How social contexts support and shape language development

By E. Hoff. 2006

1,817 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0190645d6d3e867dd3dbb81cc2b1eca450a19c27

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In Developmental and Educational Psychology

Citations in the corpus

Parental language mixing: Its measurement and the relation of mixed input to young bilingual children's vocabulary size* (2012, background): “Congruently, research with monolingual children has demonstrated that both the QUANTITY and the QUALITY of parental input affect vocabulary development (Hart & Risley, 1995; Hoff, 2006; Huttenlocher, Haight, Bryk, Seltzer & Lyons, 1991).”
Screen media and language development in infants and toddlers: An ecological perspective (2010, background): “An ecological explanation of language development includes, as the major mechanisms of change, the quantity and quality of both verbal and nonverbal social interactions (Gauvain, 2001; Hart & Risley, 1995; Hoff, 2006; Rogoff, 2003; Vygotsky, 1978).”
Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status (2015, methodology): “Even in a supermarket line, parents and children can have shared, rich conversation by taking conversational turns and expressing positive affect (Hoff, 2006; Veneziano, 2010).”
Effects of input on the early grammatical development of bilingual children (2010, background): “Another issue that deserves attention is the social setting of bilingual children, because social setting is an important determinant of children’s linguistic environment (see for an overview Hoff, 2006).”
Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context (2009, background): “One factor that is strongly related to children's language development is exposure to adult talk (eg, Hoff, 2006 ; Hoff & Naigles, 2002 ; Huttenlocher et al, 2002 ), and, for this reason, the quality and quantity of adult–child talk in the preschool classroom has been an oft-studied developmental”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, positive): “Lower SES mothers address speech to their children more frequently for the purpose of directing their children’s behavior and less frequently for the purpose of eliciting and maintaining conversation (Hart & Risley, 1995; Hoff, 2006).”
Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions (2015, neutral): “Among the questions they could ask: Are environmental influences specific to theory of mind or do they overlap with social influences on language ability (38) or executive function (39)? Does variation in either language ability or executive function moderate or mediate environmental influences on t”
The role of age of onset and input in early child bilingualism in Greek and Dutch (2011, background): “terms of maternal education (see Hoff, 2006 for overview). Several of the studies mentioned above, including for example the Miami studies reported in Oller and Eilers (2002), observe an effect of SES in bilingual acquisition.”
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “The first five years of children’s lives are characterized by rapid advances in all areas of cognitive development, including the rapid acquisition of language, literacy, and math skills (Duncan et al., 2007; Hoff, 2006; Shonkoff & Phillips, 2000).”
How Reading Books Fosters Language Development around the World (2012, background): “[65] E.”
Parent–child conversations during play (2012, background): “Within economically disadvantaged families, differences in children’s language and school readiness are partly explained by the amount and quality of parental language (Hoff, 2003, 2006; Rodriguez & Tamis-LeMonda, 2011).”