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Joint Attention and Word Learning in Ngas-Speaking Toddlers in Nigeria

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Title: Joint Attention and Word Learning in Ngas-Speaking Toddlers in Nigeria
Language: English
Authors: Childers, Jane B., Vaughan, Julie, Burquest, Donald A.
Source: Journal of Child Language. May 2007 34(2):199-225.
Availability: Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Peer Reviewed: Y
Page Count: 27
Publication Date: 2007
Sponsoring Agency: Spencer Foundation, Chicago, IL.
National Institutes of Health (DHHS), Bethesda, MD.
Document Type: Journal Articles
Reports - Research
Descriptors: Verbs, Nouns, Linguistics, Toddlers, Interpersonal Relationship, Interaction, Foreign Countries, Mandarin Chinese, Language Acquisition, Infants, Rural Areas, Social Environment, Child Language
Geographic Terms: Nigeria
DOI: 10.1017/S0305000906007835
ISSN: 0305-0009
Abstract: This study examines infants' joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1;0 to 1;5, M age=1;2) and eight older toddlers (1;7 to 2;7, M age=2;1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In analyses of children's noun and verb comprehension and production (in relation to the number of nouns or verbs on a parental checklist), parents reported proportionally more verbs than nouns, perhaps because Ngas has some linguistic characteristics that are similar to languages in which a noun bias is not seen (e.g. Mandarin Chinese). An examination of the interrelations of joint attention and language development revealed that joint attention behaviors were related to both noun and verb development at different times. The set of results is important for understanding the emergence of joint attention in traditional cultures, the comprehension and production of nouns and verbs given the specific linguistic properties of a language, and the importance that early social contexts may have for language development.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ777548
Database: ERIC
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  Data: Joint Attention and Word Learning in Ngas-Speaking Toddlers in Nigeria
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Child+Language%22"><i>Journal of Child Language</i></searchLink>. May 2007 34(2):199-225.
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  Data: Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
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  Data: Spencer Foundation, Chicago, IL.<br />National Institutes of Health (DHHS), Bethesda, MD.
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 10.1017/S0305000906007835
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  Data: 0305-0009
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  Data: This study examines infants' joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1;0 to 1;5, M age=1;2) and eight older toddlers (1;7 to 2;7, M age=2;1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In analyses of children's noun and verb comprehension and production (in relation to the number of nouns or verbs on a parental checklist), parents reported proportionally more verbs than nouns, perhaps because Ngas has some linguistic characteristics that are similar to languages in which a noun bias is not seen (e.g. Mandarin Chinese). An examination of the interrelations of joint attention and language development revealed that joint attention behaviors were related to both noun and verb development at different times. The set of results is important for understanding the emergence of joint attention in traditional cultures, the comprehension and production of nouns and verbs given the specific linguistic properties of a language, and the importance that early social contexts may have for language development.
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        Value: 10.1017/S0305000906007835
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      – Text: English
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        PageCount: 27
        StartPage: 199
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      – SubjectFull: Verbs
        Type: general
      – SubjectFull: Nouns
        Type: general
      – SubjectFull: Linguistics
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Mandarin Chinese
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      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Social Environment
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      – SubjectFull: Child Language
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      – SubjectFull: Nigeria
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      – TitleFull: Joint Attention and Word Learning in Ngas-Speaking Toddlers in Nigeria
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