1. Repetition and Variation in a Mother's Interactions with her Pre- verbal Infant Sonja Eisenbeiss & Massimo Poesio In collaboration with Victoria Manning & Katherine Youngs

2.  How do we talk to children?  What is the role of repetition and variation?  What are their effects on language learning?  Do nursery rhymes reflect and exaggerate patterns of child-directed speech?  How does child-directed speech differ between different types of activities?  How can we use our findings to support language development? Research Questions

3.  short, but mostly correct and complete utterances  slow, with longer pauses than adult-directed speech  high, varied pitch, exaggerated intonation and stress => identification of word and phrase boundaries  restricted vocabulary  reference mostly restricted to here and now => word learning  high proportion of imperative and questions  more repetitions than in adult-adult speech => sentence structure and grammar Universals of Child-Directed Speech

4.  Video recordings of a child’s home environment, age 3 months to 3 years  The two rooms in which the child spent most of this time (living room/kitchen, bedroom) equipped with  non-invasive cameras at the four corners  microphones The BabyExp Corpus

5.  Mostly mother and child (monolingual English)  Occasionally mother + father + child (bilingual, English/Italian)  160 days/year  1-8 hrs per day  Around 2000 hours total  For this analysis: 7 recordings when the child was 9 months (1733 maternal utterances) Recordings

6.  High proportion of repetition with and w/o variation: 1.There's a monkey. 2.There's a giraffe. 3.There's the giraffe's tail.  Types of variation: Overlap: 1-2, 1-3, 2-3 Expansion:2 → 3 Reduction: 3 → 2 Repetition and Variation in Child-Directed Speech (CDS)

7. Variation sets are series of adult utterances with a common theme and a constant intention, but variation in form:  adding or deleting a word or phrase,  replacing one word with another,  changing the word order, etc. (Küntay & Slobin, 1996, 2002; Slobin et al., 2011) Variation Sets

8. VERBOBJECT GOAL 1 let’s put J’s bottles in the refrigerator 2 want to put them in the refrigeratorwith me 3 let’s put J’s bottles in the refrigerator 4 we’llput it in the refrigerator 5 let’s put it in the refrigerator 6 we’ll put it in the refrigerator 7 you can put it in 8 I’ll let youput it in yourself 9 youput it right in 10 you put it in there 11 put it right in the refrigerator

9.  Variation sets occur across languages and cultures (Slobin et al., 2011).  They repeat words (e.g. put) and show how words can be combined with others.  This has been shown to foster word learning (Waterfall, 2006). How Could Variation Sets Support Learning?

10. Both repetition and variation play a role in CDS, even though the child is very young (9M). ImmediateWithin 1 minuteTotal Repetition18.3518.1736.51 Expansion8.26.738.99 Reduction6.42.186.61 Overlap26.793.4930.28 Total59.8222.5782.39 Tokens of Repetition/Variation Types p.hr

11. Nursery Rhymes contained 23 instances of immediate overlap that were repeated within a minute; e.g. the refrain “Fly away Peter! Fly away Paul!”. This refrain-based pattern did not appear in spoken speech. ImmediateWithin 1 minTotal Nurs. Rh.2.5712.2914.86 Other15.785.8721.65 Total18.3518.1736.51 Repetition p.hr.: Nursery Rhyme vs. Other

12. Preliminary Summary  Patterns of repetition and variation observed in CDS for toddlers can also be found in CDS for the 9 month old infant, who is not yet able to fully comprehend, comply, or provide information for the parent.  Pairs of repeated or varied utterances mostly follow one another immediately, rather than being separated.  The exception to this “rule” are refrain- based repetitions in nursery rhymes, sometimes combined with immediate overlap.  What do these repetition/variation- patterns look like?  What can this tell us about their function?

13. What is Similar to CDS for Older Children? So In the repetition/variation-sequences, the mother:  Provides information  Asks the child to (not) perform actions  Asks the child for information

14. What is Different in Information Queries?, I So The mother sometimes answers herself, as in this variation set: What've [: what have] I found? toothpaste! I found some toothpaste.

15. What is Different in Information Queries?, II So The mother answers “as the child”, as in this variation set, which occurs when the child seems upset by the ongoing nappy change: is it painful having your nappy changed? is it painful this nappy business? yes mummy. (in a different voice)

16. What is Different in Information Queries? So The mother can also acknowledge the lack of successful communication, as in this sequence (which does not involve a repetition/variation sequence) Do you want to get out or are you still pooing? I don't understand.

17. What is Different in Information- Providing Sequences?  So  We did not find variation sets substuting full noun phrases by pronouns.  Such sequences are common in variation sets for older children (Slobin et al., 2011)  let’s put J’s bottles in the refrigerator want toput them in the refrigerator with me  They suggest that the speaker assumes the listener to have identified the referent of the initial phrase.

18. Conclusions: Repetition & Variation in Early CDS  Patterns of repetition and variation that characterise CDS for older children can be found in early CDS.  Repetition/variation sequences mostly follow one another immediately, rather than being separated (except for refrain-based repetitions in nurs.rhymes).  Variation sets look as if they had similar functions as variation sets in CDS for older children.  However, information queries are just “simulated” or acknowledge the impossibility of success.  NP/Pronoun substitutions suggesting that speaker does not assumes reference comprehension.

19. What about Play and CDS?  Sosa (2015):  26 English-speaking parent-infant (aged 10-16 months) dyads. 26 parent-infant (aged 10-16 months) pairs.  Fifteen-minute in-home parent-infant play sessions with electronic toys, traditional toys, and books.  During play with electronic toys, adults produced fewer words and fewer parental responses than during play with traditional toys or books.  Children vocalized less during play with electronic toys than during play with books.  http://archpedi.jamanetwork.com/article.aspx?articleID=2478386 http://archpedi.jamanetwork.com/article.aspx?articleID=2478386

20. And Now?  Larger data sets  Comparisons of  Languages & cultures  Mothers/fathers  Boys/girls  Working on our CDS Blog: https://childdirectedspeech.wordpress.com/ https://childdirectedspeech.wordpress.com/  Looking at CDS in language games with "real toys" https://languagegamesforall.wordpress.com/ with Language In A Bag https://languagegamesforall.wordpress.com/example s-of-games/ https://languagegamesforall.wordpress.com/ https://languagegamesforall.wordpress.com/example s-of-games/