Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-28T00:35:38.507Z Has data issue: false hasContentIssue false
  • English
  • Français

Input versus intake – a commentary on Ambridge, Kidd, Rowland, and Theakson's ‘The ubiquity of frequency effects in first language acquisition’

Published online by Cambridge University Press:  03 February 2015

MEREDITH L. ROWE
MEREDITH L. ROWE*
Affiliation:
Harvard University, Graduate School of Education
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Journal of Child Language , Volume 42 , Issue 2 , March 2015 , pp. 301 - 305
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Cartmill, E. A., Armstrong, B. F., Gleitman, L. R., Goldin-Meadow, S., Medina, T. N. & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary three years later. Proceedings of the National Academy of Sciences 110(28), 11278–83.CrossRefGoogle Scholar
Durham, R. E., Farkas, G., Hammer, C. S., Tomblin, J. B. & Catts, H. W. (2007). Kindergarten oral language skill: a key variable in the intergenerational transmission of socioeconomic status. Research in Social Stratification and Mobility 25(4), 294–305.CrossRefGoogle Scholar
Hart, B. & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.Google Scholar
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review 26, 55–88.CrossRefGoogle Scholar
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: relation to language input and gender. Developmental Psychology 27(2), 236–48.Google Scholar
Huttenlocher, J., Vasilyeva, M., Cymerman, E. & Levine, S. (2002). Language input and child syntax. Cognitive Psychology 45, 337–374.Google Scholar
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J. & Hedges, L. V. (2010). Sources of variability in children's language growth. Cognitive Psychology 61, 343–65.CrossRefGoogle ScholarPubMed
Landry, S. H., Smith, K. E. & Swank, P. R. (2006). Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology 42(4), 349–69.CrossRefGoogle ScholarPubMed
Leffel, K. & Suskind, D. (2013). Parent-directed approaches to enrich the early language environments of children living in poverty. Seminars in Speech and Language, 34, 267–277.Google Scholar
McGillion, M., Pine, J., Herbert, J. & Matthews, D. (2014). A training study to promote contingent talk and test its effect on language development. Paper presented in Rohfling, K. (Chair), Longitudinal studies on predictors of early language acquisition: methodological challenges and initial findings. Symposium at the triennial meeting of the International Association for the Study of Child Language, Amsterdam.Google Scholar
Medina, T. N., Snedeker, J., Trueswell, J. C. & Gleitman, L. R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences 108(22), 9014–9.Google Scholar
Pan, B. A., Rowe, M. L., Singer, J. D. & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development 76, 763–82.Google Scholar
Quinn, J. M., Wagner, R. K., Petscher, Y. & Lopez, D. (in press). Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Development. DOI: 10.1111/cdev.12292.Google Scholar
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: new evidence and possible explanations. In Murnane, R. & Duncan, G. (eds), Whither opportunity? Rising inequality and the uncertain life chances of low-income children (pp. 91–116). New York: Russell Sage Foundation Press.Google Scholar
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development 83, 1762–74.CrossRefGoogle ScholarPubMed
Rowe, M. L. & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science 323(5916), 951–3.Google Scholar
Rowe, M. L., Raudenbush, S. W. & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development 83(2), 508–25.Google Scholar
Sabbagh, M. A. & Baldwin, D. A. (2001). Learning words from knowledgeable versus ignorant speakers: links between preschoolers’ theory of mind and semantic development. Child Development 72(4), 1054–70.Google Scholar
Shneidman, L. A. & Goldin-Meadow, S. (2012). Language input and acquisition in a Mayan village: How important is directed speech? Developmental Science 15(5), 659–73.Google Scholar
Snow, C. E., Burns, S. & Griffin, P. (eds) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.Google Scholar
Stanovich, K. E. (1986). Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21(4), 360–407.Google Scholar
Tamis-LeMonda, C. S., Kuchirko, Y. & Song, L. (2014). Why is infant language learning facilitated by parental responsiveness? Current Directions in Psychological Science 23(2), 121–6.Google Scholar
Tomasello, M. & Farrar, M. J. (1986). Joint attention and early language. Child Development 57, 1454–63.Google Scholar
Weisleder, A. & Fernald, A. (2013). Talking to children matters: early language experience strengthens processing and builds vocabulary. Psychological Science 24(11), 2143–52.Google Scholar