Rachel R Albert
Biographic Data
| ID | 6529176 |
|---|---|
| NAME | Rachel R Albert |
| GIVEN NAMES | Rachel R |
| FAMILY NAME | Albert |
| SIGNATURE | ALBERT R R |
| AFFILIATIONS | Lebanon Valley College |
| ORCID | 0000-0002-2174-4186 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Beyond the Dyad
Conversations with caregivers scaffold infant language development. The importance of conversational turn‐taking is widely demonstrated in dyadic interactions, particularly in home environments. Less is understood about the dynamics of conversational turns in polyadic classroom environments where educators are responsible for facilitating conversations with multiple young conversational partners. This study used a microanalytical approach to exam…
Caregiver reactions to babbling organize turn‐taking interactions
Turn‐taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn‐taking experience is predictive of infants' socioemotional and language development. However, different forms of turn‐taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non‐vocal and multimodal responses to infant vocalizations compare in extending caregi…
Infant vocalizations elicit simplified speech in childcare
Infant babbling has an important social function in promoting early language development by attracting caregiver attention and prompting parents' contingent, simplified speech, which is more learnable for infants. Here, we demonstrate that prelinguistic infant vocalizations also create learning opportunities for infants in childcare settings by eliciting simplified and more learnable linguistic information during teacher‐infant interactions. We c…
Teacher talk
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Teacher talk
Infant vocalizations elicit simplified speech in childcare
Infant babbling has an important social function in promoting early language development by attracting caregiver attention and prompting parents' contingent, simplified speech, which is more learnable for infants. Here, we demonstrate that prelinguistic infant vocalizations also create learning opportunities for infants in childcare settings by eliciting simplified and more learnable linguistic information during teacher‐infant interactions. We c…
Caregiver reactions to babbling organize turn‐taking interactions
Turn‐taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn‐taking experience is predictive of infants' socioemotional and language development. However, different forms of turn‐taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non‐vocal and multimodal responses to infant vocalizations compare in extending caregi…
Beyond the Dyad
Conversations with caregivers scaffold infant language development. The importance of conversational turn‐taking is widely demonstrated in dyadic interactions, particularly in home environments. Less is understood about the dynamics of conversational turns in polyadic classroom environments where educators are responsible for facilitating conversations with multiple young conversational partners. This study used a microanalytical approach to exam…
Developmental psychology (4 works) · Language Development and Disorders (4 works) · Psychology (4 works) · Babbling (3 works) · Communication (3 works) · Linguistics (3 works) · Cognitive psychology (2 works) · Conversation (2 works) · Language development (2 works) · Language, Discourse, Communication Strategies (2 works)