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The valid assessment of vocabulary development in dual‐language‐learning infants is critical to developmental science. We developed the Dual Language Learners English‐Spanish (DLL‐ES) Inventories to measure vocabularies of U.S. English‐Spanish DLLs. The inventories provide translation equivalents for all Spanish and English items on Communicative Development Inventory (CDI) short forms; extended inventories...
Parental responsiveness to infant behaviors is a strong predictor of infants' language and cognitive outcomes. The mechanisms underlying this effect, however, are relatively unknown. We examined the effects of parent speech on infants' visual attention, manual actions, hand‐eye coordination, and dyadic joint attention during parent‐infant free play. We report on two studies that used head‐mounted...
Congenital hearing loss offers a unique opportunity to examine the role of sound in cognitive, social, and linguistic development. Children with hearing loss demonstrate atypical performance across a range of general cognitive skills. For instance, research has shown that deaf school‐age children underperform on visual statistical learning (VSL) tasks. However, the evidence for these deficits has...
The present article investigated the composition of different joint gaze components used to operationalize various types of coordinated attention between parents and infants and which types of coordinated attention were associated with future vocabulary size. Twenty‐five 9‐month‐old infants and their parents wore head‐mounted eye trackers as they played with objects together. With high‐density gaze...
Parent–child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent–child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss (HL) and their chronological...
The uncertainty of reference has long been considered a key challenge for young word learners. Recent studies of head camera wearing toddlers and their parents during object play have revealed that from toddlers' views, the referents of parents' object naming are often visually quite clear. Although these studies have promising theoretical implications, they were all conducted in stripped‐down laboratory...
Infant eye movements are an important behavioral resource to understand early human development and learning. But the complexity and amount of gaze data recorded from state‐of‐the‐art eye‐tracking systems also pose a challenge: how does one make sense of such dense data? Toward this goal, this article describes an interactive approach based on integrating top‐down domain knowledge with bottom‐up information...
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