Journal article
The “what” and “when” of language input to children: Linguistic and temporal predictors of vocabulary in 3-year-olds
Developmental psychology, Vol.60(12), pp.2321-2329
12/2024
DOI: 10.1037/dev0001819
PMID: 39207412
Abstract
The quantity, quality, and complexity of language input are important for children’s language development. This study examined how the detailed timing of this input relates to children’s vocabulary at 3 years of age in 64 mother–child dyads (male = 28; female = 36; White = 69%, Black = 31%). Acoustical analysis of turn taking in mother–child dialogue found that more consistently timed maternal responses (lower response latency variability) were associated ( r = .42, p < .001) with higher vocabulary (Peabody Picture Vocabulary Test, third edition) scores. In mothers with consistently timed responses, the complexity (mean length of utterance) of their child-directed speech significantly predicted ( r = .53, p = .002) their children’s vocabulary. This suggests that predictably timed contingent maternal responses provide an important learning cue that supports language development beyond the content of language input itself.
Details
- Title: Subtitle
- The “what” and “when” of language input to children: Linguistic and temporal predictors of vocabulary in 3-year-olds
- Creators
- Nicholas A Smith - University of MissouriElizabeth S Kelley - University of MissouriHeeEun Jeon - University of MissouriJean M Ispa - University of MissouriBob McMurray - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Developmental psychology, Vol.60(12), pp.2321-2329
- DOI
- 10.1037/dev0001819
- PMID
- 39207412
- NLM abbreviation
- Dev Psychol
- ISSN
- 0012-1649
- eISSN
- 1939-0599
- Publisher
- American Psychological Association
- Grant note
- Administration for Children and Families, U.S. Department of Health and Human Services - University of Missouri: DHHS 90YF0011/05
This study used data collected for the National Early Head Start Research and Evaluation Project, which was funded by the Administration for Children and Families, U.S. Department of Health and Human Services, through Grant DHHS 90YF0011/05. This article was funded by the University of Missouri awarded to Nicholas A. Smith.
- Language
- English
- Electronic publication date
- 08/29/2024
- Date published
- 12/2024
- Academic Unit
- Communication Sciences and Disorders; Linguistics; Psychological and Brain Sciences; Iowa Neuroscience Institute; Otolaryngology
- Record Identifier
- 9984701758202771
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