Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development
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 res...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/11/1084 |
| _version_ | 1797459543028924416 |
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| author | Wonkyung Jang Kathryn Leech |
| author_facet | Wonkyung Jang Kathryn Leech |
| author_sort | Wonkyung Jang |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-09T16:53:55Z |
| format | Article |
| id | doaj.art-8743b828cc9d41cf8da008452a4e62e0 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T16:53:55Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-8743b828cc9d41cf8da008452a4e62e02023-11-24T14:38:26ZengMDPI AGEducation Sciences2227-71022023-10-011311108410.3390/educsci13111084Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary DevelopmentWonkyung Jang0Kathryn Leech1Jeannine Rainbolt College of Education, University of Oklahoma, Tulsa, OK 74132-2553, USASchool of Education, University of North Carolina, Chapel Hill, NC 27599-3500, USAWord 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.https://www.mdpi.com/2227-7102/13/11/1084early childhood educationlanguage-learning environmentcontextual modulationvocabulary developmentcomputational linguisticsnetwork science |
| spellingShingle | Wonkyung Jang Kathryn Leech Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development Education Sciences early childhood education language-learning environment contextual modulation vocabulary development computational linguistics network science |
| title | Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development |
| title_full | Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development |
| title_fullStr | Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development |
| title_full_unstemmed | Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development |
| title_short | Contextual Modulation of Adult–Child Language Interaction: Semantic Network Connectivity and Children’s Vocabulary Development |
| title_sort | contextual modulation of adult child language interaction semantic network connectivity and children s vocabulary development |
| topic | early childhood education language-learning environment contextual modulation vocabulary development computational linguistics network science |
| url | https://www.mdpi.com/2227-7102/13/11/1084 |
| work_keys_str_mv | AT wonkyungjang contextualmodulationofadultchildlanguageinteractionsemanticnetworkconnectivityandchildrensvocabularydevelopment AT kathrynleech contextualmodulationofadultchildlanguageinteractionsemanticnetworkconnectivityandchildrensvocabularydevelopment |