Perception of conversations: The importance of semantics and intonation in children’s development

Keitel, Anne; Prinz, Wolfgang; Friederici, Angela D.; Hofsten, Claes von; Daum, Moritz M.

doi:10.1016/j.jecp.2013.06.005

Cited by 79 publications

(100 citation statements)

References 36 publications

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“…Prior work using similar experimental procedures has found that adults and children make anticipatory gaze shifts to upcoming talkers within a wide time frame; the earliest shifts occur before the end of the prior turn, and the latest occur after the onset of the response turn, with most shifts occurring in the interturn gap (Hirvenkari et al, 2013;Keitel et al, 2013;Tice (Casillas) and Henetz, 2011). Following prior work, we measured how often our participants shifted their gaze from the prior to the upcoming speaker before the shift in gaze could have been initiated in reaction to the onset of the speaker's response.…”

Section: Data Preparation and Codingmentioning

confidence: 95%

“…Again, we attempt to address these issues in our current study. Despite these minor methodological drawbacks, the Keitel et al (2013) study still demonstrates interesting age-based differences in children's predictions about upcoming turn structure. Our current work takes these findings as a starting point.…”

Section: Turn Taking In Developmentmentioning

confidence: 98%

“…In comparison, children show at best a very limited lexical inventory before their first birthday (Bergelson & Swingley, 2013;Shi & Melancon, 2010). Keitel, Prinz, Friederici, Hofsten, and Daum (2013) were one of the first to explore how children use linguistic cues to predict upcoming turn structure. They asked 6-, 12-, 24-, and 36-month-old infants, and adult participants to watch short videos of conversation and tracked their eye movements at points of speaker change.…”

Section: Turn Taking In Developmentmentioning

confidence: 99%

“…Although the Keitel et al (2013) study constitutes a substantial advance over previous work in this domain, it has some limitations. Because these limitations directly inform our own study design, we review them in some detail.…”

Section: Turn Taking In Developmentmentioning

confidence: 99%

“…Second, the conversation stimuli Keitel et al (2013) used were somewhat unusual. The average gap between turns was 900 ms, a duration much longer than typical adult timing, which averages around 200 ms (Stivers et al, 2009).…”

Section: Turn Taking In Developmentmentioning

confidence: 99%

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The development of children’s ability to track and predict turn structure in conversation

Casillas

Frank²

2017

Journal of Memory and Language

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a b s t r a c tChildren begin developing turn-taking skills in infancy but take several years to fluidly integrate their growing knowledge of language into their turn-taking behavior. In two eye-tracking experiments, we measured children's anticipatory gaze to upcoming responders while controlling linguistic cues to turn structure. In Experiment 1, we showed English and non-English conversations to English-speaking adults and children. In Experiment 2, we phonetically controlled lexicosyntactic and prosodic cues in English-only speech. Children spontaneously made anticipatory gaze switches by age two and continued improving through age six. In both experiments, children and adults made more anticipatory switches after hearing questions. Consistent with prior findings on adult turn prediction, prosodic information alone did not increase children's anticipatory gaze shifts. But, unlike prior work with adults, lexical information alone was not sufficient either-children's performance was best overall with lexicosyntax and prosody together. Our findings support an account in which turn tracking and turn prediction emerge in infancy and then gradually become integrated with children's online linguistic processing.

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Section: Data Preparation and Codingmentioning

confidence: 95%

Section: Turn Taking In Developmentmentioning

confidence: 98%

Section: Turn Taking In Developmentmentioning

confidence: 99%

Section: Turn Taking In Developmentmentioning

confidence: 99%

Section: Turn Taking In Developmentmentioning

confidence: 99%

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The development of children’s ability to track and predict turn structure in conversation

Casillas

Frank²

2017

Journal of Memory and Language

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A Systematic Literature Review of Autism Research on Caregiver Talk

Bottema‐Beutel

Kim

2020

Autism Research

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Describing how caregivers' talk to their autistic children, and how their talk may influence social and language outcomes, has important implications for developmental theory and intervention research. In this systematic literature review, we examine 294 caregiver talk variables extracted from 65 studies, provide a narrative overview of research findings, and link measurement approaches to various theories of language development. The majority of variables included only talk directed to children (90%), and specified the speech act being performed (57%). More than one‐third of variables measured talk that was responsive to children's attention, activities, or communication (38%), and slightly less than a third measured variables that elicited children's communication or engagement. Semantic aspects of talk were specified in 41% of variables, structural features were measured in 20% of variables, and suprasegmental features were measured in only 1% of variables. Talk quantity (without reference to other aspects of talk) was measured in 8% of variables. We found strong support that talk related to children's attention is implicated in autistic children's language development, but this construct has been measured inconsistently in terms of semantic, structural, and functional features. There is also evidence for bi‐directional relationships between caregiver's talk and autistic children's development on a variety of semantic and structural variables. Lay Summary In our review, we found many differences in how researchers measured caregiver's talk, but also some promising leads. Researchers should continue examining caregiver talk related to children's focus of attention to clarify how this type of language contributes to autistic children's development. We also found interesting research on how children influence caregiver's talk, and encourage researchers to continue to study how this occurs.

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Do Questions Get Infants Talking? Infant Vocal Responses to Questions and Declaratives in Maternal Speech

Reimchen

Söderström

2016

Infant and Child Development

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Maternal questions play a crucial role in early language acquisition by virtue of their special grammatical, prosodic and lexical forms, and their abundance in the input. Infants are able to discriminate questions from other sentence types and produce rising intonations in their own requests. This study examined whether caregiver questions were related to the quantity of infant vocalizations. Thirty‐six infants aged 10 and 14 months participated in a laboratory play session with their mothers. In separate blocks, mothers were instructed to ask questions and to refrain from asking questions. Both block‐level and utterance‐level analyses found no evidence that maternal questions affected the amount of infant‐response vocalizations. Mothers of 14‐month‐olds (but not 10‐month‐olds) tended to repeat questions. Copyright © 2016 John Wiley & Sons, Ltd.

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Perception of conversations: The importance of semantics and intonation in children’s development

Cited by 79 publications

References 36 publications

The development of children’s ability to track and predict turn structure in conversation

The development of children’s ability to track and predict turn structure in conversation

A Systematic Literature Review of Autism Research on Caregiver Talk

Do Questions Get Infants Talking? Infant Vocal Responses to Questions and Declaratives in Maternal Speech

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