Child Directed Speech

Question 1

Exaggerating prosodic cues

Answer 1

using more exaggerated intonation patterns and slightly higher frequencies, greater pitch variations.

eg. Uh Oh!

Question 2

Recasting

Answer 2

phrasing sentences in different ways, such as making it a question, putting into a new utterance

eg. “dada byebye daddy… Is daddy going byebye?

Question 3

Echoing

Answer 3

eg. repeating what the child said.

Question 4

Expansion

Answer 4

restating what the child said in a more accurate or detailed way.

eg. “ball all gone” = “Yes, we lost the ball.”

Question 5

Expatiation

Answer 5

expounding further on the word by giving more information.

eg. (baba hot) > Yes, the bottle is hot. We’ll wait until later.

Question 6

Labeling

Answer 6

providing the name of objects, using simplified vocabulary

eg. “that’s a…”

Question 7

Over-Articulating

Answer 7

using more precise sounds contained in the words, stretching out sounds, sounding out ‘super-vowels’

eg. yees
good

Question 8

CDS

Answer 8

Child Directed Speech

Question 9

prosodics

Answer 9

intonation, stress, and rhythm

Question 10

intonation

Answer 10

the rise and fall of the voice in speaking

Question 11

inflection

Answer 11

change in pitch or loudness of the voice

Question 12

Bryant and Clark Bennett (2007)

Answer 12

Intentions can be recognised in child directed speech, regardless of whether the meaning is actually understood.

case study: The Shuar tribe (Ecuador/Peru)successfully differentiated between ADS and CDS despite not knowing language.

Question 13

Kuhl (1992)

Answer 13

Exaggerated vowel sounds used by parents when speaking to 6-month olds (in English, Swedish and Russian).

Babies turn towards adults who speak in sing-song voice, ignoring regular conversation.
Mothers in all three countries exaggerated the important vowels.

Supported by:
Wells (1986),
Hart and Risley (1995)
Henrichs (2010),

who each made links between the level of interaction and the child’s subsequent linguistic achievement.

Question 14

Clarke-Stewart (1973)

Answer 14

She broadly found that children whose mothers talked more to them had much larger vocabularies.
However, it was sensitive to the child’s comprehension of vocabulary, rather than their reproduction of it.
The use of CDS gradually fades away as the child gets older, but that does not have a negative affect. It is when children are young – pre-school – that CDS seems to have the most profound affect.

Question 15

Kulick and Schieffelin (2004)

Answer 15

In the 1980s, Kulick and Schieffelin examined the speech of communities in Samoa and Papua New Guinea.

In neither of these cultures did the adults use child-directed speech.
The children were spoken to without any special accommodation and are expected to ‘blend in’ with adult interaction as they learn to talk.
These children still went through same the developmental stages at roughly the same time, as long as there was exposure to language.