Quantitative Linguistic Predictors of Infants' Learning of Specific English Words

Autor/inn/en	Swingley, Daniel; Humphrey, Colman
Titel	Quantitative Linguistic Predictors of Infants' Learning of Specific English Words
Quelle	In: Child Development, 89 (2018) 4, S.1247-1267 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12731
Schlagwörter	Infants; Computational Linguistics; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Word Frequency; Prediction; Mothers; Parent Child Relationship; Linguistic Input; Speech Communication; Predictor Variables; Statistical Analysis + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Linguistics; Computerlinguistik; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Word analysis; Frequency; Wortanalyse; Häufigkeit; Vorhersage; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachbildung; Prädiktor; Statistische Analyse
Abstract	To evaluate which features of spoken language aid infant word learning, a corpus of infant-directed speech (M. R. Brent & J. M. Siskind, 2001) was characterized on several linguistic dimensions and statistically related to the infants' vocabulary outcomes word by word. Comprehension (at 12 and 15 months) and production (15 months) were predicted by frequency, frequency of occurrence in one-word utterances, concreteness, utterance length, and typical duration. These features have been proposed to influence learning before, but here their relative contributions were measured. Mothers' data predicted learning in their own children better than in other children; thus, vocabulary is measurably aligned within families. These analyses provide a quantitative basis for claims concerning the relevance of several properties of maternal English speech in facilitating early word learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01