About this srcd poster session

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Panel information
Panel 11. Language, Communication

Abstract

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Greater conversational turn-taking between parents and children is associated with improvements in children’s language and brain development (Leech & Rowe 2020; Romeo et al., 2018). Guided by social-interactionist frameworks, which emphasize that children learn language through input and interaction (Bruner, 1983; Vygotsky, 1978), we examined child initiations of conversational turns within naturalistic, home-based settings. Child-initiated turns may lead to longer, more sustained conversations, as the topic is often something the child is focused on and interested in. This, in turn, provides greater opportunities for language input and interaction that can advance language development. Two research questions served as the basis for this project. First, how frequently do children initiate conversations in various home-based contexts? Second, what demographic characteristics (e.g., household income, household size, birth order, child gender) predict the frequency with which children initiate conversational turns?

Families (N=98) were drawn from a larger longitudinal study of the early caregiving environment. For this paper, we analyzed data collected when children were 30 months old. Families recorded their language environments using the LENA device, a small wearable audio recorder designed to capture child-directed speech over day-long periods. Each family contributed two 16-hour recordings. To capture conversational turns, we opted to analyze the audio data manually rather than relying on LENA’s automated estimates, which can be biased (Busch et al., 2017) and do not indicate who initiated a conversation turn. We segmented each LENA audio file into three five-minute clips selected to represent low, medium, and high adult volubility. Trained research assistants transcribed the segments using CHILDES conventions, and coders marked conversational turns, indicating whether the turn was initiated by the child or another speaker. Similar to past literature (Ramirez et al., 2021) we defined conversational turn as a completed exchange between two speakers, with each responding within five seconds of the other’s vocalization. Coding reliability was excellent (96% agreement). Additionally, each clip was categorized into one of 13 contexts (e.g., “mealtime”, “chores”, “play”, “bed-time", etc.). The frequency of conversational turn initiations was calculated using CHILDES commands, and further statistical analysis was conducted in SPSS.

There was significant variation in the quantity of turn-taking per fifteen-minute recording (M=30.8 turns; SD=22.7) as well as the frequency with which children initiated such turns (M=6.2; SD=3.9). Child-initiated turns were more frequent compared to those initiated by other speakers (M=4.7 turns; SD=3.7). Child initiations accounted for 49% of all conversational initiations, with the highest rates observed during “Mealtime” and “Chores” contexts. Correlation values between child initiations and our variables of interest followed an expected direction (e.g., child initiations were more frequent among families with fewer household members), although none were statistically significant. Planned analyses will examine whether children who initiate more conversational turns have higher expressive vocabulary at 30- and 36-months. Our findings highlight the importance of attending to children’s vocalizations in day-to-day conversation. Recognizing and responding to child-initiated turns can provide valuable language experience, which can strengthen children’s language and cognitive skills during early childhood.

Author information

Author	Role
Mr. Coltan Compton, UNC-Chapel Hill	Presenting author
Dorentina Dedushaj, UNC-Chapel Hill	Non-presenting author
Kathryn Leech, UNC-Chapel Hill	Non-presenting author

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