within the child's environment throughout the developmental years (Latzke, 1975). provide an open system of conununication where the child is an active member of the conversation; and provide a semantically rich environment with a lot of opportunities to talk about things and directly experience them. These four methods were also perceived as being most effective by the parents.In sununary, the results showed that the parents of the TAG children were very active participants in their children's language acquisition, and the children were very active members of the conversation, free to express their thoughts and feelings.The findings of this investigator are also related to the results of the Bloom and Sosniak (1981) study of exceptionally talented and gifted children and the effect their parents had on their future.

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Mothers' Speech to Children Learning Language

Cited by 271 publications

References 11 publications

The company that words keep: comparing the statistical structure of child- versus adult-directed language

The company that words keep: comparing the statistical structure of child- versus adult-directed language

Auding and reading: A developmental model.

Survey of language acquisition techniques provided by parents of talented and gifted children

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