Learning How to Learn from Social Feedback: The Origins of Early Vocal Development

Autor/inn/en	Elmlinger, Steven L.; Schwade, Jennifer A.; Vollmer, Laura; Goldstein, Michael H.
Titel	Learning How to Learn from Social Feedback: The Origins of Early Vocal Development
Quelle	In: Developmental Science, 26 (2023) 2, (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldstein, Michael H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13296
Schlagwörter	Feedback (Response); Social Influences; Language Acquisition; Infants; Child Development; Verbal Communication; Adults; Caregivers; Play; Responses + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Caregiver; Carer; Betreuungsperson; Pfleger; Spiel
Abstract	Infants' prelinguistic vocalizations reliably organize vocal turn-taking with social partners, creating opportunities for learning to produce the sound patterns of the ambient language. This social feedback loop supporting early vocal learning is well-documented, but its developmental origins have yet to be addressed. When do infants learn that their non-cry vocalizations influence others? To test developmental changes in infant vocal learning, we assessed the vocalizations of 2- and 5-month-old infants in a still-face interaction with an unfamiliar adult. During the still-face, infants who have learned the social efficacy of vocalizing increase their babbling rate. In addition, to assess the expectations for social responsiveness that infants build from their everyday experience, we recorded caregiver responsiveness to their infants' vocalizations during unstructured play. During the still-face, only 5-month-old infants showed an increase in vocalizing (a vocal extinction burst) indicating that they had learned to expect adult responses to their vocalizations. Caregiver responsiveness predicted the magnitude of the vocal extinction burst for 5-month-olds. Because 5-month-olds show a vocal extinction burst with unfamiliar adults, they must have generalized the social efficacy of their vocalizations beyond their familiar caregiver. Caregiver responsiveness to infant vocalizations during unstructured play was similar for 2- and 5-month-olds. Infants thus learn the social efficacy of their vocalizations between 2 and 5 months of age. During this time, infants build associations between their own non-cry sounds and the reactions of adults, which allows learning of the instrumental value of vocalizing. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01