Author:
FERJAN RAMÍREZ Naja,WEISS Yael,SHETH Kaveri K.,KUHL Patricia K.
Abstract
Abstract
Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed its effects on longer-term outcomes. We assess the effects of parental quantity of speech, use of parentese (the acoustically exaggerated, clear, and higher-pitched speech), and turn-taking in infancy, on child language at 5 years. Using a longitudinal dataset of daylong LENA recordings collected with the same group of English-speaking infants (N=44) at 6, 10, 14, 18, 24 months and then again at 5 years, we demonstrate that parents’ consistent (defined as stable and high) use of parentese in infancy was a potent predictor of lexical diversity, mean length of utterance, and frequency of conversational turn-taking between children and adults at Kindergarten entry. Together, these findings highlight the potential importance of a high-quality language learning environment in infancy for success at the start of formal schooling.
Funder
Overdeck Family Foundation
Publisher
Cambridge University Press (CUP)
Subject
General Psychology,Linguistics and Language,Developmental and Educational Psychology,Experimental and Cognitive Psychology,Language and Linguistics
Cited by
3 articles.
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