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Dynamic Interaction of Affect and Language in Children's Home Environments

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Title: Dynamic Interaction of Affect and Language in Children's Home Environments
Language: English
Authors: Mira L. Nencheva, Hannah Van Dusen, Erin Watson, Casey Lew-Williams
Source: Developmental Science. 2026 29(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Toddlers, Vocabulary Development, Psychological Patterns, Interpersonal Communication, Arousal Patterns, Child Language, Language Acquisition, Learning Processes
DOI: 10.1111/desc.70083
ISSN: 1363-755X
1467-7687
Abstract: Emotion and language are very common in young children's everyday lives. Hour by hour, they play, listen, vocalize, react, and emote. Despite the centrality of emotion and language to toddlers' local environments, the dynamic interplay of these communicative signals is practically unexplored. Here, we investigated how fluctuations in caregiver and child affect are linked to caregiver-child communication and children's emerging knowledge of words. Multiday household audio recordings and densely-sampled ratings of affect revealed that, in a US-based sample, children (24-30 months) were more likely to know words that they heard frequently in moments with more positive valence or higher arousal. These moments were also associated with denser communication, suggesting that moments of higher valence or arousal facilitate word knowledge in part by supporting mutually engaging communication. This investigation underscores the importance of natural affective states for understanding how children learn language.
Abstractor: As Provided
Notes: https://osf.io/fpqgd
Entry Date: 2026
Accession Number: EJ1492060
Database: ERIC
FullText Text:
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  Data: Dynamic Interaction of Affect and Language in Children's Home Environments
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  Data: <searchLink fieldCode="AR" term="%22Mira+L%2E+Nencheva%22">Mira L. Nencheva</searchLink><br /><searchLink fieldCode="AR" term="%22Hannah+Van+Dusen%22">Hannah Van Dusen</searchLink><br /><searchLink fieldCode="AR" term="%22Erin+Watson%22">Erin Watson</searchLink><br /><searchLink fieldCode="AR" term="%22Casey+Lew-Williams%22">Casey Lew-Williams</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Science%22"><i>Developmental Science</i></searchLink>. 2026 29(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Emotion and language are very common in young children's everyday lives. Hour by hour, they play, listen, vocalize, react, and emote. Despite the centrality of emotion and language to toddlers' local environments, the dynamic interplay of these communicative signals is practically unexplored. Here, we investigated how fluctuations in caregiver and child affect are linked to caregiver-child communication and children's emerging knowledge of words. Multiday household audio recordings and densely-sampled ratings of affect revealed that, in a US-based sample, children (24-30 months) were more likely to know words that they heard frequently in moments with more positive valence or higher arousal. These moments were also associated with denser communication, suggesting that moments of higher valence or arousal facilitate word knowledge in part by supporting mutually engaging communication. This investigation underscores the importance of natural affective states for understanding how children learn language.
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  Data: https://osf.io/fpqgd
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  Data: 2026
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      – SubjectFull: Psychological Patterns
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