Evidence for ‘motionese’: modifications in mothers’ infant-directed action

By Rebecca J. Brand, Dare A. Baldwin, Leslie A. Ashburn. 2002

416 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/47aebc638eefadebf861303f9e1d7160620c5121

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Katharina J. Rohlfing
2. Susan A. Gelman
3. Olga Solomon
4. Elinor Ochs
5. B. Jegatheesan
6. Sherri C Widen

In Language and Linguistics

1. Susan A. Gelman
2. Olga Solomon
3. Elinor Ochs
4. B. Jegatheesan

Citations in the corpus

• Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “We know particularly little about the child’s utilization of touching and manipulation as cues to reference (Brand et al., 2002; Gogate et al., 2000; Zukow-Goldring, 2006).”
• Limitations and transformations of habitus in Child-Directed Communication (2005, background): “…movements, and vocalizations reinforce one another to enhance joint attention and/or message comprehension in the early stages of child development (Brand et al., 2002; Clark, 2001; Crown et al., 2002; Fogel et al., 1999; Gogate et al., 2000; Mumme et al., 1966; Rutter and Durkin, 1987; Schaffer,…”
• Learning from others: children's construction of concepts. (2009, background): “…Eimas 1997, Rakison & Oakes 2003), others’ actions on the world (how others group objects in the environment or how they use objects functionally; Bigler et al. 2001, Brand et al. 2002, Meltzoff 2007), explicit assertions (Harris & Koenig 2006), and implicit cues from language (Gelman et al. 1998).”