TY - JOUR
T1 - Let's talk action
T2 - Infant-directed speech facilitates infants' action learning
AU - Schreiner, Melanie S
AU - van Schaik, Johanna E
AU - Sučević, Jelena
AU - Hunnius, Sabine
AU - Meyer, Marlene
PY - 2020/9
Y1 - 2020/9
N2 - Parents modulate their speech and their actions during infant-directed interactions, and these modulations facilitate infants' language and action learning, respectively. But do these behaviors and their benefits cross these modality boundaries? We investigated mothers' infant-directed speech and actions while they demonstrated the action-effects of 4 novel objects to their 14-month-old infants. Mothers (N = 35) spent the majority of the time either speaking or demonstrating the to-be-learned actions to their infant while hardly talking and acting at the same time. Moreover, mothers' infant-directed speech predicted infants' action learning success beyond the effect of infant-directed actions. Thus, mothers' speech modulations during naturalistic interactions do more than support infants' language learning; they also facilitate infants' action learning, presumably by directing and maintaining infants' attention toward the to-be learned actions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
AB - Parents modulate their speech and their actions during infant-directed interactions, and these modulations facilitate infants' language and action learning, respectively. But do these behaviors and their benefits cross these modality boundaries? We investigated mothers' infant-directed speech and actions while they demonstrated the action-effects of 4 novel objects to their 14-month-old infants. Mothers (N = 35) spent the majority of the time either speaking or demonstrating the to-be-learned actions to their infant while hardly talking and acting at the same time. Moreover, mothers' infant-directed speech predicted infants' action learning success beyond the effect of infant-directed actions. Thus, mothers' speech modulations during naturalistic interactions do more than support infants' language learning; they also facilitate infants' action learning, presumably by directing and maintaining infants' attention toward the to-be learned actions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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U2 - 10.1037/dev0001079
DO - 10.1037/dev0001079
M3 - Article
C2 - 32700945
SN - 0012-1649
VL - 56
SP - 1623
EP - 1631
JO - Developmental Psychology
JF - Developmental Psychology
IS - 9
ER -