Is speech learning 'gated' by the social brain?

By Patricia K. Kuhl. Developmental Science, 2007

683 citations recorded by the source corpus.

Subfields: Cultural Studies, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c3fb8f95a4577b0e2d473e232a9d4fa30c20db3d

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In Cultural Studies

In Developmental and Educational Psychology

Citations in the corpus

Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning (2008, background): “Kuhl (2007) has argued that social contingency benefits infants’ learning because it helps them focus attention and provides richer sources of information.”
Why Is Infant Language Learning Facilitated by Parental Responsiveness? (2014, background): “…unites an information-processing account of word learning, in which time-locked input facilitates infants’ computational strategies, with a social-interactive account, in which children are motivated by, attend to, and benefit from interactions with attuned, dynamic social partners (Kuhl, 2007).”
PHONETIC INFLUENCES ON ENGLISH AND FRENCH LISTENERS’ ASSIMILATION OF MANDARIN TONES TO NATIVE PROSODIC CATEGORIES (2014, background): “Other existing models of nonnative speech perception, such as the speech learning model (Flege, 1995 ) and the native language magnet model (Kuhl, 1994 , 2007 ), have not made clear predictions about the issues addressed in the present study.”
Critical periods in speech perception: new directions. (2015, background): “Highly engaging, contingent speech can boost learning of speech sounds (Kuhl 2007) and may even accelerate native-language category learning (Elsabbagh et al. 2013), but depressed mothers use less highly intoned and exaggerated infant-directed speech than do nondepressed mothers (e.g., Kaplan et…”
Beyond the “30 Million Word Gap:” Children’s Conversational Exposure is Associated with Language-Related Brain Function (2018, background): “More broadly, the importance of conversational turns supports theories that language development crucially relies on social interaction and social neural circuitry (Kuhl, 2007) and that prelinguistic communicative turn taking was essential for the evolution of language (Levinson, 2016).”
First-Order Languaging Dynamics and Second-Order Language: The Distributed Language View (2011, background): “Kuhl (2007) demonstrates that infants show evidence of a “perceptual magnet effect” for native language variants.”
Development of the social brain during adolescence (2015, background): “Social interaction also directs the adult trainer to focus on the learner’s individual needs and tailors the training content for the learner (see Kuhl, 2007, for review).”
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, background): “Identical information delivered outside the context of an affectively engaged social exchange does not result in the same degree or depth of learning (Kuhl 2007).”
Putting Education in “Educational” Apps (2015, background): “Kuhl (2007) suggested that not only is social interaction important for this type of early language learning, but it may act as a gate that is necessary for language learning: I advance the hypothesis that the earliest phases of language acquisition—the developmental transition from an initial…”
Essentials of a Theory of Language Cognition (2019, background): “In these ways the input to associative learning is socially gated (Kuhl, 2007).”
Learning from others: children's construction of concepts. (2009, background): “…2004), sensitivity to linguistic cues regarding certainty (Matsui et al. 2006), attention to modality (faceto-face interactions versus videos; Kuhl 2007, Troseth & DeLoache 1998), narrative cues to reality (Woolley & Cox 2007), discourse cues (Harris et al. 2006), and naı̈ve theories that…”
Interpersonal Synchrony: A Survey of Evaluation Methods across Disciplines (2012, neutral): “[41], [42], [43] investigated the role of”
Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e) (2008, background): “Similar second language exposure experiments are now underway using Spanish and they are exploring both phonetic and word learning and the extent to which social factors such as visual attention during the exposure sessions predict the degree to which individual infants learn (Conboy & Kuhl 2007).”
Infants deploy selective attention to the mouth of a talking face when learning speech (2012, background): “22; not significant], 8- and 10-mo-old infants looked longer at the mouth [F(1, 98) = 4.”