TY - JOUR
T1 - Repetition in infant-directed action depends on the goal structure of the object evidence for statistical regularities
AU - Brand, Rebecca J.
AU - Mcgee, Anna
AU - Kominsky, Jonathan F.
AU - Briggs, Kristen
AU - Gruneisen, Aline
AU - Orbach, Tessa
PY - 2009
Y1 - 2009
N2 - Adults automatically adjust their speech and actions in a way that may facili-tate infants' processing (e.g., Brand, Baldwin, & Ashburn, 2002). This research examined whether mothers' use of repetition for infants depended on whether the object being demonstrated required a series of actions in sequence in order to reach a salient goal (called an "enabling" sequence). Mothers (n = 39) demon-strated six objects, three with an enabling sequence and three with an arbitrary sequence, to their 6-to 8-or 11-to 13-month-olds. As predicted, in demonstra-tions of objects with an enabling sequence, mothers were more likely to repeat series of actions, whereas for those without such structure, mothers were more likely to repeat individual units of action. This may or may not have been delib-erately pedagogical on mothers' part, but nevertheless indicates another way in which input to infants is richly patterned to support their learning.
AB - Adults automatically adjust their speech and actions in a way that may facili-tate infants' processing (e.g., Brand, Baldwin, & Ashburn, 2002). This research examined whether mothers' use of repetition for infants depended on whether the object being demonstrated required a series of actions in sequence in order to reach a salient goal (called an "enabling" sequence). Mothers (n = 39) demon-strated six objects, three with an enabling sequence and three with an arbitrary sequence, to their 6-to 8-or 11-to 13-month-olds. As predicted, in demonstra-tions of objects with an enabling sequence, mothers were more likely to repeat series of actions, whereas for those without such structure, mothers were more likely to repeat individual units of action. This may or may not have been delib-erately pedagogical on mothers' part, but nevertheless indicates another way in which input to infants is richly patterned to support their learning.
KW - Infant-directed action or motionese
KW - Pedagogy
KW - Repetition
KW - Statistical learning
UR - http://www.scopus.com/inward/record.url?scp=73349112227&partnerID=8YFLogxK
U2 - 10.1075/gest.9.3.04bra
DO - 10.1075/gest.9.3.04bra
M3 - Article
AN - SCOPUS:73349112227
SN - 1568-1475
VL - 9
SP - 337
EP - 353
JO - Gesture
JF - Gesture
IS - 3
ER -