Parental input during book reading and toddlers' elicited and spontaneous communicative interactions

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dc.authoridUnlutabak, Burcu/0000-0002-1299-1177
dc.authoridKandemir, Songul/0000-0002-1707-2719
dc.authoridYilmaz, Duygu/0000-0002-5111-5073
dc.contributor.authorUnlutabak, Burcu
dc.contributor.authorAktan-Erciyes, Asli
dc.contributor.authorYilmaz, Duygu
dc.contributor.authorKandemir, Songuel
dc.contributor.authorGoksun, Tilbe
dc.date.accessioned2025-02-24T17:18:53Z
dc.date.available2025-02-24T17:18:53Z
dc.date.issued2022
dc.departmentFakülteler, Fen-Edebiyat Fakültesi, Psikoloji Bölümü
dc.description.abstractThis study examined the relation between characteristics of parental input, particularly focusing on questions and pointing gestures directed to toddlers during book reading, and toddlers' elicited and spontaneous communicative interactions. A total of 30 Turkish speaking parents and their toddlers (18 girls, Mage = 18.79 SDage = 1.55) were observed during shared book reading. The communicative interactions were coded for parents' questions and pointing, and toddlers' elicited and spontaneous speech and pointing. The results showed that parents' label questions with pointing were positively associated with toddlers' elicited speech. Similarly, parents' label questions without pointing, and parents' description questions with pointing were positively associated with toddlers' elicited pointing. These findings highlight the importance of parental questions accompanied by pointing when eliciting toddler communicative interactions both in the form of speech and pointing, and provides insight for how to best communicate with toddlers during such interactions.
dc.description.sponsorshipT?BI?TAK (The Scientific and Techno-logical Research Council of Turkey) [1001, 114K342]; James S. McDonnell Foundation Scholar Award [220020510]
dc.description.sponsorshipThis work was supported by T?BI?TAK (The Scientific and Techno-logical Research Council of Turkey) 1001 Grant (#114K342) . Tilbe Go?ksun is supported by the James S. McDonnell Foundation Scholar Award (Grant no: 220020510) . We are grateful to the children and parents who participated in the study. The data that support the findings of this study are available from the corresponding author upon reason-able request.
dc.identifier.doi10.1016/j.appdev.2022.101436
dc.identifier.issn0193-3973
dc.identifier.issn1873-7900
dc.identifier.scopus2-s2.0-85131397209
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1016/j.appdev.2022.101436
dc.identifier.urihttps://hdl.handle.net/20.500.14440/893
dc.identifier.volume81
dc.identifier.wosWOS:000809724000002
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Science Inc
dc.relation.ispartofJournal of Applied Developmental Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250201
dc.subjectParental questions
dc.subjectGesture input
dc.subjectToddlers
dc.subjectShared book reading
dc.subjectPragmatic development
dc.titleParental input during book reading and toddlers' elicited and spontaneous communicative interactions
dc.typeArticle

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