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Caroline Rowland Max-Planck Institute, Nijmegen crowland@liverpool.ac.uk website |
Participants: | 1 |
Type of Study: | naturalistic |
Location: | England |
Media type: | audio |
DOI: | doi:10.21415/T5R88P |
Jones, G., & Rowland, C. F. (2017). Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth. Cognitive Psychology, 98, 1-21. doi:10.1016/j.cogpsych.2017.07.002.
Rowland, C. F. (2007). Explaining errors in children’s questions. Cognition, 104(1), 106-134. doi:10.1016/j.cognition.2006.05.011.
Rowland, C. F. & Fletcher, S. L. (2006). The effect of sampling on estimates of lexical specificity and error rates. Journal of Child Language, 33, 859-877.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
Omitted words and bound morphemes were transcribed, but 0 was used to
indicate that the word was omitted. For example:
*CHI: I 0have
[*] got
%err: 0have=have
*CHI: you are make0ing a cake
%err: make0ing=making
%
Postcodes were used on the main line in the following circumstances:
[+ SR] self-repetition of one of previous 5 utterances as long as
utterance was not more than 10 seconds removed in time. Only the target
child’s utterances were coded for self-repetition.
[+ I]
imitation of one of previous 5 utterances as long as utterance
was not more than 10 seconds removed in time. Only the target child’s
utterances were coded for imitation.
[+ PI] partially
intelligible utterance. All utterance were coded.
[+
IN] incomplete utterance. All utterance were coded.
[+
R] routines, including counting, songs and nursery rhymes. All
utterance were coded.
The project was funded by the Economic and Social Research Council, Grant No. RES000220241.