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Look Who's Talking NOW! Parentese Speech, Social Context, and Language Development Across Time.

ABSTRACT: In previous studies, we found that the social interactions infants experience in their everyday lives at 11- and 14-months of age affect language ability at 24 months of age. These studies investigated relationships between the speech style (i.e., parentese speech vs. standard speech) and social context [i.e., one-on-one (1:1) vs. group] of language input in infancy and later speech development (i.e., at 24 months of age), controlling for socioeconomic status (SES). Results showed that the amount of exposure to parentese speech-1:1 in infancy was related to productive vocabulary at 24 months. The general goal of the present study was to investigate changes in (1) the pattern of social interactions between caregivers and their children from infancy to childhood and (2) relationships among speech style, social context, and language learning across time. Our study sample consisted of 30 participants from the previously published infant studies, evaluated at 33 months of age. Social interactions were assessed at home using digital first-person perspective recordings of the auditory environment. We found that caregivers use less parentese speech-1:1, and more standard speech-1:1, as their children get older. Furthermore, we found that the effects of parentese speech-1:1 in infancy on later language development at 24 months persist at 33 months of age. Finally, we found that exposure to standard speech-1:1 in childhood was the only social interaction that related to concurrent word production/use. Mediation analyses showed that standard speech-1:1 in childhood fully mediated the effects of parentese speech-1:1 in infancy on language development in childhood, controlling for SES. This study demonstrates that engaging in one-on-one interactions in infancy and later in life has important implications for language development.

SUBMITTER: Ramirez-Esparza N

PROVIDER: S-EPMC5477750 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Look Who's Talking NOW! Parentese Speech, Social Context, and Language Development Across Time.

Ramírez-Esparza Nairán N García-Sierra Adrián A Kuhl Patricia K PK

Frontiers in psychology 20170620

In previous studies, we found that the social interactions infants experience in their everyday lives at 11- and 14-months of age affect language ability at 24 months of age. These studies investigated relationships between the speech style (i.e., parentese speech vs. standard speech) and social context [i.e., one-on-one (1:1) vs. group] of language input in infancy and later speech development (i.e., at 24 months of age), controlling for socioeconomic status (SES). Results showed that the amoun ...[more]

PMID: 28676774

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Project description:Research findings on language comprehension suggest that many kinds of non-linguistic cues can rapidly affect language processing. Extant processing accounts of situated language comprehension model these rapid effects and are only beginning to accommodate the role of non-linguistic emotional, cues. To begin with a detailed characterization of distinct cues and their relative effects, three visual-world eye-tracking experiments assessed the relative importance of two cue types (action depictions vs. emotional facial expressions) as well as the effects of the degree of naturalness of social (facial) cues (smileys vs. natural faces). We predicted to replicate previously reported rapid effects of referentially mediated actions. In addition, we assessed distinct world-language relations. If how a cue is conveyed matters for its effect, then a verb referencing an action depiction should elicit a stronger immediate effect on visual attention and language comprehension than a speaker's emotional facial expression. The latter is mediated non-referentially via the emotional connotations of an adverb. The results replicated a pronounced facilitatory effect of action depiction (relative to no action depiction). By contrast, the facilitatory effect of a preceding speaker's emotional face was less pronounced. How the facial emotion was rendered mattered in that the emotional face effect was present with natural faces (Experiment 2) but not with smileys (Experiment 1). Experiment 3 suggests that contrast, i.e., strongly opposing emotional valence information vs. non-opposing valence information, might matter for the directionality of this effect. These results are the first step toward a more principled account of how distinct visual (social) cues modulate language processing, whereby the visual cues that are referenced by language (the depicted action), copresent (the depicted action), and more natural (the natural emotional prime face) tend to exert more pronounced effects.

Dataset Information

Look Who's Talking NOW! Parentese Speech, Social Context, and Language Development Across Time.

Publications

Look Who's Talking NOW! Parentese Speech, Social Context, and Language Development Across Time.

Similar Datasets

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