2024/08/01 by Tilbe Göksun, Aslı Aktan‐Erciyes, Dilay Z. Karadöller +1 · 1 voice · 1 citation
Psychology · #Child and Animal Learning Development #Hearing Impairment and Communication #Language Development and Disorders
paper · pdf · doi:10.1111/cdep.12524
openalex publication_date 2024/08/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Abstract Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child-related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence on the effects of parental multimodal input (amount, quality, or absence), domain-specific input (space and math), and language-specific input (causal verbs and sound symbols) on preterm, full-term, and deaf children's early vocabulary development, focusing primarily on research with children learning Turkish and Turkish Sign Language. We advocate for a theoretical perspective, integrating neonatal characteristics and parental input, and acknowledging the unique constraints of languages.