TY - JOUR
T1 - Where language meets attention
T2 - How contingent interactions promote learning
AU - Masek, Lillian R.
AU - McMillan, Brianna T.M.
AU - Paterson, Sarah J.
AU - Tamis-LeMonda, Catherine S.
AU - Golinkoff, Roberta Michnick
AU - Hirsh-Pasek, Kathy
N1 - Funding Information:
This research was supported by the Temple University Graduate Fellowship awarded to LRM and grants from the Bezos Family Foundation to KHP (270642 18110-02) and the Institute of Education Sciences to KHP and RMG (R305A110284, R324A160241). Correspondence concerning this article should be addressed to Lillian R. Masek, 1701 N. 13th St., Philadelphia, PA 19146. Email: [email protected].
Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/6
Y1 - 2021/6
N2 - Contingent interactions between caregivers and infants, in which caregivers respond promptly and meaningfully to infants’ behaviors, lay a foundation for language learning. Three pathways have been proposed for how contingent interactions promote the development of language skills: temporal, semantic, and pragmatic. Here, we argue that these pathways act through a reciprocal relation between infant attention and contingent interactions. We present evidence that attention facilitates contingent interactions to help infants understand communicative intent and, in turn, contingent interactions promote attention to allow infants to better learn from the language directed to them. This new framework suggests that contingent interactions operate through domain-general skills, thereby establishing a foundation for learning more broadly.
AB - Contingent interactions between caregivers and infants, in which caregivers respond promptly and meaningfully to infants’ behaviors, lay a foundation for language learning. Three pathways have been proposed for how contingent interactions promote the development of language skills: temporal, semantic, and pragmatic. Here, we argue that these pathways act through a reciprocal relation between infant attention and contingent interactions. We present evidence that attention facilitates contingent interactions to help infants understand communicative intent and, in turn, contingent interactions promote attention to allow infants to better learn from the language directed to them. This new framework suggests that contingent interactions operate through domain-general skills, thereby establishing a foundation for learning more broadly.
KW - Attention
KW - Infancy
KW - Language development
KW - Learning
KW - Parent-child interaction
UR - http://www.scopus.com/inward/record.url?scp=85105275937&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85105275937&partnerID=8YFLogxK
U2 - 10.1016/j.dr.2021.100961
DO - 10.1016/j.dr.2021.100961
M3 - Article
AN - SCOPUS:85105275937
SN - 0273-2297
VL - 60
JO - Developmental Review
JF - Developmental Review
M1 - 100961
ER -