Why Is Infant Language Learning Facilitated by Parental Responsiveness?

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The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis (2020, background): “Language learning interactions are transactional (Song, Spier, & Tamis-Lemonda, 2014).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “ask open-ended questions that include or prompt children’s use of target words, and repeat and elaborate on children’s remarks (17).”
Putting Education in “Educational” Apps (2015, background): “This type of responsivity has been shown to be a key facilitator of language development in young children (Dunst et al., 2010; Goldstein & Schwade, 2008; Gros-Louis et al., 2014; Roseberry et al., 2014; Tamis-LeMonda et al., 2014).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “…parent–child interaction, including the timing of the parent’s response to the child (i.e., temporal contingency) and the relatedness of the parent’s response (i.e., semantic contingency) so that actions or language meaningfully build on the child’s conversational bid (Tamis-LeMonda et al. 2014).”