Staff View
Quantity, diversity, and function of caregiver language input across contexts in low-ses households

Descriptive

TitleInfo
Title
Quantity, diversity, and function of caregiver language input across contexts in low-ses households
Name (type = personal)
NamePart (type = family)
Villacis
NamePart (type = given)
P.
NamePart (type = date)
1990-
DisplayForm
Carla P. Villacis
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Luo
NamePart (type = given)
Rufan
DisplayForm
Rufan Luo
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Cavanaugh
NamePart (type = given)
Courtenay
DisplayForm
Courtenay Cavanaugh
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Hart
NamePart (type = given)
Daniel
DisplayForm
Daniel Hart
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Camden Graduate School
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2020
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2020-05
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
The current study examined the differences in the amount, diversity, and functions of caregivers’ language use with their infants (14-27 months old) across three interactive contexts (book-reading, toy play, clean-up). Participants were 33 caregiver-infant dyads from low-income families. The interactions between caregivers and infants were video-recorded, transcribed, and coded. Results suggested that book-reading and toy play elicited more diverse language input from caregivers than did clean-up. In contrast, the sheer amount of language input did not differ across contexts. Additionally, caregivers used language for different functions during these interactive contexts. Although didactic language (e.g., “This is an apple.”) accounted for a significant portion of language input across all three contexts, it was used most often during book-reading, followed by toy play, then clean-up. In contrast, directive language (e.g., “Put it here!”) was used the most during clean-up, followed by toy play, then book-reading. Affirmative (e.g., “Great job!”) and corrective (e.g., “Stop!”) language was used more often during clean up than the other two contexts. These findings highlight the potential for language learning across various contexts. While some activities naturally elicit rich language input, others may preoccupy caregivers with behavioral management and task goals, making it more challenging to provide high-quality language input. Language interventions for vulnerable populations should take this into account and explore ways to overcome these barriers.
Subject (authority = LCSH)
Topic
Child caregivers -- Language
Subject (authority = RUETD)
Topic
Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_11003
PhysicalDescription
Form (authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (iii, 38 pages) : illustrations
Note (type = degree)
M.A.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Camden Graduate School Electronic Theses and Dissertations
Identifier (type = local)
rucore10005600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/t3-srzk-0k04
Genre (authority = ExL-Esploro)
ETD graduate
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Villacis
GivenName
Carla
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2020-05-28 15:54:02
AssociatedEntity
Name
Carla Villacis
Role
Copyright holder
Affiliation
Rutgers University. Camden Graduate School
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
CreatingApplication
Version
1.5
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-05-31T17:25:59
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2020-05-31T17:25:59
ApplicationName
Microsoft® Word 2016
Back to the top
Version 8.5.3
Rutgers University Libraries - Copyright ©2024