Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences.

ABSTRACT: A growing number of children in the United States are exposed to multiple languages at home from birth. However, relatively little is known about the early process of word learning-how words are mapped to the referent in their child-centered learning experiences. The present study defined parental input operationally as the integrated and multimodal learning experiences as an infant engages with his/her parent in an interactive play session with objects. By using a head-mounted eye tracking device, we recorded visual scenes from the infant's point of view, along with the parent's social input with respect to gaze, labeling, and actions of object handling. Fifty-one infants and toddlers (aged 6-18 months) from an English monolingual or a diverse bilingual household were recruited to observe

SUBMITTER: Sun L 

PROVIDER: S-EPMC9066094 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature