Social contingency in parent–child interaction supports early language learning, and infants actively elicit higher-quality input through a social feedback loop¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Live contingent interaction, not recorded video, sustains infants' phonetic learning and parents' high-pitch prosody, indicating bidirectional parent–child feedback. → Schwab Jessica F. 2016
Evidence¶
Schwab Jessica F. 2016¶
Schwab Jessica F., Lew-Williams Casey. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley interdisciplinary reviews. Cognitive science. https://doi.org/10.1002/wcs.1393
q2 · i? · review · r3
The review reports a double-video experiment in which mothers interacted via live or replayed video; without contingent responsiveness maternal prosodic quality declined. Relatedly, 9-month-olds learned non-native contrasts from live adults but not video. No effect sizes are printed.
"During the replayed video sessions (which lacked contingent responsiveness), mothers’ mean pitch height declined, and their overall amount of high-pitch talk declined."
Discussion¶
Related Claims¶
- Infants' preference for and learning benefit from child-directed speech change over development, with CDS advantages diminishing by the third year — related
- Infant look-away follows a U-shaped pattern of information content, consistent with maintaining intermediate rates of information absorption (Goldilocks effect) — related
- Prosodic and sound-level features of child-directed speech support infants' phoneme discrimination, word segmentation, and word learning — related
- The number of conversational turns is more closely associated with children's language skills and language-related brain function than the raw number of words heard, regardless of family income or education. — related
- Teacher-student scaffolding and autonomy support co-evolve into self-reinforcing attractor states over sustained one-on-one instruction — related
- Social norms shape role positioning in parent-child dyads playing an educational video game, with children sometimes more expert — related
- Amount of child-directed speech at 19 months predicts expressive vocabulary size at 24 months in low-SES Spanish-learning infants — related
- Maternal contingency during infant play is consistent across toys at 12 months but shows no consistency over time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
social-feedback-loop-contingency-language |
title |
Social contingency in parent–child interaction supports early language learning, and infants actively elicit higher-quality input through a social feedback loop |
description |
Social contingency in parent–child interaction supports early language learning, and infants actively elicit higher-quality input through a social feedback loop |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — schwab-jessica-f-2016 |
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