It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
Redirective labels and early vocabulary development
Parents' object labels can be distinguished by whether the child is already attending to the object (follow-in) or not (lead-in). Lead-in labels have been found to be associated with low vocabulary. The current study examines whether the relation between lead-in labels and child vocabulary is influenced by whether the child's attention is redirected. Eighteen mother–infant dyads were videotaped at 1;2, 1;6 and 1;10. Results indicate that parents' use of successful lead-in labels is positively correlated with children's vocabulary, whereas use of unsuccessful labels is negatively correlated. Finally, use of gesture is associated with the redirective success of lead-in labels.