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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Emotional labeling is a cognitive process that involves identifying and naming one's emotions, such as anger, fear, happiness, or sadness. It allows individuals to recognize and express their internal emotional states, a critical aspect of emotional regulation and communication. Labeling emotions requires more than mere recognition; it also involves drawing upon memory and contextual cues to understand the current situation and apply a corresponding emotional label. For instance, feeling...
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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

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Related Experiment Video

Updated: Jul 9, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Redirective labels and early vocabulary development.

Priya Mariana Shimpi1, Janellen Huttenlocher

  • 1Psychology Department, University of Chicago, 5848 South University Avenue, Chicago, IL 60637, USA.

Journal of Child Language
|December 8, 2007
PubMed
Summary

Parents using "lead-in" labels when a child is not looking successfully predict higher child vocabulary. Unsuccessful labels and gestures are linked to redirective success, impacting language development.

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Area of Science:

  • Developmental Psychology
  • Child Language Acquisition
  • Early Communication

Background:

  • Parental object labels are categorized as "follow-in" (child attending) or "lead-in" (child not attending).
  • Previous research suggests a negative correlation between "lead-in" labels and child vocabulary size.

Purpose of the Study:

  • To investigate the influence of attention redirection on the relationship between "lead-in" labels and child vocabulary.
  • To explore the role of parental gestures in the effectiveness of "lead-in" labeling.

Main Methods:

  • Longitudinal study of 18 mother-infant dyads.
  • Videotaped interactions at 1;2, 1;6, and 1;10 years of age.
  • Analysis of parental labeling strategies (follow-in vs. lead-in) and child attention.

Main Results:

  • Successful "lead-in" labels positively correlate with child vocabulary development.
  • Unsuccessful "lead-in" labels negatively correlate with child vocabulary.
  • Parental use of gestures is associated with the successful redirection of infant attention for "lead-in" labels.

Conclusions:

  • The effectiveness of "lead-in" labeling, particularly when combined with gestures, is crucial for positive vocabulary outcomes.
  • Interventions focusing on successful attention redirection may enhance early language learning.
  • Understanding labeling context is key to deciphering its impact on child language acquisition.