How children use input to acquire a lexicon.

By E. Hoff, Letitia R. Naigles. Child Development, 2002

728 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2e7aff168e51acc329f2050e2f80ae193ee742cb

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In Developmental and Educational Psychology

Citations in the corpus

The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “Home literacy activities, such as shared book reading and related types of parent–child conversations, are characterized by the use of a rich vocabulary, complex and information-dense sentences, and semantically interconnected discourse, that is, the kind of language use that is generally thought to”
Effects of input on the early grammatical development of bilingual children (2010, background): “1 Introduction Whereas for the development of the lexicon it is commonly accepted that input is relevant (Hoff & Naigles, 2002), this is less clear for the development of grammar.”
Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. (2017, result): “These findings are supported by subsequent research showing that infants and toddlers from higher SES households experience more complex language input in terms of sentence length and vocabulary richness compared with lower SES children (Hoff, 2003; Hoff & Naigles, 2002; Rowe, 2008).”
How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture (2010, neutral): “…argue that the decline in language-learning facility may be confounded by educational level and that involvement in a larger bilingual community may diminish the drive to find means for communication through a learned language (Flege et al., 1999; Hoff & Naigles, 2002; Komarova & Nowak, 2001).”
Maternal correlates of growth in toddler vocabulary production in low-income families. (2005, background): “It is also possible, as suggested by Hoff and Naigles (2002) , that social-pragmatic features of language may be particularly important during the earliest stages of language learning, but that by 24 months, a time when children are more experienced in participating in joint attentional episodes, t”
A Probabilistic Computational Model of Cross-Situational Word Learning (2010, background): “Results of experiments by Schachter (1979), Naigles and Hoff-Ginsberg (1998), and Hoff and Naigles (2002) also suggest that the frequency of words has a positive effect on their acquisition.”
Child-directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill* (2008, background): “Regarding the quantitative, or more data-providing aspects of speech (Hoff, 2003b ; Hoff & Naigles, 2002), low-SES mothers are found to talk less and use less varied vocabulary during interaction with their children than high-SES mothers (Hart & Risley, 1995; Hoff, 2003a ; Hoff-Ginsberg, 1991;…”
Optimal Language Learning: The Importance of Starting Representative (2010, neutral): “Hoff and Naigles (2002) found that the amount of child-directed speech produced by mothers was predictive of the vocabulary of their children, and Cameron-Faulkner, Lieven, and Tomasello (2003) found correlations between the grammatical frames mothers used in speech to their children and the…”
Caregiver Responsiveness and Social Interaction Behaviors of Young Children With Autism (2008, background): “... opposition to prevailing theories that blamed parents for their children’s disorder (Bettelheim, 1967; Ferster, 1961), and second, it anticipated future research demonstrating the valid and important contribution of responsive parent behaviors to cognitive, language, social, and emotional outcom”
A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development (2012, background): “Of course, quantity and quality measures are associated with one another (e.g., parents who talk more also produce more diverse talk; Hoff & Naigles, 2002), yet it would be helpful to know the extent to which the relation between caregiver input and child vocabulary development is driven by the…”
Predictors of Variation in Maternal Talk to Children: A Longitudinal Study of Low-Income Families (2005, neutral): “…to children have been identified as predictors of vocabulary growth in children from low-income (Weizman & Snow, 2001) and middle-class families (Bornstein, Tamis-LeMonda, & Haynes, 1999; Hampson & Nelson, 1993; Hoff, 2003; Hoff & Naigles, 2002; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991).”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, background): “…that optimal vocabulary growth is facilitated by the combination of a rich linguistic environment (diversity of input) and intact abilities for continuous phonological restructuring of the representations forming one’s vocabulary (e.g. Fowler, 1991; Hoff & Naigles, 2002; Metsälä & Walley, 1998).”