How do Audible Message Notifications Influence the Quantity and Quality of Child-Directed Speech from Parents?

Research Article
Open access

How do Audible Message Notifications Influence the Quantity and Quality of Child-Directed Speech from Parents?

Keyao Li 1*
  • 1 London School of Economics and Political Science    
  • *corresponding author k.li36@lse.ac.uk
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/18/20231296
LNEP Vol.18
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-061-5
ISBN (Online): 978-1-83558-062-2​

Abstract

The impact of direct mobile phone usage on child-directed speech (CDS) has been frequently explored. However, little is known about the effects of passive mobile phone interaction regarding this aspect. Using a repeated measures design with counterbalancing and a yoked control design, the present study examines the influence of audible message notifications on the quantity and quality of CDS delivered by parents. Results indicate that receiving message notifications reduces both the amount and quality of CDS and that a familiar message notification has a greater effect on diminishing parent-child interaction than an unfamiliar message notification. The findings thus have implications for parents, highlighting the importance of reducing passive mobile phone usage to construct a better language-learning environment for toddlers.

Keywords:

passive mobile phone interaction, child-directed speech, parent-child interaction, audible message notifications

Li,K. (2023). How do Audible Message Notifications Influence the Quantity and Quality of Child-Directed Speech from Parents?. Lecture Notes in Education Psychology and Public Media,18,91-95.
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References

[1]. Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264–275. https://doi.org/10.1002/wcs.1393

[2]. Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. https://doi.org/10.1177/0956797613488145

[3]. Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2014). Look who’s talking: speech style and social context in language input to infants are linked to concurrent and future speech development. Developmental Science, 17(6), 880–891. https://doi.org/10.1111/desc.12172 6.

[4]. Anderson, D. R., & Evans, M. K. (2001). Peril and potential of media for infants and toddlers. Zero to Three: National Center for Infants, Toddlers, and Families, 22(2), 10–16.

[5]. Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The Effects of Background Television on the Quantity and Quality of Child-Directed Speech by Parents. Journal of Children and Media, 8(3), 211–222. https://doi.org/10.1080/17482798.2014.920715

[6]. Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology, 53(8), 1428–1436. https://doi.org/10.1037/dev0000292

[7]. Przybylski, A. K., & Weinstein, N. (2012). Can you connect with me now? How the presence of mobile communication technology influences face-to-face conversation quality. Journal of Social and Personal Relationships, 30(3), 237–246. https://doi.org/10.1177/0265407512453827

[8]. Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2014). The iPhone Effect. Environment and Behavior, 48(2), 275–298. https://doi.org/10.1177/0013916514539755

[9]. Van Dam, J., Kass, S. J., & VanWormer, L. (2019). The effects of passive mobile phone interaction on situation awareness and driving performance. Journal of Transportation Safety & Security, 12(8), 1–18. https://doi.org/10.1080/19439962.2018.1564947

[10]. Corkin, M. T., Henderson, A. M. E., Peterson, E. R., Kennedy- Costantini, S., Sharplin, H. S., & Morrison, S. (2021). Associations between technoference, quality of parent-infant interactions, and infants’ vocabulary development. Infant Behavior and Development, 64, 101611. https://doi.org/10.1016/j.infbeh.2021.101611

[11]. Hoff, E., & Naigles, L. (2002). How Children Use Input to Acquire a Lexicon. Child Development, 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415

Cite this article

Li,K. (2023). How do Audible Message Notifications Influence the Quantity and Quality of Child-Directed Speech from Parents?. Lecture Notes in Education Psychology and Public Media,18,91-95.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-061-5(Print) / 978-1-83558-062-2​(Online)
Editor：Enrique Mallen, Javier Cifuentes-Faura
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.18
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264–275. https://doi.org/10.1002/wcs.1393

[2]. Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. https://doi.org/10.1177/0956797613488145

[3]. Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2014). Look who’s talking: speech style and social context in language input to infants are linked to concurrent and future speech development. Developmental Science, 17(6), 880–891. https://doi.org/10.1111/desc.12172 6.

[4]. Anderson, D. R., & Evans, M. K. (2001). Peril and potential of media for infants and toddlers. Zero to Three: National Center for Infants, Toddlers, and Families, 22(2), 10–16.

[5]. Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The Effects of Background Television on the Quantity and Quality of Child-Directed Speech by Parents. Journal of Children and Media, 8(3), 211–222. https://doi.org/10.1080/17482798.2014.920715

[6]. Reed, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Learning on hold: Cell phones sidetrack parent-child interactions. Developmental Psychology, 53(8), 1428–1436. https://doi.org/10.1037/dev0000292

[7]. Przybylski, A. K., & Weinstein, N. (2012). Can you connect with me now? How the presence of mobile communication technology influences face-to-face conversation quality. Journal of Social and Personal Relationships, 30(3), 237–246. https://doi.org/10.1177/0265407512453827

[8]. Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2014). The iPhone Effect. Environment and Behavior, 48(2), 275–298. https://doi.org/10.1177/0013916514539755

[9]. Van Dam, J., Kass, S. J., & VanWormer, L. (2019). The effects of passive mobile phone interaction on situation awareness and driving performance. Journal of Transportation Safety & Security, 12(8), 1–18. https://doi.org/10.1080/19439962.2018.1564947

[10]. Corkin, M. T., Henderson, A. M. E., Peterson, E. R., Kennedy- Costantini, S., Sharplin, H. S., & Morrison, S. (2021). Associations between technoference, quality of parent-infant interactions, and infants’ vocabulary development. Infant Behavior and Development, 64, 101611. https://doi.org/10.1016/j.infbeh.2021.101611

[11]. Hoff, E., & Naigles, L. (2002). How Children Use Input to Acquire a Lexicon. Child Development, 73(2), 418–433. https://doi.org/10.1111/1467-8624.00415

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