scholarly journals The type of shared activity shapes caregiver and infant communication

Gesture ◽  
2010 ◽  
Vol 10 (2-3) ◽  
pp. 279-296 ◽  
Author(s):  
Daniel Puccini ◽  
Mireille Hassemer ◽  
Dorothé Salomo ◽  
Ulf Liszkowski
Keyword(s):  
Language Development ◽  
Specific Pattern ◽  
Free Play ◽  
Language Learner ◽  
Language Usage ◽  
Human Communication ◽  
Shared Activity ◽  
Deictic Gesture ◽  
Natural Interactions ◽  
Communicative Input

For the beginning language learner, communicative input is not based on linguistic codes alone. This study investigated two extralinguistic factors which are important for infants’ language development: the type of ongoing shared activity and non-verbal, deictic gestures. The natural interactions of 39 caregivers and their 12-month-old infants were recorded in two semi-natural contexts: a free play situation based on action and manipulation of objects, and a situation based on regard of objects, broadly analogous to an exhibit. Results show that the type of shared activity structures both caregivers’ language usage and caregivers’ and infants’ gesture usage. Further, there is a specific pattern with regard to how caregivers integrate speech with particular deictic gesture types. The findings demonstrate a pervasive influence of shared activities on human communication, even before language has emerged. The type of shared activity and caregivers’ systematic integration of specific forms of deictic gestures with language provide infants with a multimodal scaffold for a usage-based acquisition of language.

Pronoun Assessment: A Free Speech Technique

1975 ◽  
Vol 18 (4) ◽  
pp. 765-772 ◽  
Author(s):  
Barbara Bergmann Davis ◽  
Sue Seitz
Keyword(s):  
Language Development ◽  
Free Speech ◽  
Diagnostic Method ◽  
Free Play ◽  
Different Levels ◽  
Language Sample

A study of the free speech pronoun usage of 15 normal and 15 language-delayed children showed that it is possible to distinguish between children at five different levels of language development by considering linguistically relevant pronoun properties. The discriminating measure considered the frequency of pronoun types as a percentage of the child’s total utterances. It is suggested that eliciting child utterances in a free play situation with the principal caregiver provides a good language sample and has potential as a diagnostic method.

Language Development Subcontexts in Head Start Classrooms: Distinctive Patterns of Teacher Talk During Free Play, Mealtime, and Book Reading

2006 ◽  
Vol 17 (2) ◽  
pp. 293-315 ◽  
Author(s):  
Scott D. Gest ◽  
Rebecca Holland-Coviello ◽  
Janet A. Welsh ◽  
Deborah L. Eicher-Catt ◽  
Sukhdeep Gill
Keyword(s):  
Head Start ◽  
Language Development ◽  
Free Play ◽  
Teacher Talk ◽  
Book Reading

Do current English language development/proficiency standards reflect the English needed for success in school?

2011 ◽  
Vol 28 (3) ◽  
pp. 343-365 ◽  
Author(s):  
Alison L. Bailey ◽  
Becky H. Huang
Keyword(s):  
Language Development ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Empirical Studies ◽  
School Setting ◽  
English Language Development ◽  
Language Learner ◽  
Academic English ◽  
K 12

English language development or proficiency (ELD/P) standards promise to play an important role in the instruction and assessment of the language development of English language learner (ELL) pre-K-12 students, but to do so effectively they must convey the progression of student language learning in authentic school contexts for authentic academic purposes. The construct of academic English is defined as the vocabulary, sentence structures, and discourse associated with language used to teach academic content as well as the language used to navigate the school setting more generally. The construct definition is informed by a relatively modest number of empirical studies of textbooks, content assessments, and observations of classroom discourse. The standards of a state with a large ELL population and a large multi-state consortium are then reviewed to illustrate the role of the academic English construct in the standards’ coverage of language modalities or domains, levels of attainment or proficiency, grade spans, and the needs of the large number of young English learners. Recommendations and potential strategies for validating, creating, and augmenting standards that reflect authentic uses of academic language in school settings are also made.

Fathers' and mothers' speech in early language development

1980 ◽  
Vol 7 (2) ◽  
pp. 353-369 ◽  
Author(s):  
J. A. Rondal
Keyword(s):  
Middle Class ◽  
Language Development ◽  
Free Play ◽  
Early Language ◽  
Only Children ◽  
Early Language Development ◽  
Linguistic Patterns ◽  
Mothers And Children ◽  
French Speaking ◽  
Maternal Speech

ABSTRACTFive French-speaking middle-class couples and their male only-children were tape-recorded separately at home while interacting verbally in a free-play, a story-telling, and in a family meal situation. The children's ages ranged from 1; 6 to 3; 0. The speech of the fathers, mothers, and children was transcribed and analysed for its semantic, syntactic, and language-teaching aspects. The results indicate that paternal speech displays the same simplification processes usually found in maternal speech to young children. Paternal speech, however, also contains some linguistic patterns at variance with those found in maternal speech. It is hypothesised that maternal and paternal speech may be complementary in their influence on language development in the children.

Play-Language Relationships in Young Children With Developmental Delays

1991 ◽  
Vol 34 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Marianne D. Kennedy ◽  
Margaret K. Sheridan ◽  
Sara H. Radlinski ◽  
Marjorie Beeghly
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Language Development ◽  
Clinical Assessment ◽  
Developmental Delays ◽  
Free Play ◽  
Symbolic Play ◽  
Language Behavior ◽  
Normal Language

The purpose of this longitudinal study was to determine whether the reported parallels between symbolic play and normal language development were evidenced in 6 children with developmental delays of varying etiologies. Subjects’ play and language behavior over a 6-month period was videotaped and analyzed during free play and modeling tasks. Although results supported the correspondences previously reported between normal language development and symbolic play, the variability across observations in the present subjects was more marked than expected. Implications for clinical assessment are discussed.

scholarly journals Lexical Repetition Properties of Caregiver Speech and Language Development in Children With Cochlear Implants

2020 ◽  
Vol 63 (3) ◽  
pp. 872-884 ◽  
Author(s):  
Yuanyuan Wang ◽  
Jongmin Jung ◽  
Tonya R. Bergeson ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Speech Processing ◽  
Language Skills ◽  
Free Play ◽  
Hearing Status ◽  
Language Assessments ◽  
Language Input ◽  
Speech And Language Development ◽  
Maternal Speech

Purpose Early language input plays an important role in child language and cognitive development (e.g., Gilkerson et al., 2018; Hart & Risley, 1995). In this study, we examined the effects of child's hearing status on lexical repetition properties of speech produced by their caregivers with normal hearing (NH). In addition, we investigated the relationship between maternal lexical repetition properties and later language skills in English-learning infants with cochlear implants (CIs). Method In a free-play session, 17 mothers and their prelingually deaf infants who received CIs before 2 years of age (CI group) were recorded at two post-CI intervals: 3 and 6 months postactivation; 18 hearing experience–matched infants with NH and their mothers and 14 chronological age–matched infants with NH group and their mothers were matched to the CI group. Maternal speech was transcribed from the recordings, and measures of maternal lexical repetition were obtained. Standardized language assessments were administered on children with CIs approximately two years after CI activation. Results The findings indicated that measures of lexical repetition were similar among the three groups of mothers, regardless of the hearing status of their infants. In addition, lexical repetition measures were correlated with later language skills in infants with CIs. Conclusions Infants with CIs receive the language input that contains similar lexical repetition properties as that in the speech received by their peers with NH, which is likely to play an important role in child speech processing and language development. These findings provide the knowledge for professionals to coach parents to implement specific language intervention strategies to support language development in infants with hearing loss. Supplemental Material https://doi.org/10.23641/asha.11936322

scholarly journals Long-term early development research in congenital heart disease (LEADER-CHD): a study protocol for a prospective cohort observational study investigating the development of children after surgical correction for congenital heart defects during the first 3 years of life

BMJ Open ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. e018966 ◽  
Author(s):  
Hannah Ferentzi ◽  
Constanze Pfitzer ◽  
Lisa-Maria Rosenthal ◽  
Felix Berger ◽  
Katharina R L Schmitt
Keyword(s):  
Congenital Heart Disease ◽  
Heart Disease ◽  
Language Development ◽  
Repeated Measures ◽  
Prospective Cohort ◽  
Congenital Heart ◽  
Developmental Trajectories ◽  
Free Play ◽  
Child Temperament ◽  
Study Results

IntroductionCongenital heart disease (CHD) is the most common birth defect. Studies on the development of children with CHD point towards deficits in motoric, cognitive and language development. However, most studies are cross-sectional and there is a gap in the knowledge concerning developmental trajectories, risk and protective factors and a lack of research concerning environmental predictors. Specifically, no studies have so far considered the importance of early caregiving experiences and child temperament for the development of children with CHD.MethodsIn a single-centre prospective cohort study, cognitive, motoric and language development of 180 children after corrective surgery for a simple transposition of the great arteries (TGA), tetralogy of Fallot (TOF) or ventricular septal defect (VSD) will be assessed at ages 12, 24 and 36 months with the Bayley Scales of Infant Development 3rd Edition (BSID-III). At age 12 months, a free-play video observation will be conducted to investigate the relationship between primary caregiver and child, and child temperament will be assessed with the Infant Behavior Questionnaire—Revised Short Version. Medical information will be obtained from patient records and demographic information via questionnaires.AnalysisFrequency and severity of developmental delays will be reported descriptively. Differences between groups (TGA, TOF, VSD) will be subjected to repeated-measures analysis across time points. Multiple regressions will be applied for the analysis of predictors at each time point. For the analysis of differential developmental trajectories, mixed-model analysis will be applied.Ethics and disseminationThe study has been approved by the local medical ethics committee. Written informed consent will be obtained from all participants. Parents have the option to be debriefed about BSID-III results after each assessment and about the study results after project completion. Results will be disseminated in peer-reviewed journals and presented at conferences.Trial registration numberDRKS00011006; Pre-results.

INPUT, INTERACTION, AND THE SECOND LANGUAGE LEARNER.Susan M. Gass. Mahwah, NJ: Erlbaum, 1997. Pp. xi + 189. $45.00 cloth, $22.50 paper.

2000 ◽  
Vol 22 (1) ◽  
pp. 114-115
Author(s):  
James F. Lee
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Learner ◽  
Second Language Learner ◽  
Second Language Development ◽  
Readable Book ◽  
The Relationship

Input, interaction, and the second language learner is, as the title suggests, a view of the relationship among input, interaction, and second language development. Susan M. Gass has written an extremely readable book that explicates many of the most discussed issues in second language learning in the 1990s. Her intention, successfully achieved, is to demonstrate where theories and frameworks coincide, not just collide.

first case of Peter leaning back ostensively to let Mary see William approaching, it is arguable that some of the basic information is made manifest indirectly, through Peter’s intention being made manifest. Someone who engages in any kind of osten-sive behaviour intentionally draws some attention to himself and intentionally makes manifest a few assumptions about himself: for instance, that he is aware of the basic information involved, and that he is trying to be relevant. Peter’s ostension might make it manifest not just that William is approaching, but also that Peter expects Mary to be concerned, and that he is concerned too. Would we want to say, though, that Peter ‘meant something’ by his behav-iour? Like most English speakers, we would be reluctant to do so; but this is irrelevant to our pursuit, which is not to analyse ordinary language usage, but to describe and explain forms of human communication. Our argument at this stage is this: either inferential communication consists in providing evidence for what the communicator means, in the sense of ‘meaning’ which Grice calls ‘non-natural meaning’, and in that case inferential communication is not a well-defined class of phenomena at all; or else showing something should be considered a form of inferential communication, on a par with meaning something by a certain behaviour, and inferential communication and ostension should be equated. There are two questions involved here. One is substantive: which domains of facts are to be described and explained together? Our answer is that ostension is such a domain, and that inferential communication narrowly understood (i.e. under-stood as excluding cases of ostension where talk of ‘meaning’ would be awkward) is not. The second question is terminological (and hence not worth much argu-ment): can the term ‘communication’ be legitimately applied to all cases of osten-sion? Our answer is yes, and from now on we will treat ostensive communication, inferential communication, and ostensive–inferential communication as the same thing. Inferential communication and ostension are one and the same process, but seen from two different points of view: that of the communicator who is involved in ostension and that of the audience who is involved in inference. Ostensive–inferential communication consists in making manifest to an audi-ence one’s intention to make manifest a basic layer of information. It can there-fore be described in terms of an informative and a communicative intention. In the next two sections, we want to reanalyse the notions of informative and com-municative intention in terms of manifestness and mutual manifestness, and to sketch in some of the empirical implications of this reformulation.

2005 ◽  
pp. 159-159
Keyword(s):  
Ordinary Language ◽  
English Speakers ◽  
Language Usage ◽  
Basic Information ◽  
Human Communication ◽  
First Case ◽  
Basic Layer ◽  
Points Of View ◽  
Ostensive Communication ◽  
Empirical Implications

Generalization of Treatment Effects by Young Language-Delayed Children

1986 ◽  
Vol 51 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Steven F. Warren ◽  
Ann P. Kaiser
Keyword(s):  
Language Development ◽  
Test Scores ◽  
Intervention Program ◽  
Free Play ◽  
Language Intervention ◽  
Vocabulary Test ◽  
Normal Range ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Structural Aspects

This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.

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