Week 8 - CDS: input and variability Flashcards
1
Q
Difference between IDS and ADS?
Name
Year
A
- IDS is more salient than ADS
- Fernald et al. 1989
2
Q
Prosodic features x 5
A
- Pitch
- Volume
- Stress
- Pause
- Tempo
3
Q
Repetition in input study
Name
Date
Method
Results
A
- Ota and Skarabela 2016
- Looking whilst listening paradigm and eye tracking
- Performed better with re-duplicated words
4
Q
Features of IDS preferred study
Name
Date
Method
Results
A
- Fernald and Kuhl 1987
- Infants attended longer to IDS in terms of pitch vs ADS
- Headturn preference procedure
5
Q
IDS word studies x 2
Name
Date
Method
Results
A
1 - Thiessen, Hill and Saffran 2010
- IDS vs ADS set up
- Infants showed preference for IDS overall
- Head turn preference procedure
2 - Ma et al. 2011
- Younger infants only learnt in IDS
- Older infants learnt in ADS
6
Q
Facts about IDS
A
- Salient IDS features mostly language general
- Some can be language-specifiic, only some languages
- Infants drawn to salient features of ambient lang
7
Q
IDS predicting language outcomes study
Name
Date
Method
Results
A
- Ramirez-Esparza et al. 2014
- Four days of recordings 1:1 data
- Infants who heard more IDS produced more language and their vocab at 2,0 was better
8
Q
Effect of SES on use of IDS/CDS study
Name
Date
Results
A
- Rowe 2008
- SES determined by mothers education and family income
- Quality and quantity of CDS predicts child outcomes
- Higher SES parents use more CDS
9
Q
Use of IDS with hearing impaired children study
Name
Date
Results
A
- Lam and Kitamura 2010
- Twin boys, one with impairment
- Mother hyperarticulated vowels for normal hearing child, more distinct
10
Q
IDS summary x 5
A
- IDS important for language development
- Some populations it is less relevant
- Casillas 2017 Mayan culture not using IDS but children learn to speak
- Atypically developing infants not as sensitive
- Feedback loop IDS child to parent (Smith and Trainor 2008)
- Infants not sensitive don’t give positive feedback
