How does social contingency facilitate vocabulary development?
language development
social contingency
vocabulary growth
word input
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
07 May 2024
07 May 2024
Historique:
revised:
11
04
2024
received:
21
07
2023
accepted:
24
04
2024
medline:
7
5
2024
pubmed:
7
5
2024
entrez:
7
5
2024
Statut:
aheadofprint
Résumé
Previous research shows that infants of parents who are more likely to engage in socially contingent interactions with them tend to have larger vocabularies. An open question is how social contingency facilitates vocabulary growth. One possibility is that parents who speak in response to their infants more often produce larger amount of language input, which accelerates vocabulary growth. Another possibility is that the simplicity of contingent language input is especially suitable to support early word learning. A third possibility is that more evidence of the communicative nature of language, achieved through frequent contingent responses, helps infants build a link between their own words or vocalizations and others' behaviors. This link may lead to a better understanding of the communicative nature of language and further language advances, including vocabulary growth. To distinguish between these hypotheses, we analyzed the relations between parent-infant interactions when infants were 9 months and their vocabulary size at 12 months, using a naturalistic corpus. Our findings show that the frequency of parents' verbal contingent responses predicts receptive vocabulary size at 12 months and this predictive relation is unlikely to be due to the amount of language input or the simplicity of language within socially contingent interactions. RESEARCH HIGHLIGHTS: Infants of parents who respond to their vocalizations more often during the first year of life tend to have larger vocabularies in the second year. It is an open question what drives the predictive relation between parents' responsiveness and infants' vocabulary; we tested three hypotheses that offer competing explanations. More responsive parents might provide (1) more language input, (2) simpler language input, (3) more evidence of the communicative nature of language (via frequent responses). We find support for the third hypothesis; the frequency of parents' responses predicts infants' vocabularies above and beyond the amount and simplicity of language input.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13525Subventions
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development
Organisme : NIH Ruth L. Kirschstein National Research Service Award #F32HD104408
Informations de copyright
© 2024 John Wiley & Sons Ltd.
Références
Baumwell, L., Tamis‐LeMonda, C. S., & Bornstein, M. H. (1997). Maternal verbal sensitivity and child language comprehension. Infant Behavior and Development, 20(2), 247–258. https://doi.org/10.1016/S0163‐6383(97)90026‐6
Bergelson, E. (2020). The comprehension boost in early word learning: Older infants are better learners. Child Development Perspectives, 14(3), 142–149. https://doi.org/10.1111/cdep.12373
Bornstein, M. H., & Tamis‐LeMonda, C. S. (1989). Maternal responsiveness and cognitive development in children. New Directions for Child and Adolescent Development, 1989(43), 49–61. https://doi.org/10.1002/cd.23219894306
Bornstein, M. H., Tamis‐LeMonda, C. S., Tal, J., Ludemann, P., Toda, S., Rahn, C. W., Pecheux, M.‐G., Azuma, H., & Vardi, D. (1992). Maternal responsiveness to infants in three societies: The United States, France, and Japan. Child Development, 63(4), 808. https://doi.org/10.2307/1131235
Donnellan, E., Bannard, C., McGillion, M. L., Slocombe, K. E., & Matthews, D. (2020). Infants’ intentionally communicative vocalizations elicit responses from caregivers and are the best predictors of the transition to language: A longitudinal investigation of infants’ vocalizations, gestures and word production. Developmental Science, 23(1), e12843. https://doi.org/10.1111/desc.12843
Elmlinger, S. L., Schwade, J. A., & Goldstein, M. H. (2019). The ecology of prelinguistic vocal learning: Parents simplify the structure of their speech in response to babbling. Journal of Child Language, 46(5), 998–1011. https://doi.org/10.1017/S0305000919000291
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., Tomasello, M., Mervis, C. B., & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), i. https://doi.org/10.2307/1166093
Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short‐form versions of the MacArthur Communicative Development Inventories. Applied Psycholinguistics, 21(1), 95–116. https://doi.org/10.1017/S0142716400001053
Ferguson, B., & Waxman, S. R. (2016). What the [beep]? Six‐month‐olds link novel communicative signals to meaning. Cognition, 146, 185–189. https://doi.org/10.1016/j.cognition.2015.09.020
Ferjan Ramírez, N., Lytle, S. R., & Kuhl, P. K. (2020). Parent coaching increases conversational turns and advances infant language development. Proceedings of the National Academy of Sciences, 117(7), 3484–3491. https://doi.org/10.1073/pnas.1921653117
Fulkerson, A. L., & Waxman, S. R. (2007). Words (but not Tones) facilitate object categorization: Evidence from 6‐ and 12‐month‐olds. Cognition, 105(1), 218–228. https://doi.org/10.1016/j.cognition.2006.09.005
Gilmore, R. O., Adolph, K. E., & Millman, D. S. (2016). Curating identifiable data for sharing: The databrary project. 2016 New York Scientific Data Summit (NYSDS), 1–6. https://doi.org/10.1109/NYSDS.2016.7747817
Gros‐Louis, J., West, M. J., & King, A. P. (2014). Maternal responsiveness and the development of directed vocalizing in social interactions. Infancy, 19(4), 385–408. https://doi.org/10.1111/infa.12054
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. P.H. Brookes.
Hilbrink, E. E., Gattis, M., & Levinson, S. C. (2015). Early developmental changes in the timing of turn‐taking: A longitudinal study of mother–infant interaction. Frontiers in Psychology, 6, 1492. https://doi.org/10.3389/fpsyg.2015.01492
Luchkina, E., & Xu, F. (2022). From social contingency to verbal reference: A constructivist hypothesis. Psychological Review, 129(4), 890–909.
Lyakso, E. E., Frolova, O. V., & Grigorev, A. S. (2014). Infant vocalizations at the first year of life predict speech development at 2–7 years: Longitudinal study. Psychology, 05(12), 1433–1445. https://doi.org/10.4236/psych.2014.512154
MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk. Transcription format and programs (Vol. 1).
Marklund, U., Marklund, E., Lacerda, F., & Schwarz, I.‐C. (2015). Pause and utterance duration in child‐directed speech in relation to child vocabulary size. Journal of Child Language, 42(5), 1158–1171. https://doi.org/10.1017/S0305000914000609
Masek, L. R., McMillan, B. T. M., Paterson, S. J., Tamis‐LeMonda, C. S., Golinkoff, R. M., & Hirsh‐Pasek, K. (2021). Where language meets attention: How contingent interactions promote learning. Developmental Review, 60, 100961. https://doi.org/10.1016/j.dr.2021.100961
McGillion, M., Herbert, J. S., Pine, J., Vihman, M., dePaolis, R., Keren‐Portnoy, T., & Matthews, D. (2017). What paves the way to conventional language? The predictive value of babble, pointing, and socioeconomic status. Child Development, 88(1), 156–166. https://doi.org/10.1111/cdev.12671
McGillion, M. L., Herbert, J. S., Pine, J. M., Keren‐Portnoy, T., Vihman, M. M., & Matthews, D. E. (2013). Supporting early vocabulary development: What sort of responsiveness matters? IEEE Transactions on Autonomous Mental Development, 5(3), 240–248. https://doi.org/10.1109/TAMD.2013.2275949
Olson, S. L., Bates, J. E., & Bayles, K. (1984). Mother–infant interaction and the development of individual differences in children's cognitive competence. Developmental Psychology, 20(1), 166–179. https://doi.org/10.1037/0012‐1649.20.1.166
Osina, M. A., Saylor, M. M., & Ganea, P. A. (2013). When familiar is not better: 12‐month‐old infants respond to talk about absent objects. Developmental Psychology, 49(1), 138–145. https://doi.org/10.1037/a0027903
Osina, M. A., Saylor, M. M., & Ganea, P. A. (2014). Object locations, identity and absent reference understanding at 12 months. Infancy, 19(1), 65–81. https://doi.org/10.1111/infa.12031
Rollins, P. R. (2003). Caregivers’ contingent comments to 9‐month‐old infants: Relationships with later language. Applied Psycholinguistics, 24(2), 221–234. https://doi.org/10.1017/S0142716403000110
Roseberry, S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2014). Skype Me! Socially contingent interactions help toddlers learn language. Child Development, 85(3), 956–970. https://doi.org/10.1111/cdev.12166
Saylor, M. M., & Baldwin, D. A. (2004). Discussing those not present: Comprehension of references to absent caregivers. Journal of Child Language, 31(3), 537–560. https://doi.org/10.1017/S0305000904006282
Shneidman, L. A., Arroyo, M. E., Levine, S. C., & Goldin‐Meadow, S. (2013). What counts as effective input for word learning? Journal of Child Language, 40(3), 672–686. https://doi.org/10.1017/S0305000912000141
Shneidman, L. A., & Goldin‐Meadow, S. (2012). Language input and acquisition in a Mayan village: How important is directed speech?: Mayan village. Developmental Science, 15(5), 659–673. https://doi.org/10.1111/j.1467‐7687.2012.01168.x
Tamis‐LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748–767. https://doi.org/10.1111/1467‐8624.00313
Tauzin, T., & Gergely, G. (2018). Communicative mind‐reading in preverbal infants. Scientific Reports, 8(1), 9534. https://doi.org/10.1038/s41598‐018‐27804‐4
Tauzin, T., & Gergely, G. (2019). Variability of signal sequences in turn‐taking exchanges induces agency attribution in 10.5‐mo‐olds. Proceedings of the National Academy of Sciences, 116(31), 15441–15446. https://doi.org/10.1073/pnas.1816709116
Tauzin, T., & Gergely, G. (2021). Co‐dependency of exchanged behaviors is a cue for agency attribution in 10‐month‐olds. Scientific Reports, 11(1), 18217. https://doi.org/10.1038/s41598‐021‐97811‐5
Vouloumanos, A., Onishi, Kristin. H., & Pogue, A. (2012). Twelve‐month‐old infants recognize that speech can communicate unobservable intentions. Proceedings of the National Academy of Sciences, 109(32), 12933–12937. https://doi.org/10.1073/pnas.1121057109
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. https://doi.org/10.1177/0956797613488145
Werwach, A., Mürbe, D., Schaadt, G., & Männel, C. (2021). Infants’ vocalizations at 6 months predict their productive vocabulary at one year. Infant Behavior and Development, 64, 101588. https://doi.org/10.1016/j.infbeh.2021.101588
Woodward, A. L., Markman, E. M., & Fitzsimmons, C. M. (1994). Rapid word learning in 13‐ and 18‐month‐olds. Developmental Psychology, 30(4), 553–566.