| Title |
The Influence of Child-Directed Speech on Word Learning and Comprehension
|
|---|---|
| Published in |
Journal of Psycholinguistic Research, June 2016
|
| DOI | 10.1007/s10936-016-9441-3 |
| Pubmed ID | |
| Authors |
Cassandra Foursha-Stevenson, Taylor Schembri, Elena Nicoladis, Cody Eriksen |
| Abstract |
This paper describes an investigation into the function of child-directed speech (CDS) across development. In the first experiment, 10-21-month-olds were presented with familiar words in CDS and trained on novel words in CDS or adult-directed speech (ADS). All children preferred the matching display for familiar words. However, only older toddlers in the CDS condition preferred the matching display for novel words. In Experiment 2, children 3-6 years of age were presented with a sentence comprehension task in CDS or ADS. Older children performed better overall than younger children with 5- and 6-year-olds performing above chance regardless of speech condition, while 3- and 4-year-olds only performed above chance when the sentences were presented in CDS. These findings provide support for the theory that CDS is most effective at the beginning of acquisition for particular constructions (e.g. vocabulary acquisition, syntactic comprehension) rather than at a particular age or for a particular task. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Denmark | 1 | 50% |
| United Kingdom | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 50% |
| Scientists | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 101 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 101 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 24 | 24% |
| Student > Master | 14 | 14% |
| Student > Ph. D. Student | 13 | 13% |
| Researcher | 7 | 7% |
| Student > Doctoral Student | 4 | 4% |
| Other | 14 | 14% |
| Unknown | 25 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 35 | 35% |
| Linguistics | 11 | 11% |
| Medicine and Dentistry | 7 | 7% |
| Nursing and Health Professions | 6 | 6% |
| Social Sciences | 5 | 5% |
| Other | 8 | 8% |
| Unknown | 29 | 29% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 June 2016.
All research outputs
#15,708,425
of 23,344,526 outputs
Outputs from Journal of Psycholinguistic Research
#176
of 355 outputs
Outputs of similar age
#225,286
of 354,522 outputs
Outputs of similar age from Journal of Psycholinguistic Research
#2
of 3 outputs
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