Does Input Influence Uptake? Links between Maternal Talk, Processing Speed and Vocabulary Size in Spanish-Learning Children

Autor/inn/en	Hurtado, Nereyda; Marchman, Virginia A.; Fernald, Anne
Titel	Does Input Influence Uptake? Links between Maternal Talk, Processing Speed and Vocabulary Size in Spanish-Learning Children
Quelle	In: Developmental Science, 11 (2008) 6, (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2008.00768.x
Schlagwörter	Mothers; Caregivers; Word Recognition; Language Processing; Vocabulary Development; Speech Communication; Oral Language; Longitudinal Studies; Age Differences; Multiple Regression Analysis; Influences; Spanish + Suchen Sie Ihr Suchwort? Mother; Mutter; Caregiver; Carer; Betreuungsperson; Pfleger; Worterkennung; Sprachverarbeitung; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Influence; Einfluss; Einflussfaktor; Spanisch
Abstract	It is well established that variation in caregivers' speech is associated with language outcomes, yet little is known about the learning principles that mediate these effects. This longitudinal study (n = 27) explores whether Spanish-learning children's early experiences with language predict efficiency in real-time comprehension and vocabulary learning. Measures of mothers' speech at 18 months were examined in relation to children's speech processing efficiency and reported vocabulary at 18 and 24 months. Children of mothers who provided more input at 18 months knew more words and were faster in word recognition at 24 months. Moreover, multiple regression analyses indicated that the influences of caregiver speech on speed of word recognition and vocabulary were largely overlapping. This study provides the first evidence that input shapes children's lexical processing efficiency and that vocabulary growth and increasing facility in spoken word comprehension work together to support the uptake of the information that rich input affords the young language learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10