Contextual Modulation of Adult–Child Language Interaction
Semantic Network Connectivity and Children’s Vocabulary Development
Bibliographic Data
| ID | 22042293 |
|---|---|
| Authors | Wonkyung Jang (0000-0001-6797-2099, University of Oklahoma, corresponding author), Kathryn Leech (0000-0003-1461-3855, University of North Carolina at Chapel Hill) |
| Year | 2023 |
| Volume | 13 |
| Issue | 11 |
| Pages | 1084 |
| Publication date | 2023-10-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13111084 |
| OpenAlex | W4387976149 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
Word learning encompasses the understanding of interconnected clusters of words, where the comprehension of one word aids in the learning of another. Semantic networks, which have a long history in cognitive science, are commonly employed to explore these semantic relationships. However, limited research has been conducted on adults’ use of semantically relevant conversations in the field of early childhood education, and there is insufficient information regarding contextual factors influencing the development of semantic networks. The present study investigated the extent to which the use and effectiveness of semantically relevant conversations vary across activity contexts. This study analyzed data from the Home-School Study of Language and Literacy Development (HSLLD) Corpus available in the CHILDES database, focusing on a subset of 62 children. This study utilized four statistical features to describe the structure of semantic networks: short path length, diameter, density, and clustering coefficient. The following findings emerged: (1) Book reading displayed a significantly greater diameter than toy play and mealtime, indicating that there exist specific pairs of concepts or words within its semantic networks that are notably more distant from each other than in the other two activity settings. (2) Toy play exhibited a significantly greater density in comparison to book reading and mealtime, suggesting a higher degree of overlap or interdependence among the concepts within its semantic networks. (3) Book reading demonstrated a significantly greater clustering coefficient compared to toy play and mealtime, signifying the existence of cohesive word communities or groups of words characterized by dense internal connections. (4) Adults’ use of semantically relevant conversations during book reading was positively associated with children’s lexical diversity
Cluster analysis · Clustering coefficient · Cognition · Cognitive psychology · Comprehension · Language acquisition · Linguistics · Mathematics education · Natural language processing · Reading comprehension · Semantic memory · Semantic network · Vocabulary · Vocabulary development · Child Development and Digital Technology · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development · Artificial Intelligence
Social Network Analysis
Constraints Children Place on Word Meanings
Investigating the structure of semantic networks in low and high creative persons
The Large‐Scale Structure of Semantic Networks
Infants rapidly learn word-referent mappings via cross-situational statistics
Reading Ability
Matthew Effects in Reading
Collective dynamics of ‘small-world’ networks
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks
Does frequency count? Parental input and the acquisition of vocabulary
Low-income fathers’ speech to toddlers during book reading versus toy play
Context effects on young children’s language use
Social sources of narrative skills at home and at school
Book reading and vocabulary development
Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities
Relating early care and education quality to preschool outcomes
Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach
Context Variation and Definitions in Learning the Meanings of Words
Words as Tools
Building Semantic Networks
Towards a language-based theory of learning
Collocations in Corpus-Based Language Learning Research
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |