Math Talk to Infants During Everyday Home Activities: Contextual Cues to Words About Number, Space, and Magnitude

References

• Abney, D. H., Dale, R., Louwerse, M. M., & Kello, C. T. (2018). The bursts and lulls of multimodal interaction: Temporal distributions of behavior reveal differences between verbal and non-verbal communication. Cognitive Science, 42(4), 1297–1316. doi:10.1111/cogs.12612
   PubMed Web of Science ®Google Scholar
• Bornstein, M. H., Putnick, D. L., Hahn, C. S., Tamis-LeMonda, C. S., & Esposito, G. (2020). Stabilities of infant behaviors and maternal responses to them. Infancy, 25(3), 226–245. doi:10.1111/infa.12326
   PubMedGoogle Scholar
• Bornstein, M. H., Tamis-LeMonda, C. S., Hahn, C. S., & Haynes, O. M. (2008). Maternal responsiveness to young children at three ages: Longitudinal analysis of a multidimensional, modular, and specific parenting construct. Developmental Psychology, 44(3), 867–874. doi:10.1037/0012-1649.44.3.867
   PubMed Web of Science ®Google Scholar
• Cannon, J., Levine, S., & Huttenlocher, J. (2007). A system for analyzing children and caregivers’ language about space in structured and unstructured contexts. Spatial Intelligence and Learning Center (SILC) Technical Report.
   Google Scholar
• Cartmill, E., Pruden, S. M., Levine, S. C., Goldin-Meadow, S., & Center, S. I. L. (2010). The role of parent gesture in children’s spatial language development. Proceedings of the 34th Annual Boston University Conference on Language Development, 70–77.
   Google Scholar
• Caspe, M., Melzi, G., Mesalles, V., Prishker, N., & Alvarado, C. (2023). Latine caregivers’ approaches to engaging young children in mathematics. Early Childhood Research Quarterly, 64, 26–35. doi:10.1016/j.ecresq.2023.01.014
   Web of Science ®Google Scholar
• Chatterjee, A. (2008). The neural organization of spatial thought and language. Seminars in Speech and Language, 29(3), 226–238. doi:10.1055/s-0028-1082886
   PubMedGoogle Scholar
• Chen, H., Cohen, P., & Chen, S. (2010). How big is a big odds ratio? Interpreting the magnitudes of odds ratios in epidemiological studies. Communications in Statistics—Simulation and Computation, 39(4), 860–864. doi:10.1080/03610911003650383
   Web of Science ®Google Scholar
• Clements, D. H., Swaminathan, S., Hannibal, M. Z., & Sarama, J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30(2), 192–212. doi:10.2307/749610
   Web of Science ®Google Scholar
• Clerkin, E. M., & Smith, L. B. (2022). Real-world statistics at two timescales and a mechanism for infant learning of object names. Proceedings of the National Academy of Sciences, 119(18). doi:10.1073/pnas.2123239119
   PubMed Web of Science ®Google Scholar
• Cook, S. W., Duffy, R. G., & Fenn, K. M. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84(6), 1863–1871. doi:10.1111/cdev.12097
   PubMed Web of Science ®Google Scholar
• Coventry, K., Guijarro-Fuentes, P., & Valdés, B. (2012). On the first and second language acquisition of spatial language. Spatial Cognition & Computation, 12(4), 219–230. doi:10.1080/13875868.2012.713058
   Web of Science ®Google Scholar
• Custode, S. A., & Tamis-LeMonda, C. (2020). Cracking the code: Social and contextual cues to language input in the home environment. Infancy, 25(6), 809–826. doi:10.1111/infa.12361
   PubMed Web of Science ®Google Scholar
• Dehaene, S. (2011). The number sense: How the mind creates mathematics. Oxford University Press.
   Google Scholar
• Durkin, K., Shire, B., Riem, R., Crowther, R. D., & Rutter, D. R. (1986). The social and linguistic context of early number word use. British Journal of Developmental Psychology, 4(3), 269–288. doi:10.1111/j.2044-835X.1986.tb01018.x
   Google Scholar
• Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2017). Wordbank: An open repository for developmental vocabulary data. Journal of Child Language, 44(3), 677. doi:10.1017/S0305000916000209
   PubMed Web of Science ®Google Scholar
• Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2021). Variability and consistency in early language learning: The wordbank project. Cambridge, MA: MIT Press.
   Google Scholar
• Fuson, K. C., & Murray, C. (1978). The haptic-visual perception, construction, and drawing of geometric shapes by children aged two to five: A Piagetian extension. Concerning the Development of Spatial and Geometric Concepts, 49–83.
   Google Scholar
• Galindo, C., Sonnenschein, S., & Montoya-Ávila, A. (2019). Latina mothers’ engagement in children’s math learning in the early school years: Conceptions of math and socialization practices. Early Childhood Research Quarterly, 47, 271–283. doi:10.1016/j.ecresq.2018.11.007
   Web of Science ®Google Scholar
• Gamer, M., & Lemon, J. (2019). Irr: Various coefficients of interrater reliability and agreement. R package version 0.84.1. https://CRAN.R-project.org/package=irr
   Google Scholar
• Goldin-Meadow, S., & Alibali, M. W. (2013). Gesture’s role in speaking, learning, and creating language. Annual Review of Psychology, 64, 257–283. doi:10.1146/annurev-psych-113011-143802 1
   PubMed Web of Science ®Google Scholar
• Gordon, P. (2004). Numerical cognition without words: Evidence from Amazonia. Science, 306(5695), 496–499. doi:10.1126/science.1094492
   PubMed Web of Science ®Google Scholar
• Gordon, R., Chernyak, N., & Cordes, S. (2019). Get to the point: Preschoolers’ spontaneous gesture use during a cardinality task. Cognitive Development, 52, 100818. doi:10.1016/j.cogdev.2019.100818
   Web of Science ®Google Scholar
• Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal‐number knowledge. Developmental Science, 14(5), 1021–1032. doi:10.1111/j.1467-7687.2011.01050.x
   PubMed Web of Science ®Google Scholar
• Hurst, M. A., Wong, A., Gordon, R., Alam, A., & Cordes, S. (2022). Children’s gesture use provides insight into proportional reasoning strategies. Journal of Experimental Child Psychology, 214, 105277. doi:10.1016/j.jecp.2021.105277
   PubMed Web of Science ®Google Scholar
• Iverson, J. M., & Thelen, E. (1999). Hand, mouth and brain. The dynamic emergence of speech and gesture. Journal of Consciousness Studies, 6(11–12), 19–40.
   Google Scholar
• Kısa, Y. D., Aktan‐Erciyes, A., Turan, E., & Göksun, T. (2019). Parental use of spatial language and gestures in early childhood. British Journal of Developmental Psychology, 37(2), 149–167. doi:10.1111/bjdp.12263
   PubMed Web of Science ®Google Scholar
• Kita, S. (2009). Cross-cultural variation of speech-accompanying gesture: A review. Language and cognitive processes, 24(2), 145–167. doi:10.1080/01690960802586188
   Web of Science ®Google Scholar
• Klibanoff, R. S., Levine, S. C., Huttenlocher, J., Vasilyeva, M., & Hedges, L. V. (2006). Preschool children’s mathematical knowledge: The effect of teacher “math talk”. Developmental Psychology, 42(1), 59–69. doi:10.1037/0012-1649.42.1.59
   PubMed Web of Science ®Google Scholar
• Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309. doi:10.1037/a0019671
   PubMed Web of Science ®Google Scholar
• Luo, R., & Tamis‐LeMonda, C. S. (2016). Mothers’ verbal and nonverbal strategies in relation to infants’ object‐directed actions in real time and across the first three years in ethnically diverse families. Infancy, 21(1), 65–89. doi:10.1111/infa.12099
   Web of Science ®Google Scholar
• MacWhinney, B. (2000). The CHILDES project: The database (Vol. 2). Psychology Press.
   Google Scholar
• Markman, E. M. (1979). Classes and collections: Conceptual organization and numerical abilities. Cognitive Psychology, 11(4), 395–411. doi:10.1016/0010-0285(79)90018-5
   Web of Science ®Google Scholar
• Mendelsohn, A., Suárez-Rivera, C., Suh, D. D., & Tamis-LeMonda, C. S. (2022). Word by word: Everyday math talk in the homes of Hispanic families. Language Learning and Development, 19(4), 1–18. doi:10.1080/15475441.2022.2099279
   Web of Science ®Google Scholar
• Mix, K. S. (2019). Why are spatial skill and mathematics related? Child Development Perspectives, 13(2), 121–126. doi:10.1111/cdep.12323
   Web of Science ®Google Scholar
• Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: New typology, new assessments. In J. S. Gero (Ed.), Studying visual and spatial reasoning for design creativity (pp. 179–192). Springer Netherlands. doi:10.1007/978-94-017-9297-4_10
   Google Scholar
• Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550–560. doi:10.1016/j.ecresq.2016.02.003
   PubMed Web of Science ®Google Scholar
• Özçalışkan, Ş., & Dimitrova, N. (2013). How gesture input provides a helping hand to language development. Seminars in Speech and Language, 34(4), 227–236. doi:10.1055/s-0033-1353447
   PubMed Web of Science ®Google Scholar
• Özçalışkan, Ş., & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96(3), B101–B113. doi:10.1016/j.cognition.2005.01.001
   PubMed Web of Science ®Google Scholar
• Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in head start families. Cognitive Development, 35, 15–33. doi:10.1016/j.cogdev.2014.11.002
   Web of Science ®Google Scholar
• R Core Team. (2024). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from: https://www.R-project.org/
   Google Scholar
• Rowe, M. L., Özçalışkan, Ş., & Goldin-Meadow, S. (2008). Learning words by hand: Gesture’s role in predicting vocabulary development. First Language, 28(2), 182–199. doi:10.1177/0142723707088310
   PubMedGoogle Scholar
• Silver, A. M., Elliott, L., Braham, E. J., Bachman, H. J., Votruba-Drzal, E., Tamis-LeMonda, C. S., & Libertus, M. E. (2021). Measuring emerging number knowledge in toddlers. Frontiers in Psychology, 12, 703598. doi:10.3389/fpsyg.2021.703598
   PubMed Web of Science ®Google Scholar
• Smith, L., & Gasser, M. (2005). The development of embodied cognition: Six lessons from babies. Artificial Life, 11(1–2), 13–29. doi:10.1162/1064546053278973
   PubMed Web of Science ®Google Scholar
• Snyder, L. S., Bates, E., & Bretherton, I. (1981). Content and context in early lexical development. Journal of Child Language, 8(3), 565–582. doi:10.1017/S0305000900003433
   PubMed Web of Science ®Google Scholar
• So, W. C., Shum, P. L., & Wong, M. K. (2015). Gesture is more effective than spatial language in encoding spatial information. Quarterly Journal of Experimental Psychology, 68(12), 2384–2401. doi:10.1080/17470218.2015.1015431
   PubMed Web of Science ®Google Scholar
• Suarez‐Rivera, C., Linn, E., & Tamis‐LeMonda, C. S. (2022). From play to language: Infants’ actions on objects cascade to word learning. Language Learning, 72(4), 1092–1127. doi:10.1111/lang.12512
   Web of Science ®Google Scholar
• Suriyakham, L. W. (2007). Input effects on the development of the cardinality principle: Does gesture count? ( Doctoral dissertation). University of Chicago. ProQuest.
   Google Scholar
• Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841–857. doi:10.1080/10409289.2016.1148480
   Web of Science ®Google Scholar
• Swirbul, M., & Melzi, G. (2024). Family math engagement with young latine children in the United States. Child Development Perspectives, 18(1), 3–9. doi:10.1111/cdep.12490
   Web of Science ®Google Scholar
• Tamis-LeMonda, C. S., Kuchirko, Y., Luo, R., Escobar, K., & Bornstein, M. H. (2017). Power in methods: Language inputs to infants in structured and naturalistic contexts. Developmental Science, 20(6), e12456. doi:10.1111/desc.12456
   Web of Science ®Google Scholar
• Tamis-LeMonda, C. S., & Masek, L. R. (2023). Embodied and embedded learning: Child, caregiver, and context. Current Directions of Psychological Science, 32(5), 369–378. doi:10.1177/09637214231178731
   Web of Science ®Google Scholar
• Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. S. (2016). The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms. Journal of Cognition and Development, 17(1), 142–161. doi:10.1080/15248372.2015.1016610
   PubMed Web of Science ®Google Scholar
• Wakefield, E., Novack, M. A., Congdon, E. L., Franconeri, S., & Goldin‐Meadow, S. (2018). Gesture helps learners learn, but not merely by guiding their visual attention. Developmental Science, 21(6), e12664. doi:10.1111/desc.12664
   PubMed Web of Science ®Google Scholar
• West, K. L., Fletcher, K. F., Adolph, K. E., & Tamis-LeMonda, C. S. (2022). Mothers talk about infants’ actions: How verbs correspond to infants’ real-time behavior. Developmental Psychology, 58(3), 405–416. doi:10.1037/dev0001285
   PubMed Web of Science ®Google Scholar
• Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24(2), 220–251. doi:10.1016/0010-0285(92)90008-P
   Web of Science ®Google Scholar
• Zambrzycka, J., Kotsopoulos, D., Lee, J., & Makosz, S. (2017). In any way, shape, or form? toddlers’ understanding of shapes. Infant Behavior and Development, 46, 144–157. doi:10.1016/j.infbeh.2016.12.002
   PubMed Web of Science ®Google Scholar