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  Turn taking, timing, and planning in early language acquisition

Casillas, M., Bobb, S. C., & Clark, E. V. (2016). Turn taking, timing, and planning in early language acquisition. Journal of Child Language, 43, 1310-1337. doi:10.1017/S0305000915000689.

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 Creators:
Casillas, Marisa1, 2, Author           
Bobb, Susan C.3, Author
Clark, Eve V.4, Author
Affiliations:
1Language and Cognition Department, MPI for Psycholinguistics, Max Planck Society, ou_792548              
2INTERACT, MPI for Psycholinguistics, Max Planck Society, Wundtlaan 1, 6525 XD Nijmegen, NL, ou_1863331              
3Gordon College, Department of Psychology, Gordon College, 255 Grapevine Road, Wenham, MA 01984, USA, ou_persistent22              
4Stanford University, Department of Linguistics, Margaret Jacks Hall, Bldg 460, Stanford University, Stanford, CA 94305-2150, USA, ou_persistent22              

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 Abstract: Young children answer questions with longer delays than adults do, and they don't reach typical adult response times until several years later. We hypothesized that this prolonged pattern of delay in children's timing results from competing demands: to give an answer, children must understand a question while simultaneously planning and initiating their response. Even as children get older and more efficient in this process, the demands on them increase because their verbal responses become more complex. We analyzed conversational question-answer sequences between caregivers and their children from ages 1;8 to 3;5, finding that children (1) initiate simple answers more quickly than complex ones, (2) initiate simple answers quickly from an early age, and (3) initiate complex answers more quickly as they grow older. Our results suggest that children aim to respond quickly from the start, improving on earlier-acquired answer types while they begin to practice later-acquired, slower ones.

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Language(s): eng - English
 Dates: 2014-08-112015-09-182014-08-112015-10-162015-11-252016
 Publication Status: Issued
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 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1017/S0305000915000689
 Degree: -

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Project name : INTERACT
Grant ID : 269484
Funding program : Funding Programme 7 (FP7)
Funding organization : European Commission (EC)

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Title: Journal of Child Language
  Other : J. Child Lang.
Source Genre: Journal
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Publ. Info: London : Cambridge University Press.
Pages: - Volume / Issue: 43 Sequence Number: - Start / End Page: 1310 - 1337 Identifier: ISSN: 0305-0009
CoNE: https://pure.mpg.de/cone/journals/resource/954925341743