The “What” and “When” of Language Input to Children: Linguistic and Temporal Predictors of Vocabulary in 3-Year-Olds

Abstract

The quantity, quality, and complexity of language input are important for children’s language development. This study examined how the detailed timing of this input relates to children’s vocabulary at 3 years of age in 64 mother–child dyads (male = 28; female = 36; White = 69%, Black = 31%). Acoustical analysis of turn taking in mother–child dialogue found that more consistently timed maternal responses (lower response latency variability) were associated (r =.42, p