Maternal Speech Directed to Children in Specific Communication Frames:
A Longitudinal Study
Keywords:
Communicational frames, Maternal speech, DevelopmentAbstract
This longitudinal study aimed to analyze characteristics of maternal speech directed to children, identifying transitions of mother-child communication settings. Four children from 13 to 24 months old and their mothers were observed longitudinally. The instances of maternal speech were classified as affirmative, negative, imperative and interrogative sentences and the mother-child communication settings were classified as attentional, conventional or symbolic. The percentage of time in attentional and symbolic settings showed a linear relation with the increase of baby’s age in all mother-child dyads. Different types of maternal sentences presented diverse patterns of development across time and in the four dyads. The study offers a contribution to the literature on maternal speech and initial language development with data from a Brazilian context.
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References
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Bornstein, M. H., Tal, J., & Rahn, C. (1992). Functional analysis of the contents of maternal speech to infants of 5 and 13 months in four cultures: Argentina, France, Japan, and United States. Development Psychology, 28(4), 593-603.
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Camaioni, L., Aureli, T., Bellagamba, F., & Fogel, A. (2003). A longitudinal examination of the transition of symbolic communication in the second year of life. Infant and Child Development, 12(2), 1-26.
Camaioni, L., & Laicardi C. (1985). Early social games and the acquisition of language. British Journal of Developmental Psychology, 3, 31”“9.
Camaioni, L., & Longobardi, E. (2001). Noun versus verb emphasis in Italian mother-to-child speech. Journal of Child Language, 28, 773-785.
Chapman, R. S. (2000). Children’s language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41, 33-54.
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Howell, C. S. (2001). Mothers’ speech with 12-moth-old infant: Influences on the amount and complexity of infants’ vocalizations. Dissertation Abstract International Sections: Humanities and Social Sciences, 61(12A), 4751.
Hustedt, J. T., & Raver, C. C. (2002). Scaffolding in low-income mother-child dyads: Relations with joint attention and dyadic reciprocity. International Journal of Behavioral Development, 26(2), 113-119.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374.
Jakobson, R. (1975). Lingüística e comunicação. São Paulo: Cultrix.
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Naigles, L., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before others verbs? Effects of input frequency and structures on children language. Journal of Child Language, 25, 95-120.
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Snedeker, J., Li, P., & Yuan S. (2003). Cross-cultural differences in the input to early word learning. Proceedings of the Twenty-fifth Annual Conference of Kirkland. Cambridge.
Snow, C. E. (1986). Conversations with children. In P. Fletcher & M. Garman (Eds.), Language Acquisition (pp. 363-375). Cambridge: CUP Second Edition.
Snow, C. E., Arlman-Rupp, A., Hassing, Y., & Jobse, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research, 5(1), 1-20.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Tomasello, M., & Todd, J. (1983). Joint attention and lexical acquisition style. First Language, 4, 197-212.
Tulviste, T. (2003). Contextual variability in interactions between mothers and 2-year-olds. First Language, 23(3), 311-325.
Vila, I. (1995). Aquisição de linguagem. In C. Coll, J. Palácios & A. Marchesi (Eds.), Desenvolvimento psicológico e educação. Porto Alegre: Artes Médicas.
Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.
Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the semantic relations the encode. Journal of Child Language, 7(2), 235-261.
Bornstein, M. H., Tal, J., & Rahn, C. (1992). Functional analysis of the contents of maternal speech to infants of 5 and 13 months in four cultures: Argentina, France, Japan, and United States. Development Psychology, 28(4), 593-603.
Brown, R., & Belluggi, U. (1964). Three processes in child’s acquisition of syntax. In E. A. Lennerberg (Ed.), New directions in the study of language (pp.133-161). Cambridge, Mass: The MIT Press.
Butler, S., McMahon, C., & Ungerer, J. A. (2003). Maternal speech style with prelinguistic twin infants. Infant and Child Development, 12(2), 129-143.
Camaioni, L., Aureli, T., Bellagamba, F., & Fogel, A. (2003). A longitudinal examination of the transition of symbolic communication in the second year of life. Infant and Child Development, 12(2), 1-26.
Camaioni, L., & Laicardi C. (1985). Early social games and the acquisition of language. British Journal of Developmental Psychology, 3, 31”“9.
Camaioni, L., & Longobardi, E. (2001). Noun versus verb emphasis in Italian mother-to-child speech. Journal of Child Language, 28, 773-785.
Chapman, R. S. (2000). Children’s language learning: An interactionist perspective. Journal of Child Psychology and Psychiatry, 41, 33-54.
Dunn, J., Wooding, C., & Herman, J. (1977). Mothers’ speech to young children: variation in context. Developmental Medicine and Child Neurology, 19(5), 629-638.
Fraser, C., & Roberts, N. (1975). Mothers’ speech to children of four different ages. Journal of Psycholinguistic Research, 4(1), 9-16.
Gleitman, L. R., Newport, E. L., & Gleitman, H. (1984). The current status of the motherese hypothesis. Journal of Child Language, 11, 43-79.
Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73(2), 418-433.
Howell, C. S. (2001). Mothers’ speech with 12-moth-old infant: Influences on the amount and complexity of infants’ vocalizations. Dissertation Abstract International Sections: Humanities and Social Sciences, 61(12A), 4751.
Hustedt, J. T., & Raver, C. C. (2002). Scaffolding in low-income mother-child dyads: Relations with joint attention and dyadic reciprocity. International Journal of Behavioral Development, 26(2), 113-119.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374.
Jakobson, R. (1975). Lingüística e comunicação. São Paulo: Cultrix.
Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. Cognition, 73, 135-176.
Naigles, L., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before others verbs? Effects of input frequency and structures on children language. Journal of Child Language, 25, 95-120.
Niwano, K., & Sugai, K. (2002). Intonation contour of Japanese maternal infant-directed speech and infant vocal response. Japanese Journal of Special Education, 39(6), 59-68.
Penman, R., Cross, T., Milgrom-Friedman, J., & Meares, R. (1983). Mothers’ speech to prelingual infants: A pragmatic analysis. Journal of Child Language, 10(1), 17-34.
Pessôa, L. F. (2001). A análise da fala materna dirigida a bebês em duas etapas do desenvolvimento. Monografia de Graduação. Rio de Janeiro, UERJ.
Ratner, N., & Bruner, J. (1978). Games, social exchange and the acquisition of language. Journal of Child Language, 5(3), 391-401.
Seidl-de-Moura, M. L., & Ribas, A. F. P. (2007). A pesquisa observacional e o estudo da interação mãe-bebê. In C. A. Piccinnini & M. L. S. de Moura (Eds.), Observando as primeiras interações pais-bebê-criança: diferentes abordagens teóricas e metodológicas (pp.103-130). São Paulo: Casa do Psicólogo.
Slade, A. (1987). A longitudinal study of maternal involvement and symbolic play during the toddler period. Child Development, 58, 367-375.
Snedeker, J., Li, P., & Yuan S. (2003). Cross-cultural differences in the input to early word learning. Proceedings of the Twenty-fifth Annual Conference of Kirkland. Cambridge.
Snow, C. E. (1986). Conversations with children. In P. Fletcher & M. Garman (Eds.), Language Acquisition (pp. 363-375). Cambridge: CUP Second Edition.
Snow, C. E., Arlman-Rupp, A., Hassing, Y., & Jobse, J. (1976). Mothers’ speech in three social classes. Journal of Psycholinguistic Research, 5(1), 1-20.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.
Tomasello, M., & Todd, J. (1983). Joint attention and lexical acquisition style. First Language, 4, 197-212.
Tulviste, T. (2003). Contextual variability in interactions between mothers and 2-year-olds. First Language, 23(3), 311-325.
Vila, I. (1995). Aquisição de linguagem. In C. Coll, J. Palácios & A. Marchesi (Eds.), Desenvolvimento psicológico e educação. Porto Alegre: Artes Médicas.
Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.
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Published
2011-12-13
How to Cite
Pessôa, L. F., & Seidl-de-Moura, M. L. (2011). Maternal Speech Directed to Children in Specific Communication Frames:: A Longitudinal Study. Psicologia: Teoria E Pesquisa, 27(4), 439–447. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/18300
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Estudos Empíricos
