Redirective labels and early vocabulary development

Parents' object labels can be distinguished by whether the child is already attending to the object (follow-in) or not (lead-in). Lead-in labels have been found to be associated with low vocabulary. The current study examines whether the relation between lead-in labels and child vocabulary is i...

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Bibliographic Details
Published in:Journal of child language 2007-11, Vol.34 (4), p.845-859
Main Authors: SHIMPI, PRIYA MARIANA, HUTTENLOCHER, JANELLEN
Format: Article
Language:English
Subjects:
Attention
Biological and medical sciences
Child development
Child Language
Communication
Correlation
Developmental psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Infant
Interpersonal Communication
Language
Male
Mothers
Newborn. Infant
Nonverbal Communication
Production and perception of spoken language
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Verbal Learning
Visual Aids
Vocabulary
Vocabulary Development
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Summary:Parents' object labels can be distinguished by whether the child is already attending to the object (follow-in) or not (lead-in). Lead-in labels have been found to be associated with low vocabulary. The current study examines whether the relation between lead-in labels and child vocabulary is influenced by whether the child's attention is redirected. Eighteen mother–infant dyads were videotaped at 1 ; 2, 1 ; 6 and 1 ; 10. Results indicate that parents' use of successful lead-in labels is positively correlated with children's vocabulary, whereas use of unsuccessful labels is negatively correlated. Finally, use of gesture is associated with the redirective success of lead-in labels.
ISSN:0305-0009
1469-7602
DOI:10.1017/S0305000907008112