The Impact of Early Social Interactions on Later Language Development in Spanish–English Bilingual Infants
Abstract
This study tested the impact of child-directed language input on language development in Spanish–English bilingual infants (N = 25, 11- and 14-month-olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style (“parentese” vs. standard speech) and social context (one-on-one vs. group). Correlations between parentese one-on-one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants.
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Infants who experience less IDS input show poorer language development by the second year of life.
“The importance of IDS has been demonstrated empirically in studies showing that infants who are not exposed to highly intonated IDS engage less in sustained social interactions; and that infants who experience less IDS input show poorer language development by the second year of life [8–10].”
From Effect of maternal depression on infant-directed speech to prelinguistic infants: Implications for language development (2020) · cites this paper as [9]
Infants who are not exposed to highly intonated IDS engage less in sustained social interactions.
“The importance of IDS has been demonstrated empirically in studies showing that infants who are not exposed to highly intonated IDS engage less in sustained social interactions; and that infants who experience less IDS input show poorer language development by the second year of life [8–10].”
From Effect of maternal depression on infant-directed speech to prelinguistic infants: Implications for language development (2020) · cites this paper as [9]
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Parent coaching increases conversational turns and advances infant language development
Ferjan Ramírez, N., Lytle, S. R., & Kuhl, P. K. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1921653117 · Cited by 226 · see citing works
Self-citationComparing Automatic and Manual Measures of Parent–Infant Conversational Turns: A Word of Caution
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- Authors
- Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K.
- Affiliations
- University of Connecticut
- University of Washington (US)
- ORCID
- Kuhl, Patricia K
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2017-07-01
- Volume
- 88
- Issue
- 4
- Pages
- 1216-1234
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2535747652
- Cited by
- 164
- References
- 8
- Citations by year
- 2026: 9 · 2025: 11 · 2024: 16 · 2023: 20 · 2022: 19 · 2021: 18 · 2020: 46 · 2019: 10 · 2018: 6 · 2017: 6 · 2016: 3
- FWCI
- 19.51
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Science Foundation of Learning Program grant to the LIFE Center (SBE-0354453)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Keywords
- bilingual infants, Spanish-English bilingualism, language development, vocabulary acquisition, social interaction, one-to-one interaction, group interaction, speech style
- MeSH terms
- Female, Humans, Infant, Interpersonal Relations, Language Development, Male, Speech Perception, Vocabulary, Multilingualism
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