Caregiver Speech Predicts the Emergence of Children's Emotion Vocabulary

Autor/inn/en	Nencheva, Mira L.; Tamir, Diana I.; Lew-Williams, Casey
Titel	Caregiver Speech Predicts the Emergence of Children's Emotion Vocabulary
Quelle	In: Child Development, 94 (2023) 3, S.585-602 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nencheva, Mira L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13897
Schlagwörter	Child Caregivers; Toddlers; Language Usage; Speech Communication; Emotional Experience; Psychological Patterns; Vocabulary Development; Semantics; Linguistic Input; Predictor Variables + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Infant; Infants; Toddler; Kleinkind; Sprachgebrauch; Wortschatzarbeit; Semantik; Sprachbildung; Prädiktor
Abstract	Learning about emotions is an important part of children's social and communicative development. How does children's emotion-related vocabulary emerge over development? How may emotion-related information in caregiver input support learning of emotion labels and other emotion-related words? This investigation examined language production and input among English-speaking toddlers (16-30 months) using two datasets: Wordbank (N = 5520; 36% female, 38% male, and 26% unknown gender; 1% Asian, 4% Black, 2% Hispanic, 40% White, 2% others, and 50% unknown ethnicity; collected in North America; dates of data collection unknown) and Child Language Data Exchange System (N = 587; 46% female, 44% male, 9% unknown gender, all unknown ethnicity; collected in North America and the UK; data collection dates, were available between 1962 and 2009). First, we show that toddlers develop the vocabulary to express increasingly wide ranges of emotional information during the first 2 years of life. Computational measures of word valence showed that emotion labels are embedded in a rich network of words with related valence. Second, we show that caregivers leverage these semantic connections in ways that may scaffold children's learning of emotion and mental state labels. This research suggests that young children use the dynamics of language input to construct emotion word meanings, and provides new techniques for defining the quality of infant-directed speech. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01