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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Specific Structural Features of Child-directed Speech Support Young Children's Word Learning./
Author:	Schwab, Jessica Feigenbaum.
Description:	1 online resource (114 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Contained By:	Dissertation Abstracts International79-10B(E).
Subject:	Developmental psychology. -
Online resource:	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.
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245 1 0 $a Specific Structural Features of Child-directed Speech Support Young Children's Word Learning.
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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
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