國立虎尾科技大學 |

Specific Structural Features of Child-directed Speech Support Young Children's Word Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Specific Structural Features of Child-directed Speech Support Young Children's Word Learning./
作者:	Schwab, Jessica Feigenbaum.
面頁冊數:	1 online resource (114 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:	Dissertation Abstracts International79-10B(E).
標題:	Developmental psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780438047693

Specific Structural Features of Child-directed Speech Support Young Children's Word Learning.
Schwab, Jessica Feigenbaum.

Specific Structural Features of Child-directed Speech Support Young Children's Word Learning. - 1 online resource (114 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.

Thesis (Ph.D.)--Princeton University, 2018.

Includes bibliographical references

Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood (e.g., Ramirez-Esparza, Garcia-Sierra, & Kuhl, 2014; Weisleder & Fernald, 2013), but the specific structural characteristics of CDS underlying this link have previously been underspecified. The present studies sought to elucidate how three structural features of parents' language input -- the use of word repetition, isolated words, and discourse continuity -- support children's language learning. In previous research, I showed that repetition of object labels in successive sentences promotes young children's encoding of new words (Schwab & Lew-Williams, 2016a). Here, Chapter II examines the extent to which parents' repetition relates to children's learning at different time points in development. Next, Chapter III examines how parents' use of isolated words interacts with repetition in promoting children's learning of new words. Finally, Chapter IV investigates how continuity of reference promotes children's learning. Collectively, these studies reveal that the packaging of information within child-directed speech influences children's word learning, although the extent to which each structure matters depends on children's level of language knowledge.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438047693Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Specific Structural Features of Child-directed Speech Support Young Children's Word Learning.
LDR:02550ntm a2200349Ki 4500 001 918583
005 20181026115418.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438047693
035 $a (MiAaPQ)AAI10813697
035 $a (MiAaPQ)princeton:12510
035 $a AAI10813697
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Schwab, Jessica Feigenbaum. $3 1192940
245 1 0 $a Specific Structural Features of Child-directed Speech Support Young Children's Word Learning.
264 0 $c 2018
300 $a 1 online resource (114 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
500 $a Adviser: Casey Lew-Williams.
502 $a Thesis (Ph.D.)--Princeton University, 2018.
504 $a Includes bibliographical references
520 $a Young children who hear more child-directed speech (CDS) tend to have larger vocabularies later in childhood (e.g., Ramirez-Esparza, Garcia-Sierra, & Kuhl, 2014; Weisleder & Fernald, 2013), but the specific structural characteristics of CDS underlying this link have previously been underspecified. The present studies sought to elucidate how three structural features of parents' language input -- the use of word repetition, isolated words, and discourse continuity -- support children's language learning. In previous research, I showed that repetition of object labels in successive sentences promotes young children's encoding of new words (Schwab & Lew-Williams, 2016a). Here, Chapter II examines the extent to which parents' repetition relates to children's learning at different time points in development. Next, Chapter III examines how parents' use of isolated words interacts with repetition in promoting children's learning of new words. Finally, Chapter IV investigates how continuity of reference promotes children's learning. Collectively, these studies reveal that the packaging of information within child-directed speech influences children's word learning, although the extent to which each structure matters depends on children's level of language knowledge.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Cognitive psychology. $3 556029
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
690 $a 0633
690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Princeton University. $b Psychology. $3 1186553
773 0 $t Dissertation Abstracts International $g 79-10B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10813697 $z click for full text (PQDT)