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Making peer culture audible: long-form recordings and the case for early child-to-child input
Joseph Coffey1, Camila Scaff1,2
1PSL University, Laboratoire de Sciences Cognitives et de Psycholinguistique (ENS, EHESS, CNRS, DEC), ParisFrance jcoffey@ens.psl.eu camillescaff@gmail.com https://sites.google.com/g.harvard.edu/josephcoffey/home.
Abstract:
Lew-Levy and Amir note that by adolescence, children shift from speaking like their parents to using the vernacular of their peers, suggesting that children attend closely to linguistic input from other children. But unlike adult input, peer input has been neglected in research. We believe this is due to methodological limitations that long-form audio recordings are uniquely equipped to overcome.
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