Social Feedback to Infants' Babbling Facilitates Rapid Phonological Learning

By M. Goldstein, Jennifer A. Schwade. 2008

553 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Pharmacy

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In Developmental and Educational Psychology

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Citations in the corpus

Early Experience & Multisensory Perceptual Narrowing (2014, background): “Second, it is known that the development of speech-production capacity in infancy is facilitated by imitation, languagespecific experience, and social contingency (de Boysson-Bardies, Hallé, Sagart, & Durand, 1989; Goldstein & Schwade, 2008; Kuhl & Meltzoff, 1996).”
Maternal Responsiveness and the Development of Directed Vocalizing in Social Interactions (2014, background): “Contingent responses were defined as maternal vocal or nonvocal behaviors that occurred within 2 sec of the offset of infants' vocalizations following prior studies (Goldstein & Schwade, 2008; Gros-Louis, West, Goldstein, & King, 2006).”
Infants deploy selective attention to the mouth of a talking face when learning speech (2012, background): “, canonical syllables) from their mothers’ contingent responses to their babbling sounds (3).”
Computational modeling of phonetic and lexical learning in early language acquisition: Existing models and future directions (2012, background): “For example, the interaction strategy of the caregiver is known to have a significant effect on the quality of vocalizations produced by the infant (Goldstein and Schwade, 2008) and that the caregiver provides positive feedback to communicative attempts of an infant by imitating the infant’s utteran”
The Biological Implausibility of the Nature-Nurture Dichotomy & What It Means for the Study of Infancy (2011, background): “Often, however, experience can have non-obvious and surprisingly indirect effects (Goldstein & Schwade, 2008; Gottlieb, 1991a).”
The Relationship Between Infants’ Production Experience and Their Processing of Speech (2014, background): “At the same time, children broadly modify their production in accordance with their caregiver’s phonological patterns (Goldstein & Schwade, 2008), and this too is predictive of language advance (see Chapman, 2000, for a review).”
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).”