Major
Psychology
Anticipated Graduation Year
2025
Access Type
Open Access
Abstract
We examined the relation of caregivers’ verbal and nonverbal input on bilingual children’s word learning. 45 caregiver-child dyads (Female=17) were video-recorded (75-minutes). At child-age 18-months (M=18.68; SD=1.12), caregivers’ non-verbal input was coded as communicative hand/head movements (gestures). Caregivers’ verbal input was words used and verbal responses to children’s gestures. At child-age 24-months (M=36.90; SD=0.66), word learning was calculated as words produced (video-recorded, caregiver report). Analyses showed caregivers’ nonverbal input was related to children’s Spanish words (p < 0.05). On-going analyses examine the relation of caregivers’ verbal input on children’s words.
Faculty Mentors & Instructors
Dr. Perla Gamez
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Caregivers’ Verbal and Nonverbal Input on Spanish-English Bilingual Children’s Word Learning
We examined the relation of caregivers’ verbal and nonverbal input on bilingual children’s word learning. 45 caregiver-child dyads (Female=17) were video-recorded (75-minutes). At child-age 18-months (M=18.68; SD=1.12), caregivers’ non-verbal input was coded as communicative hand/head movements (gestures). Caregivers’ verbal input was words used and verbal responses to children’s gestures. At child-age 24-months (M=36.90; SD=0.66), word learning was calculated as words produced (video-recorded, caregiver report). Analyses showed caregivers’ nonverbal input was related to children’s Spanish words (p < 0.05). On-going analyses examine the relation of caregivers’ verbal input on children’s words.